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At least 469 records · Page 26Linked to original sources
PubMed1993

Processes of social learning in the tool use of chimpanzees (Pan troglodytes) and human children (Homo sapiens).

Common chimpanzees (Pan troglodytes) and 2-year-old human children (Homo sapiens) were presented with a rakelike tool and a desirable but out-of-reach object. One group of subjects observed a human demonstrator use the tool in one way, and another group observed a demonstrator use the tool in another way. Children in both cases did what the model did. Chimpanzee subjects, however, behaved identically in the 2 model conditions. Both groups performed better than subjects who saw no demonstration. This pattern of results suggest that the chimpanzees were paying attention to the general functional relations in the task and to the results obtained by the demonstrator but not to the actual methods of tool use demonstrated. Human children were focused on the demonstrator's actual methods of tool use (her behavior). The different social learning processes used by the 2 species have implications for their different forms of social organization.

Animals↗
PubMed2005

Age and regulatory focus determine preferences for health-related role models.

The authors hypothesized that the effectiveness of role models varies across the adult life span because of differences in health-related regulatory orientations. Because young adults have strong health-related promotion orientations, they should be motivated by positive models who illustrate the benefits of good health. Because older adults have more balanced health-related promotion and prevention orientations, they should be motivated not only by positive models but also by negative models who illustrate the costs of poor health. Results indicated that both young and older adults perceived positive models to be motivating, but older adults found negative models to be more motivating than did young adults. Age differences in responses to negative models were partially mediated by differences in health-related prevention orientation.

Adolescent↗
PubMed1985

An evaluation of interpersonal cognitive problem solving training with children.

A number of social skill training approaches have been devised for remediating peer relationship difficulties in children and adolescents. One recently developed approach, focusing on interpersonal cognitive problem solving (ICPS) skills, is described. ICPS training studies are also reviewed. Despite the pervasive methodological problems that characterize this literature, ICPS training appears to be effective as a remediation strategy with maladjusted youngsters, and as a secondary prevention strategy with children 'at risk'. While initial findings with nonclinical groups have been less encouraging, available follow-up data suggest that ICPS training may be efficacious as a primary prevention strategy, as well. Several suggestions are offered for improving the methodology of future training studies, while important issues and problems are highlighted for future investigation.

Adolescent↗
PubMed1975

Corrective social interaction therapy: role modeling.

This paper describes an experimental clinical approach to the problem child and his family, in which parents are trained to provide corrective social interaction experiences for the child. Negative interaction patterns are modified by teaching specific techniques of expressing warmth. Results of a pilot study indicate the technique is effective in working with immature and antisocial children who are hospitalized.

Adolescent↗
PubMed1976

Strategies and techniques of family therapy.

A conceptual model of the strategies and techniques of family therapy is presented. Attention is drawn to the complex relationships between the family therapist's manner of relating, the strategies and techniques which he or she employs, the presenting problem or problems, the particular characteristics of the family, and the development phase of the family therapy process.

Behavior Therapy↗
PubMed1980

Theoretical bases for research on the acquisition of social sex-roles by children of lesbian mothers.

The present study, which examines the socialization effects of lesbian mothers upon their children, begins with a discussion of the classification and measurement of sex-typed behaviors. Theories from developmental, behavioral, and social psychology are applied, in order to distinguish between the acquisition of sex-typed behaviors and the actual performance of those behaviors. The conditions affecting the modeling process are also discussed. Lesbian lifestyles and values are explored through a review of several descriptive studies of lesbian mothers. Finally, an application of theoretical models is presented to determine the socialization effects on the children. A theoretical base is provided for suggested experimental research.

Child Behavior↗
PubMed1976

Interactions between teacher guidance and contingent access to play in developing preacademic skills of deviant preschool children.

Token-mediated access to play and snacks was made contingent on completion of academic tasks in the Baseline Experiment. This contingency produced stable completion rates that were subsequently doubled, and then tripled, for four deviant children in a special preschool. A reversal design demonstrated that the contingency was functional in maintaining the children's rates of task completion. The Guidance Experiment examined the role of a social event, teacher guidance, in the acquisition of task-completion skills, in a multiple-baseline-across-tasks design (with reversals). The analysis demonstrated that teacher guidance was an important supplement to the token-mediated contingency in establishing significant increases in task completions for a second group of three deviant children in the special class. The importance of teacher guidance was related to the difficulty level of the children's tasks.

