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At least 307 records · Page 17Linked to original sources
PubMed1985

Modifying the eating behavior of young children.

A nutrition education curriculum was developed, based on a social learning model, that emphasized the importance of a low-salt, low-fat, and increased complex carbohydrate diet for cardiovascular health. The curriculum was pilot-tested in eight third and fourth grade classrooms. Students were exposed to cartoon character role models, were reinforced for dietary changes, and practiced relevant behavioral skills. Students in eight other third and fourth grade classrooms served as controls. At posttest, students participating in the nutrition education program reported a significant reduction in consumption of foods high in fat and salt and an increase in consumption of complex carbohydrates. These assessments were confirmed by food selection measures and by 24-hour food recalls. Students in the control classrooms did not report these eating pattern changes.

Child↗
PubMed1989

The effect of induced mood on fear reduction.

The effect of mood on fear reduction was investigated in a laboratory study of fearful people. A musical mood-induction technique was utilized to induce either a happy mood or a sad mood in 84 female university students fearful of spiders or snakes. Following the mood induction, subjects' fears were reduced by participant modelling. Measures of subjective fear and self-efficacy were taken before and after mood induction, after modelling, and four weeks later. Compared to the induced sad-mood condition, induced happiness was followed by a decrease in subjective fear and greater self-efficacy. No difference was found in the length of time taken to reduce fear for happy and sad subjects. Fear reduction during a sad mood was associated with greater return of fear than fear reduction during a happy mood.

Adult↗
PubMed1976

Obsessive-compulsive neurosis after viewing the fetus during therapeutic abortion.

A case of obsessive-compulsive neurosis which developed in a young woman after she had viewed the fetus expelled during a therapeutic abortion with hypertonic saline is reported. The treatment, involving both psychodynamic psychotherapy and behavior therapy, illustrates the use and possible interaction of these therapies in the same patient.

Abortion, Therapeutic↗
PubMed1989

Anger control training for adolescents in residential treatment.

A group of twelve adolescents exhibiting aggressive behavior in a residential treatment center received six weeks of anger control training consisting of thought stopping, relaxation training, and rehearsal of problem-solving, self-talk patterns. The subjects were divided into two groups, and a multiple baseline design was employed. Houseparents kept daily observational records of subjects' verbal and physical aggression. Both observational data and teacher ratings indicated that nine of the subjects reduced their rates of aggression. Two did not behave aggressively during the study period. One briefly deteriorated following a major disappointment, after which his aggression rate also declined.

Adaptation, Psychological↗
PubMed1984

Some effective therapeutic factors in group cognitive-behavioral therapy with problem drinkers.

The mechanisms of cognitive-behavioral treatment with 18 problem drinkers (14 men) during 12 2-hr sessions with two therapists were investigated. The patients were studied pretreatment, and 3-7 days, 3 months and 6 months after treatment. The sample was divided into two groups of nine patients: For Group A, the therapists cued and reinforced all positive self-statements, statements of attitudes or feelings, and future-oriented "verb" statements; challenged negative self-statements; used self-disclosure; and helped the patients achieve a compromise between their real and ideal selves through role playing, modeling and rehearsal. For Group B, treatment was the same except that therapists used only anonymous case histories and not self-disclosure; kept personal opinions to a minimum; and did not reinforce positive self-statements or challenge negative ones. According to videotape ratings, Group A improved across the sessions significantly more than Group B in these areas: positive and negative self-statements, future-oriented "verb" statements, and statements of attitudes or feelings. There were nonsignificant differences in: reinforcements by therapists and alcohol-related sentences. Across the 6 months of follow-up, Group A improved significantly more than Group B in: a behavioral rating made by a psychologist after a structured interview; alcohol consumption (according to self-reports and corroboration); and measures of Social Avoidance and Distress, Fear of Negative Evaluation, Neuroticism and Extroversion. There was a nonsignificant difference in a measure of Psychoticism. Results show that manipulation of cognitive factors improved the maintenance of behavioral gains, and that selective reinforcement and relevant self-disclosures and opinions by therapists increased treatment success.

Alcoholism↗
PubMed2004

Evidence of tutoring in the development of subsong in newly-fledged Meyer's Parrots Poicephalus meyeri.

