“…Heyns and Zander (1965) have also argued that it is often theoretically important to use context as a frame of reference in making inferences. Context may refer to the setting of the interaction (e.g., classrooms, Miller and Hylton, 1974; medical settings, Hawes and Foley, 1973; therapeutic settings, Yalom, 1975;organizations, Goldhaber, 1974: 209-239) the type and purpose of the group (e.g., discussion groups, Hare, 1976: 405; task groups, Stech, 1970; consciousness-raising groups, Drecksel and Fisher, 1977;Ellis, 1976; T-groups, Fisher and Werbel, 1978; creativity groups, Gordon, 1961) the types of individuals forming the groups (e.g., marital pairs, Parks et al, 1975; families, peers, Lumsden et al, 1974) the number of individuals observed (e.g., dyad, small group, large group the group member characteristics (e.g., sex, age, personality, status) the type of subject matter discussed (e.g., real or fictional tasks, topics)…”