Attention↗
PubMed1977

Research on the difference between generalization and maintenance in extra-therapy responding.

Many authors have reported that the development of programs for producing durable extra-therapy responding lags behind the development of programs for producing initial behavior change. In Experiment I, responding was recorded continuously in both the therapy and extra-therapy settings. The results showed that one child did not generalize to the extra-therapy setting, but that other children did. However, for the children who generalized, extra-therapy responding was not maintained. Therfore, in Experiment II two variables affecting the durability of extra-therapy responding were assessed and found to be influential: (a) the use of partial reinforcement schedules in the original treatment environment; and (b) the presence of noncontingent reinforcers in the extra-therapy environment. The results suggest that there are two distinct parameters of extra-therapy responding: generalization and maintenance. A technology for producing durable extra-therapy responding is discussed in terms of different treatment procedures required for different deficits in extra-therapy responding.

Autistic Disorder↗
PubMed1981

Response-reinforcer relationships and improved learning in autistic children.

In order to affect more rapid response acquisition for autistic children, researchers have recently begun to investigate the functional relationships of reinforcers to other components of the operant conditioning paradigm. Previous research suggested that functional relationships between target behaviors and reinforcers might be especially effective. For example, locating a reward inside a container might be a more efficient way to teach a child to open the container than by handling the child a reward for opening an empty container. The present experiment assessed, within a multiple baseline design, the possibility of improving autistic children's learning by changing arbitrary response-reinforcer relationships (while holding target behaviors and reinforcers constant) so that the target behaviors became functional (i.e., a direct part of the response chain required for the child to procure the reinforcer). The results showed that: (1) arranging functional response-reinforcer relationships produced immediate improvement in the children's learning, and resulted in rapid acquisition of criterion level responding; and (2) high levels of correct responding initially produced by functional response-reinforcer relationships were continued even when previously ineffective arbitrary response-reinforcer conditions were reinstated. The results are discussed in terms of understanding and improving autistic children's learning.

Autistic Disorder↗
PubMed1993

Behavior analysis of motion control for pediatric neuroimaging.

Magnetic resonance imaging is a promising technological advance used for research and diagnosis of disease. The procedure has no risks, except when uncooperative patients require sedation. Four normal children participated in simulated scans to study the effects of (a) antecedent changes in the imaging environment and (b) operant conditioning of movement inhibition. Changing the environment can decrease movement, but operant contingencies were necessary to decrease movement to a level that, in most cases, would allow the procedure to occur without sedation.

Behavior Therapy↗
PubMed1995

Increasing complex social behaviors in children with autism: effects of peer-implemented pivotal response training.

Two children with autism were taught to engage in a variety of complex social behaviors using peer-implemented pivotal response training (PRT), a set of procedures designed to increase motivation and promote generalization. Typical peers were taught to implement PRT strategies by modeling, role playing, and didactic instruction. After training, peers implemented the procedures in the absence of direct supervision in a classroom environment. After the intervention, both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and joint attention behaviors. In addition, teachers reported positive changes in social behavior, with the largest increases in peer-preferred social behavior. Further, these effects showed generality and maintenance. Implications of these findings are discussed.

Autistic Disorder↗
PubMed1975

The effects of videotaped modeling and self-confrontation on the drinking behavior of alcoholics.

Alcoholics were exposed to behavior counseling alone (N =10), or behavior counseling with either videotape self-confrontation (N = 10) or role-modeling (N = 10), and compared to alcoholics receiving standard inpatient treatment (N =10). Immediate alternation of drinking topographies and posttreatment follow-up drinking dispositions served as dependent variables. Subjects receiving videotape self-confrontation achieved greater positive changes in posttreatment drinking analysis sessions than did other treatment groups. Follow-up probes suggested superiority of the experimental treatments in general, and particularly videotape self-confrontation. Performance in the posttreatment analysis sessions was predictive of follow-up drinking status (p less thann .05).

Adult↗