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PubMed2005

Exposure to movie smoking: its relation to smoking initiation among US adolescents.

OBJECTIVE: Regional studies have linked exposure to movie smoking with adolescent smoking. We examined this association in a representative US sample. DESIGN/METHODS: We conducted a random-digit-dial survey of 6522 US adolescents aged 10 to 14 years. Using previously validated methods, we estimated exposure to movie smoking, in 532 recent box-office hits, and examined its relation with adolescents having ever tried smoking a cigarette. RESULTS: The distributions of demographics and census region in the unweighted sample were almost identical to 2000 US Census estimates, confirming representativeness. Overall, 10% of the population had tried smoking. Quartile (Q) of movie smoking exposure was significantly associated with the prevalence of smoking initiation: 0.02 of adolescents in Q1 had tried smoking; 0.06 in Q2; 0.11 in Q3; and 0.22 in Q4. This association did not differ significantly by race/ethnicity or census region. After controlling for sociodemographics, friend/sibling/parent smoking, school performance, personality characteristics, and parenting style, the adjusted odds ratio for having tried smoking were 1.7 (95% confidence interval [CI]: 1.1, 2.7) for Q2, 1.8 (95% CI: 1.2, 2.9) for Q3, and 2.6 (95% CI: 1.7, 4.1) for Q4 compared with adolescents in Q1. The covariate-adjusted attributable fraction was 0.38 (95% CI: 0.20, 0.56), suggesting that exposure to movie smoking is the primary independent risk factor for smoking initiation in US adolescents in this age group. CONCLUSIONS: Smoking in movies is a risk factor for smoking initiation among US adolescents. Limiting exposure of young adolescents to movie smoking could have important public health implications.

Adolescent↗
PubMed1974

Reading-related behavior in an open classroom: effects of novelty and modelling on preschoolers.

Eight preschool children were exposed initially to an unstructured (open) classroom in which, among other objects, a dozen different books were continuously available. Samples of the subjects' behavior over several weeks documented a very low frequency of reading-related activity (attention to books). Introduction of novel books into the classroom increased some children's reading-related behavior, but adults who modelled reading by reading aloud produced larger and more stable increases of such behavior. There was also a relative increase in frequency of independent and a relative decrease in mutual-peer reading-related activity, possibly as a result of modelling. The study calls attention to the need to evaluate the open-classroom setting in a manner compatible with the experimental analysis of behavior in other applied settings-a manner that is also consistent with the real aims of open education.

Aptitude↗
PubMedDate not supplied

Assertiveness training using rehearsal and modeling with male alcoholics.

Two different forms of an assertiveness training program were designed for use in an inpatient ward at a VA hospital. Alcoholic subjects were pretested on self-report, behavioral and unobtrusive measures of assertiveness, and randomly assigned to one of three conditions: rehearsal group, modeling group, or discussion control group. Six 1-h group assertiveness training sessions were held over a 2-week period. On completion of the assertiveness training, trained subjects scored significantly higher on the measures of assertiveness than did controls; they also received more regular (vs irregular) discharges from the hospital. These alcoholic patients responded best to a treatment based on rehearsal. At a 2-month follow-up interview from date of discharge from the hospital, assertiveness trained subjects reported less drinking and more abstinent days than controls, though the differences were not statistically significant. Collateral report of subject behaviors generally agreed highly with subject report though collaterals gave slightly less favorable reports. Results were discussed in terms of the problems in conducting follow-up research and in terms of application to alcoholism treatment.

Adult↗
PubMed2004

How do apes ape?

In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives.

Adaptation, Psychological↗
PubMed2004

Development, direction, and damage limitation: social learning in domestic fowl.

This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission is strongly influenced by social relationships between birds. The practical implications of understanding the role of social learning in the spread of injurious behaviors in this economically important species are briefly considered.

Adaptation, Psychological↗
PubMed1989

Peer group influence as a factor in smoking behavior of adolescents.

Adolescents, as the fastest growing group of smokers, have been a focus and concern of health educators and researchers. Adolescent smoking is of particular interest because initiation and early habits are known to have important implications for lifetime smoking or cessation. Despite the well-known centrality of the peer group in adolescent behavior, smoking cessation programs have been largely directed toward individuals rather than groups, with emphasis on encouraging the individual to say "no." In this paper, smoking behavior and peer group patterns among a sample of 1,689 Grade 8 students from southern Ontario were analyzed to ascertain possible patterns of indirect influence by friends and acquaintances. Gender differences also were assessed. It was found that peer groups are crucially important in the initiation of smoking among young adolescents, particularly females. The patterns of indirect peer influence on girls is such that girls are less likely to stop smoking once they have begun than are boys.

