Being Known by the Company We Keep: The Contagion of First Impressions

Abstract

The purposes of the present study were (a) to replicate previous findings concerning naive judges' negative immediate impressions of learning disabled children, and (b) to explore whether such impressions were correlated with the impressions formed by other naive judges concerning a second child viewed in a dyadic peer-group interaction. College students were shown videotapes of second-or fourth-grade boys playing either a host or a guest role on a simulated television talk show. One half of the hosts had been identified as learning disabled. Results indicated that while second-grade learning disabled boys were judged as at least as adaptable as and less hostile than non-learning disabled children, the opposite results were obtained with fourth-grade boys. Additionally, a second set of naive judges judged fourth-grade nondisabled children who interacted with learning disabled students to be more socially hostile than those children interacting with a non-disabled host. Reverse findings were obtained for the second-grade children. Mean ratings of the two children's social hostility by two independent groups of judges were significantly correlated.

Conversational skills and modeling in learning disabled boys

“…Interestingly, this interpretation is consistent with previous studies showing that the nonverbal behavior of normally achieving children while interacting with an LD classmate was viewed as more hostile and less relaxed than that of children interacting with a nondisabled child (Bryan, Bryan, & Sonnefeld, 1982;Bryan, Donahue, Pearl, & Sturm, 1981). Interestingly, this interpretation is consistent with previous studies showing that the nonverbal behavior of normally achieving children while interacting with an LD classmate was viewed as more hostile and less relaxed than that of children interacting with a nondisabled child (Bryan, Bryan, & Sonnefeld, 1982;Bryan, Donahue, Pearl, & Sturm, 1981).…”

Social Status Problems of Learning Disabled and Hyperactive/Learning Disabled Boys

“…For example, some studies have found inappropriate and negative interpersonal styles to be characteristic of LD children (Bruininks, 1978;Bryan et al, 19761, whereas others have been unable to attribute disruptive classroom behavior to them (Bryan, 1974a;Bryan & Wheeler, 1972). It has been suggested by some that the social communication difficulties experienced by LDs are more related to nonassertive and passive behaviors rather than to provocative or negative interactions (Bryan, Bryan, & Sonnefeld, 1982;Bryan, Donahue, Pearl, & Strum, 1981). Considering the previous research that has consistently found inappropriate, negative, and aversive social behaviors to be characteristic of hyperactive children (e.g., Campbell, Endman, & Bernfeld, 1977;King & Young, 1981;Klein & Young, 1979;Pelham & Bender, 1982), the results of the present investigation stimulate concern that past LD research has been confounded by the unexplained contribution of hyperactivity.…”

The Relationship between Fear of Failure and Learning Disabilities

“…Additionally, given their lack of acceptance by peers and strangers alike (Bryan, 1974(Bryan, , 1976Bryan, Bryan, & Sonnefeld, 1982;Bryan & Perlmutter, 1979;Bryan & Sherman, 1980), it might reasonably be expected that their experiences would lead them to negative evaluations and the negative effects associated with such evaluations. Finally, and virtually by definition, they are frequently confronted with academic failuresanother experience likely to increase evaluation or test anxiety.…”