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Results for “Imitative Behavior”

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At least 541 records · Page 30Linked to original sources
PubMed2006

Observational modeling effects for movement dynamics and movement outcome measures across differing task constraints: a meta-analysis.

The authors conducted a meta-analysis of the observational modeling literature to quantify overall between-participants treatment effects obtained when movement behaviors are acquired. Effects were obtained and reported separately for movement dynamics (MD) and movement outcome (MO) measures. The overall mean observational modeling treatment effects (delta(u)Bi) were 0.77 and 0.17, respectively, for MD and MO measures. The effects reflected a significant advantage of observational modeling over practice-only control conditions. Most important, the magnitude of the obtained effects was far stronger for MD than for MO measures, confirming a distinctive response to observational modeling during motor learning. The advantage for MD measures over observational modeling measures was replicated for different types of tasks. Observational modeling was particularly beneficial for serial tasks (delta(u)Bi = 1.62 and 0.61, respectively, for MD and MO). There were slightly reduced effects for continuous tasks (delta(u)Bi = 1.01 and 0.51, respectively, for MD and MO) and smaller to medium-sized effects for discrete tasks (delta(u)Bi = 0.56 and 0.10, respectively, for MD and MO). The authors discuss those findings with reference to the visual perception perspective on observational modeling, i.e., that demonstrations primarily convey relative motions required to approximate modeled movement behaviors.

Attention↗
PubMed1978

Goal clarity as a component of assertive behavior and a result of assertion training.

Eighty Ss were given the Rathus assertion schedule and a separate test in which their clarity of goals in various interpersonal situation was assessed. It was found that there was a direct relationship between assertion and goal clarity scores; more assertive Ss had greater goal clarity. The Rathus assertion schedule and half of the goal clarity test were administered to 24 Ss, who then were assigned randomly to 10 sessions of either an assertion training group or an insight therapy group. After treatment, the Rathus assertion schedule and the other half of the goal clarity test were administered to the 24 Ss. While there was no difference between the two groups prior to treatment, after treatment the assertion group demonstrated significantly greater goal clarity and significantly greater change on the Rathus assertion schedule than did the insight group.

Adult↗
PubMed1989

Early experience and cross-generational continuity of mother-infant contact in vervet monkeys.

This report presents evidence that suggests that spontaneously-occurring variation in early mother-infant experience within the normal range can influence primate mothering behavior in the next generation. Longitudinal observations of vervet monkeys (Cercopithecus aethiops sabaeus) living in naturally composed captive social groups demonstrated that the average amount of contact that mothers maintained with their infants in the first six months of life could be predicted by the amount of mother-infant contact the females had experienced as infants. A female's early experience in infancy was a better predictor of adult mothering behavior than variables measuring social learning as a juvenile, shared circumstances, and average similarity between mothers and daughters.

Age Factors↗
PubMed2005

ADHD couple and family relationships: enhancing communication and understanding through Imago Relationship Therapy.

This article reviews the relationship deficits experienced by many individuals who have attention deficit hyperactivity disorder (ADHD) and proposes effective strategies, based on Imago Relationship Therapy (IRT), to assist them in communicating more effectively. The neurological underpinnings of the disorder often contribute to the development of poor social and communication skills and can lead to a lifetime of relationship difficulties. IRT, a brain-based approach, is compatible with the neurological challenges of living with ADHD because it slows the communication process, provides structure, reduces reactivity, and helps individuals to be fully present so that their loved one can feel fully heard and understood. The couple's dialogue strengthens relationships by encouraging the development of stronger listening skills, better self-control, and problem solving. Two case examples illustrate the clinical methods used.

Adolescent↗
PubMed1975

The reward value of peers. A variable influencing the efficacy of filmed modeling in modifying social isolation in preschoolers.

Sixteen socially isolate preschoolers were classified as peer- or non-peer-oriented on the basis of their responses to a test devised to measure the reward value of peers. Half of the subjects in each classification were assigned to a modeling treatment and viewed a film depicting appropriate social behavior in the nursery school; half served as controls and saw an animal film. Peer-oriented modeling film subjects increased significantly more in their peer social interactions at posttest and follow-up assessments than did the non-peer-oriented modeling group. In addition, both peer-oriented and non-peer-oriented modeling groups were significantly higher on peer interaction than the control groups. Alternative and supplemental procedures for increasing isolate preschoolers' social interaction are discussed.

Behavior Therapy↗
PubMed1977

A relationship between motor control and language development in an autistic child.

Recent work in both experimental and clinical psychology indicates an important link exists between the development of motor control and language development. Diagnostic and therapeutic work with autistic children reveals a high incidence of gross motor dysfunction along with language deficits. A study to evaluate the effectiveness of behavior modification techniques in eliciting speech from nursery-age autistic children yielded new data to confirm the importance of the relationship. Results from a case study of one autistic child demonstrated that the child most frequently vocalized when motorically quiet, and engaged in motor activity when not speaking and especially prior to speech. Data from 30 half-hour behavior modification sessions and an intensive clinical interview indicated that limiting the child's gross motor activity was effective in increasing the frequency of vocalization. Several theoretical interpretations of this phenomenon as well as implications for treatment and further research are offered.

Autistic Disorder↗
PubMed1983

Exploration of phobic behavior in a small child.

Behavioral assessment is an area receiving ever increasing attention. In the present manuscript an attempt is made to expand the ways in which one problem area frequently addressed by behavior therapists, phobias, is assessed and evaluated. A number of overt behaviors and self reports of fear by a very young girl are described in a naturalistic setting and the implications of these data are presented.

Behavior Therapy↗
PubMed1984

The effects of graded exposure and parental modeling on the dental phobias of a four-year-old girl and her mother.

The current paper describes a unique case of a very young (4-year-old) dental phobic girl whose mother was also dental avoidant. Treatment of the girl involved a combination of graded exposure and utilizing the mother as a coping model. The results suggest that treatment was highly successful at least to a 6-month follow-up. Despite minimal direct intervention, results also indicated significantly reduced levels of dental fear in the dental-avoidant mother as well. Recommendations for intervention which involve parent modeling are discussed.

Behavior Therapy↗
PubMed1986

Group conversational-skills training and social validation with mentally retarded adults.

Seven community-dwelling, mildly and moderately mentally retarded adults participated in a group social skills training program designed to improve conversational skills. A group multiple-baseline design was used. Conversational components trained were asking questions about the conversational partner, giving compliments, and appropriately disclosing information about oneself. Training sessions consisted of instructions, modeling, and behavioral rehearsal. Assessment during baseline and treatment consisted of recording conversations between subject dyads after each session. Generalization of training was assessed during baseline and treatment and at 1-month, 3-month, and 6-month follow-ups by recording conversations between subjects and novel, nonretarded persons. Behavioral ratings of the tapes indicated substantial improvements in the targeted behaviors as a function of training. Subjective social validity ratings of pretraining and posttraining generalization tapes by community volunteers reflected improvements in their social perceptions of subjects as a function of training. The results suggest that community-dwelling, mentally retarded adults can be taught to make changes in their conversational behavior that are viewed positively by others living in their communities.

Adult↗