Evan R Powell
Biographic Data
| ID | 2008417 |
|---|---|
| NAME | Evan R Powell |
| GIVEN NAMES | Evan R |
| FAMILY NAME | Powell |
| SIGNATURE | POWELL E R |
| AFFILIATIONS | University of Georgia |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1969 |
| LATEST PUBLICATION YEAR | 1982 |
| H-INDEX | 1 |
Dominance Cues in Nonverbal Behavior
Buiilding on some concepts and methods recently introduced by Spiegel and Machotka, this investigation deals with four common nonverbal signifiers of social dominance: ltateral opposition, precedence, posture (sitting and standing), and elevation. Our concern is to know how interdependent these signifiers may be and whether they are equally meaningful as indicators of dominaince. An analysis of variance of 64 male andfemale figure drawings shows …
Initial observations of dyadic interaction in crisis intervention centers
Affect Structure and Achievement in a Select Sample of Rural Negro Children
Of all the variables measured in the Equality of Educational Opportunity survey1 students' attitude toward school, their self concepts, and a sense of environmental control showed the strongest relationship to achievement. The affective measure of a student's feeling about himself and his destiny appeared to be more highly related to scholastic achievement of disadvantaged children than did all the school factors put together
Peer Concept and Sociometric Analysis of a Small Group
Peer perceptions of 24 graduate students near the end of a year-long institute were tested and retested on a form of Osgood's semantic differential as well as on a normal sociometric instrument. The former was stable and correlated well with the latter
Peer-Concept Ratings in Rural Children
Comparison of peer perceptions of 95 rural Negro and 95 white elementary level students shows substantial differences across race in the factor structure on a form of Osgood's Semantic Differential. Caste, class, race, grade level, poverty level, or other factors should, in further studies, be related to the depressed peer evaluation of Negro samples should this low evaluation reappear
Dominance Cues in Nonverbal Behavior
Buiilding on some concepts and methods recently introduced by Spiegel and Machotka, this investigation deals with four common nonverbal signifiers of social dominance: ltateral opposition, precedence, posture (sitting and standing), and elevation. Our concern is to know how interdependent these signifiers may be and whether they are equally meaningful as indicators of dominaince. An analysis of variance of 64 male andfemale figure drawings shows …
Affect Structure and Achievement in a Select Sample of Rural Negro Children
Of all the variables measured in the Equality of Educational Opportunity survey1 students' attitude toward school, their self concepts, and a sense of environmental control showed the strongest relationship to achievement. The affective measure of a student's feeling about himself and his destiny appeared to be more highly related to scholastic achievement of disadvantaged children than did all the school factors put together
Peer Concept and Sociometric Analysis of a Small Group
Peer perceptions of 24 graduate students near the end of a year-long institute were tested and retested on a form of Osgood's semantic differential as well as on a normal sociometric instrument. The former was stable and correlated well with the latter
Peer-Concept Ratings in Rural Children
Comparison of peer perceptions of 95 rural Negro and 95 white elementary level students shows substantial differences across race in the factor structure on a form of Osgood's Semantic Differential. Caste, class, race, grade level, poverty level, or other factors should, in further studies, be related to the depressed peer evaluation of Negro samples should this low evaluation reappear
Affect Structure and Achievement in a Select Sample of Rural Negro Children
Of all the variables measured in the Equality of Educational Opportunity survey1 students' attitude toward school, their self concepts, and a sense of environmental control showed the strongest relationship to achievement. The affective measure of a student's feeling about himself and his destiny appeared to be more highly related to scholastic achievement of disadvantaged children than did all the school factors put together
Initial observations of dyadic interaction in crisis intervention centers
Dominance Cues in Nonverbal Behavior
Buiilding on some concepts and methods recently introduced by Spiegel and Machotka, this investigation deals with four common nonverbal signifiers of social dominance: ltateral opposition, precedence, posture (sitting and standing), and elevation. Our concern is to know how interdependent these signifiers may be and whether they are equally meaningful as indicators of dominaince. An analysis of variance of 64 male andfemale figure drawings shows …
Psychology (5 works) · Developmental psychology (4 works) · Social Psychology (3 works) · Social Psychology (3 works) · Sociology (3 works) · Early Childhood Education and Development (2 works) · Perception (2 works) · Physics (2 works) · Semantic differential (2 works) · Social and Intergroup Psychology (2 works)