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At least 703 records · Page 39Linked to original sources
PubMed2004

Dolphin pointing is linked to the attentional behavior of a receiver.

In 2001, Xitco et al. (Anim Cogn 4:115-123) described spontaneous behaviors in two bottlenose dolphins (Tursiops truncatus) that resembled pointing and gaze alternation. The dolphins' spontaneous behavior was influenced by the presence of a potential receiver, and the distance between the dolphin and the receiver. The present study adapted the technique of Call and Tomasello [(1994) J Comp Psychol 108:307-317], used with orangutans to test the effect of the receiver's orientation on pointing in these same dolphins. The dolphins directed more points and monitoring behavior at receivers whose orientation was consistent with attending to the dolphins. The results demonstrated that the dolphins' pointing and monitoring behavior, like that of apes and infants, was linked to the attentional behavior of the receiver.

Animal Communication↗
PubMed1997

A longitudinal study of the acquisition of language by two German-speaking children with cochlear implants and of their mothers' speech.

The development of language in two children with cochlear implants was analyzed using longitudinal data of videorecorded mother-child interactions. Recordings were made over a period of 14 months for child A and over a period of 3 years for child B. At the beginning of data collection the children were 2;11 and 3;7 respectively. Results reveal substantial differences between the two children and their mothers. Child B was slow in acquiring grammar, with vocalizations and non-linguistic communicative behavior persisting. The child also used language in a labeling function. Child B's MLU (mean length of utterance) never exceeded 2.7 morphemes and his syntax remained rudimentary. Child A had a highly imitative style at the beginning, but then progressed to the spontaneous use of multi-word utterances very quickly, reaching an MLU of 5.6 morphemes in less than 2 years. Child A progressed to correct morphology and a fairly complex syntax. The children's mothers differed with respect to their use of exaggerated intonation patterns, repetitions and expansions, the use of labeling, questions, and directives. Results are discussed in terms of the influence of children's information processing styles and mothers' speech input.

Adult↗
PubMed1992

Triadic instruction of chained food preparation responses: acquisition and observational learning.

This research examined whether constant time delay would be effective in teaching students with moderate mental retardation in triads to perform chained tasks and whether observational learning would occur. Three chained snack preparation tasks were identified, and each student was directly taught one task. The other 2 students observed the instruction. The instructed student told the observers to watch and to turn pages of a pictorial recipe book. The teacher provided frequent praise to the instructed student based on performance and to the observers for watching the instruction and turning pages. A multiple probe design across students and tasks was used to evaluate the instruction. The results indicated that each student learned the skill he or she was taught directly, and the observers learned nearly all of the steps of the chains they observed. The implications for classroom instruction and future research in observational learning are discussed.

Activities of Daily Living↗
PubMed1996

Training and generalization of affective behavior displayed by youth with autism.

The purpose of this study was to teach contextually appropriate affective behavior to 4 youths with autism. Treatment consisted of modeling, prompting, and reinforcement introduced in a multiple baseline design across response categories of affective behavior. During treatment, verbal praise and tokens were delivered contingent on appropriate affective responding during training trials. Modeling and verbal prompting were used as correction procedures. Each youth received treatment in either three or four response categories. Treatment systematically increased responding within the response categories for all 4 participants, with effects being specific to the affective response categories under treatment. Treatment effects occurred across untrained scenarios, therapists, time, and settings, suggesting that generalization had occurred.

Adolescent↗
PubMed2003

Training parents to implement pediatric feeding protocols.

Four different multicomponent training packages were evaluated to increase the treatment integrity of parents implementing pediatric feeding protocols. In Study 1 we exposed 3 parents to a training package that consisted of written protocols (baseline), verbal instructions, therapist modeling, and rehearsal training. Results suggested that the package was successful in increasing treatment integrity of the feeding protocols to high levels. Study 2 investigated three different parent-training packages comprised of components used in Study 1. Two parents were exposed to written protocols, verbal instructions, and modeling; 2 parents were exposed to written protocols, verbal instructions, and rehearsal; and 2 parents were exposed to written protocols and verbal instructions. Results of Study 2 showed that each parent-training package produced very high treatment integrity. Follow-up data in the clinic and home for 5 participants suggested that the results were durable for up to 3 months. These results demonstrate a first step in the transfer and application of research findings into routine clinical practice because we evaluated several methods for training parents to implement behavioral feeding protocols, and we demonstrated that these methods resulted in high levels of treatment integrity in a controlled clinical setting.

Behavior Therapy↗
PubMed1975

Aggression and heat: mediating effects of prior provocation and exposure to an aggressive model.

