Congruence of communication varies with situational importance and relationship closeness¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 1979 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1984: baselines and conditions change
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? More congruent responses occurred when consequences and relationships were important; in low-importance, low-relationship situations incongruent responses were more the rule than the exception. → Duke 1979

Evidence¶

Duke 1979¶

Duke, Marshall P. and Nowicki, Stephen. (1979). A Social Learning Theory Conceptualization of Interpersonal Relationships. https://eric.ed.gov/?id=ED183975

q2 · i? · theoretical · r2

In a study (Ladd, Nowicki, & Duke, 1979), sixty female college students responded to a Triandis-type questionnaire across a 2 x 2 of situation importance and relationship level, with all subjects exposed to all combinations. The article reports "More congruent responses were associated with those instances in which the consequences and relationships were important."

"As seen in Figure 4, congruence varied with the importance of the situation and the importance of the relationship."

Discussion¶

Related Claims¶

• Therapy relationships do not show a transition from relational incongruence to congruence across sessions — related
• The category distribution of student questions varies substantially across different simulations — related
• Response redundancy (relational congruence) is not related to working alliance ratings — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on