An ecological examination of rapport using a dyadic puzzle task.
Previous studies have indicated that situational context impacts the rapport experience (e.g., F. J. Bernieri, J. S. Gillis, J. M. Davis, & J. E. Grahe, 1996; N. M. Puccinelli, L. Tickle-Degnen, & R. Rosenthal, 2003). The authors designed the present study to further document the behavioral and experiential predictors of dyadic rapport and to evaluate dyadic rapport experiences when contributions were required from both interactants. Participants (N = 60) were paired into dyads and instructed to complete children's puzzles. However, the dyadic members were restricted in how they could accomplish this task: Only one interactant was allowed to work on the puzzle and had to do so blindfolded, while the second interactant gave instructions. Results suggested that less attribution of responsibility to the worker and the instructor's experience of enjoyment and frustration were indicative of higher rapport. Other characteristics of dyads reporting higher dyadic rapport included difficulty completing the task and more communicative behavior. The results provide important information for the understanding of the dyadic experience of rapport.
Grahe
Jon E
JE
Department of Psychology, Pacific Lutheran University, Tacoma, WA 98447, USA. graheje@plu.edu
Sherman
Ryne A
RA
D000328:Adult; D003299:Cooperative Behavior; D004463:Ecology; D005260:Female; D006126:Group Processes; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D015146:Midwestern United States; D011593:Psychology, Social; D011597:Psychomotor Performance; D012938:Social Perception; D013334:Students; D014495:Universities