Sixty-four undergraduate males participated in an experiment designed to examine the effects of level of prior anger arousal, exposure to an aggressive model, and ambient temperature on physical aggression. On the basis of Bandura's social learning theory of aggression, it was predicted that uncomfortably hot environmental conditions would be most effective in facilitating later aggression when subjects had both witnessed the actions of the model and been exposed to strong provocation from the victim, but least effective in this regard when they had neither witnessed the actions of the model nor been exposed to prior instigation. In contrast to these predictions, results indicated that high ambient temperatures facilitated aggression by nonangered subjects but actually inhibited such behavior by those who had previously been provoked.

Aggression↗
PubMed1997

Pregnant and parenting adolescents and their younger sisters: the influence of relationship qualities for younger sister outcomes.

On the basis of social modeling theory and a sibling interaction hypothesis, it was hypothesized that specific relationship qualities between a pregnant or parenting teen and her younger sister would be associated with permissive younger sister outcomes, such as permissive childbearing attitudes and permissive sexual behavior. Results indicated that negative relationship qualities, such as rivalry, competition, and conflict, were more closely related to younger sisters engaging in problem delinquent-like behavior and sexual behavior than were positive relationship qualities, such as warmth and closeness. Additionally, a shared friendship network with the older sister was found to be associated with extensive younger sister problem behavior and sexual behavior. Three potential explanatory processes are discussed.

Adolescent↗
PubMed2000

Marking behavior is innate and not learned in the Mongolian gerbil.

We studied whether marking behavior in Mongolian gerbils would be innate or learned behavior. The marking behavior was defined as "animals rubbing their abdominal scent glands on small protruding objects". Between 21 and 90 days of age, Mongolian gerbils, which were kept under such conditions that they would be unable to learn this behavior, were observed at intervals of 5-15 days to find out if there were signs of the behavior or not. Six male and four female Mongolian gerbils were used for observing. Neonate Mongolian gerbils during the age of 3 to 28 days were fostered by ICR mother mice. Weaning Mongolian gerbils were then individually kept away from the others. Marking behavior was observed in 2 out of 6 males at 50 days of age and 2 of 4 females at 60 days and the mean frequency of the marking behavior for 10 min was 3.5 in the males and 5.0 in the females. These results suggest that marking behavior was innate and not learned behavior in Mongolian gerbils.

Animals↗
PubMed2005

Peer influence in children and adolescents: crossing the bridge from developmental to intervention science.

Considerable evidence supports the hypothesis that peer relationships influence the growth of problem behavior in youth. Developmental research consistently documents the high levels of covariation between peer and youth deviance, even controlling for selection effects. Ironically, the most common public interventions for deviant youth involve segregation from mainstream peers and aggregation into settings with other deviant youth. Developmental research on peer influence suggests that desired positive effects of group interventions in education, mental health, juvenile justice, and community programming may be offset by deviant peer influences in these settings. Given the public health policy issues raised by these findings, there is a need to better understand the conditions under which these peer contagion effects are most pronounced with respect to intervention foci and context, the child's developmental level, and specific strategies for managing youth behavior in groups.

Adolescent↗
PubMed1975

Effects of altered responsibility, congnitive set, and modeling on physical aggression and deindividuation.

This laboratory investigation using 64 college students as subjects assessed the role of three disinhibiting variables in producing both physical aggression and an internal state of deindividuation. Altered responsibility, congnitive set, and modeling were manipulated in a factorial design, and all three variables significantly increased physical aggression. No interaction produced significant results. The increase due to altered responsibility and varying cognitions supports Zimbardo's theory of deindividuation which relates certain input variables to wild, impulsive behavior. Questionnaire data indicated that the increase in aggression was not accompanied by internal mediational factors such as reduced self-awareness. It appears that disinhibiting forces may produce increases in antisocial behavior without necessarily producing a deindividuated internal state.

Aggression↗
PubMed2004

12- and 18-month-old infants follow gaze to spaces behind barriers.

Infants follow the gaze direction of others from the middle of the first year of life. In attempting to determine how infants understand the looking behavior of adults, a number of recent studies have blocked the adult's line of sight in some way (e.g. with a blindfold or with a barrier). In contrast, in the current studies an adult looked behind a barrier which blocked the child's line of sight. Using two different control conditions and several different barrier types, 12- and 18-month-old infants locomoted a short distance in order to gain the proper viewing angle to follow an experimenter's gaze to locations behind barriers. These results demonstrate that, contra Butterworth, even 12-month-old infants can follow gaze to locations outside of their current field of view. They also add to growing evidence that 12-month-olds have some understanding of the looking behaviors of others as an act of seeing.

Age Factors↗