80 Ss who scored as highly dependent or highly independent on the Edwards Personal Preference Schedule were matched with Es whose communications either encouraged or discouraged dependent statements. Each S was asked to solve the Doodlebug Problem, after which he was asked to rate E and the situation on a measure of S's satisfaction. Communication style significantly increased the number of dependent statements elicited from Ss, while dependency of Ss and the interaction of dependency with E's communication were significant factors in S's satisfaction with the task.
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