Adolescent↗
PubMed1986

[Introduction of Goldstein therapies for disadvantaged clients in the Netherlands].

In Limburg, Netherlands, a project is going on aiming to implement lower class-linked skill-therapies into the regional mental health services. This article elucidates: the poor relationship that exists between contemporary psychotherapy and the lower class clients; various efforts that have been attempted to solve this problem; the basic elements of Goldstein's 'structured learning therapy'; activities and results of the Dutch 'Goldsteinproject'.

Assertiveness↗
PubMed1984

Verbal rationales and modeling as adjuncts to a parenting technique for child compliance.

The purpose of this study was to examine whether the effectiveness of a behavioral parenting technique with children in 2 age groups (3-4 1/2 or 5 1/2-7 1/2 years) is facilitated by introducing the procedure to the child by verbal rationales and/or modeling adjuncts. Mothers were taught to implement a procedure in which they ignored their children following child noncompliance to a maternal command. 80 mother-child pairs were assigned to 1 of 4 conditions: ignoring training, ignoring plus verbal rationale, ignoring plus verbal rationale and modeling, or control. Each mother issued a set of 20 standard commands to her child in a laboratory playroom. Dependent measures included observations of child compliance and inappropriate behavior and self-report of parental satisfaction and child comprehension. Children in the rationale and rationale-plus-modeling conditions were more compliant and less inappropriate than children in either of the other 2 conditions, and their mothers reported greater satisfaction than mothers in the ignoring condition. Older children were more compliant, were quicker to comply, and demonstrated a greater comprehension of the contingencies than younger children. There was no differential responsivity in either age group between the rationale and rationale-plus-modeling adjuncts.

Age Factors↗
PubMed1990

[The influence of perceived mother model attitudes on children's aggressive or prosocial behavior].

The present experiment was to examine the influence of perceived attitudes of mother models on preschool children's aggressive or prosocial behavior. Based on the score of CCP (children's cognition of parents) Test, sixty four-year-olds were selected and then modeling sessions were administered to them. Their mothers and kindergarten teachers were asked to answer a questionnaire on aggression and altruism of children in daily life situations. Mothers were also required to make self-ratings on their aggression, altruism and rearing attitudes. The following results were obtained. Boys who perceived being rejected by their mothers displayed less imitative aggressive behaviors than other boys and they showed significantly more extrapunitive responses in the P-F Study. No relationships were found between children's modeling behaviors and their aggression or altruism. Children's aggression at kindergarten correlated positively with their aggression at home and with their mother's aggression. It was noteworthy that girl's altruism at kindergarten correlated positively with their mother's rejection, control, and aggression.

Adult↗
PubMed2004

Auditory-oral matching behavior in newborns.

Twenty-five newborn infants were tested for auditory-oral matching behavior when presented with the consonant sound /m/ and the vowel sound /a/ - a precursor behavior to vocal imitation. Auditory-oral matching behavior by the infant was operationally defined as showing the mouth movement appropriate for producing the model sound just heard (mouth opening for /a/ and mouth clutching for /m/), even when the infant produced no sound herself. With this new dependent measure, the current study is the first to show matching behavior to consonant sounds in newborns: infants showed significantly more instances of mouth opening after /a/ models than after /m/ models, and more instances of mouth clutching after /m/ models than after /a/ models. The results are discussed in the context of theories of active intermodal mapping and innate releasing mechanisms.

Auditory Perception↗
PubMed1980

Mimicry versus imitative modeling: facilitating sentence production in the speech of the retarded.

Two methods of language instruction administered to mentally retarded subjects at the two-word stage of language development were investigated. Subjects of the mimicry training group imitated Agent-Action-Object (AAO) constructions immediately after presentation, while subjects of the imitative modeling group first heard the AAO presentation and later produced the AAO construction in response to a verb question. Imitative modeling subjects achieved as many correct AAO responses during training and more correct responses on a generalization task and in a free play setting. They also displayed more novel response behavior (selective imitations) and spontaneously corrected productions. The results support the use of modeling procedures for inducing language production in the retarded.

Child↗