Subsongs are vocal trials uttered by young birds to practice songs. Among songbirds, subsongs are displayed by individuals in their first year of life. Studies on Zebra Finches Poephila guttata suggest that the juveniles learn their songs from a vocal tutor, their father. In this study we examine the subsongs in six captive-born Meyer's Parrots Poicephalus meyeri, from fledging time to weaning. Recordings of songs from chicks and fathers were analyzed for similarities in frequency and time parameters. With age, the subsongs of the chicks became more similar to the vocalizations of the fathers with 20% similarity rating in the first week after fledging to 100% at weaning time. Moreover, fledged chicks were exposed to a wide range of stimuli from several species of parrots breeding pairs caged nearby but chicks exclusively learned their fathers' songs. Our data support the hypothesis that Meyer's Parrots are vocal learners and use their father as their tutor.

Acoustic Stimulation↗
PubMed1976

An experimental analysis of "spillover" effects on the social interaction of behaviorally handicapped preschool children.

The effects of prompting and social reinforcement directed to target subjects on their social behavior and that of peers who never received prompting and reinforcement for positive social behavior, were examined. In a combined reversal and multiple-baseline design, three behaviorally handicapped preschool boys who exhibited divergent social behavior repertoires and varied histories with social reinforcement events were sequentially exposed to intervention conditions in order to investigate "spillover" of treatment effects. Prompting and reinforcement increased positive social behavior and decreased negative social behavior emitted by all target subjects. The results also demonstrated a "spillover" effect on two target subjects, who at various times were not under intervention, and on the peers as well. The findings suggest that: (a) the direct and indirect effects of intervention procedures may be enhanced by designing treatment based on the social repertoire and reinforcement histories of the subjects; and (b) the treatment "spillover" effect may be increased by applying procedures to two children at once, rather than at one at a time.

Behavior Therapy↗
PubMed1985

Self-instructional training with preschoolers: an attempt to replicate.

We attempted to replicate an intervention program by Bornstein and Quevillon (1976), which had shown that the disruptive classroom behavior of Head Start children could be dramatically reduced through self-instructional training. Although the subject population and procedures were quite similar across studies, our self-instructional training did not produce socially significant, durable increases in either appropriate classroom behavior or changes in teacher ratings of the children's behavior. These results suggest that additional variables may have been responsible for Bornstein and Quevillon's success.

Attention↗
PubMed1996

Peer modeling of response chains: observational learning by students with disabilities.

Peer models (classmates without disabilities) who were proficient in performing a task completed one response chain each day and described the steps they performed while their classmates with disabilities observed. Three students with disabilities participated, and their performance of the response chains was assessed immediately prior to and following the peer modeling each day. A multiple probe design across response chains, replicated across children with disabilities, was used. In addition, participation and social interactions of children with disabilities and their peer models were assessed in classroom activities after daily modeling sessions. The results indicate that the peer models performed the response chains accurately and quickly, and students with disabilities acquired the response chains. Across the study, participation in classroom activities was high, social interactions were low, and neither was affected by the peer modeling intervention.

Behavior Therapy↗
PubMed2003

Social influence in pigeons (Columba livia): the role of differential reinforcement.

Socially-influenced learning was studied in observer pigeons that observed a demonstrator in an adjacent chamber performing a target response comprising standing on a box and pecking a key 10 times. In Experiment 1 there was no evidence for social learning in the absence of reinforcement of the observer's behavior. When the target response was already established in the observer's repertoire, but was not differentially reinforced in relation to the demonstrator's behavior, rates of extinction were not influenced by the demonstrator's behavior (Experiment 2). Reinforcement of the observer's target response in the presence of the modeled target response, and not in its absence, resulted in control of the observer's responding by the behavior of the demonstrator (Experiments 3 and 4). This control was extended in Experiment 5 to deferred responses that occurred following a delay since the demonstrator's target responses. The acquisition of social influence depended on differential reinforcement of the observer's target response, with the demonstrator's target behavior serving as the explicit discriminative stimulus.

Animals↗
PubMed2003

Socially transmitted food preferences can be used to study long-term memory in rats.

Immediately after a recently fed rodent demonstrator interacts with a conspecific observer, the observer shows a substantially enhanced preference for whatever food its demonstrator ate. Here we show that (1) influence of a single, 30-min interaction with a demonstrator on an observer's food preference lasts for at least 1 month, and (2) observers interacting on 2 successive days with a demonstrator fed a different diet on each day show significantly enhanced preferences for both diets a month later. Such enduring effects of single, brief interactions between a demonstrator rat and its observer provide an efficient means for studying physiological and behavioral substrates of long-term memory in rodents. Together with the results of previous studies of social influences on food choices of rats, the present results also suggest that rats may use information acquired from conspecifics to identify both toxic and safe foods for many weeks after they have acquired this information.

Animals↗