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Results for “Imitative Behavior”

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PubMed2005

Evidence of utilization behavior in children with ADHD.

The purpose of this study was to investigate whether inappropriate/excessive motor activity seen in children with Attention Deficit Hyperactivity Disorder (ADHD) could be characterized as Utilization Behavior (UB). Given evidence that the neuropathology of ADHD may involve frontal-striatal systems, we investigated the possibility that children with ADHD may demonstrate "utilization behavior." Utilization Behavior (UB) is a neurobehavioral syndrome documented in individuals with damage or dysfunction in the frontal areas of the brain; patients exhibiting UB are often described as reaching out and utilizing objects in the environment in an automatic and inappropriate manner. The sample consisted of two group of children; children with ADHD (n = 32) and control children (n = 31). Children were assessed individually in a testing room where various objects, selected to elicit UB, were present. They completed cognitive tests and also were allowed to engage in an unsupervised activity. Testing sessions were videotaped and instances of physical activity (i.e., upper limb motor activity and utilization of objects) were counted by two raters. Results indicated high levels of object utilization in approximately one-half of the children with ADHD, whereas almost no such behavior was observed in controls. This behavior did not appear to be a result of generally heightened activity levels or due to instruction set, but differed according to object familiarity and object visibility. Levels of UB were statistically associated with the severity of hyperactivity, as reported by parents, of children with ADHD. This study suggests that inappropriate/excessive motor activity may, at least in part, be characterized as UB in some children with ADHD.

Attention Deficit and Disruptive Behavior Disorder↗
PubMed1990

[The sex of the child, the sex of the doll].

We wanted to describe the playful behavior of young children of both sexes from two and a half to six years of age who have been given a set of toys evoking motherhood. A girl doll or a boy doll was among the toys. Analysis points up two factors that allow us to explain the relative differences in behavior as noted in girls and boys while playing: The first factor is what we'll call the positive experience of mothering (girls play more than boys, older children are more involved than younger ones); a second factor, called a distant, defensive attitude, probably more closely characterizes boys with a girl doll (distance, aggressivity). The most positive "mothering" (various activities and outward tenderness) in a sub-group of older girls playing with a boy-doll. The doll's sex appears to be a determining element in child behavior. More general remarks are brought up regarding the theoretical questions of how the child perceives the beginning of the parents' role and how a sexual identity in the largest sense of the word are inter-related. The problem of a child's wants are also considered, inasmuch as they might come up in the cultural, social and psychological dimensions of childhood.

Aggression↗
PubMed1988

A descriptive analysis of infant social referencing.

The study was designed to provide a descriptive analysis of the frequency and patterning of social referencing in a seminaturalistic setting. 32 infants, half of them 12 and half 18 months old, were observed exploring a caged rabbit with their mothers present. Referencing was operationalized as looks directed toward the mother following a look to the rabbit, accompanied by quizzical facial or vocal expressions. As a function of initial reaction to the rabbit, the infants were classified as wary or bold. Wary infants were more likely to reference their mothers when the rabbit was first presented; however, as the exploration period progressed, bold and wary infants referenced equally often. Referencing occurred less often than affective sharing; it increased in frequency when the mother was instructed to actively offer information and the infant no longer needed to solicit information by looking at her. Mothers directed both affective and instrumental information to their infants, providing affective information through facial expressions and tone of voice, and emphasizing instrumental information in the semantic content of their vocalizations.

Adult↗
PubMed1983

Facilitating the vocational-interpersonal skills of mentally retarded individuals.

A program was designed to teach interpersonal skills to mentally retarded individuals in order to facilitate their vocational adjustment and prevent job termination. Thirty-five retarded young adults were randomly assigned to a skills-training, coaching, or no-treatment control group. The skills-training and coaching groups met for 12 sessions and 6 follow-up meetings. The skills-training group learned appropriate ways of responding to difficult work-related interpersonal situations. Modeling, coaching, and behavioral rehearsal were the treatment procedures. The coaching group discussed the same interpersonal situations; however, modeling and behavioral rehearsal were not employed. Results indicated that the skills-training group improved their interpersonal skills, social competence, vocational problem behavior, and length of employment. Some positive changes were noted for the coaching group. The results provide support for training interpersonal skills prior to community vocational placement.

Adolescent↗
PubMed2000

Animal behavior. Dolphins whistle a signature tune.

Dolphins are remarkably intelligent creatures renowned for their ability to imitate manmade sounds and for producing individual signature whistles that enable them to recognize each other. Now, in his Perspective, Tyack discusses new findings showing that vocal imitation is important for communication among bottlenose dolphins in the wild (Janik). Apparently, bottlenose dolphins, when they are separated in the wild, address each other by matching each other's whistles.

Animals↗