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PubMed2006

Teaching young nonverbal children with autism useful speech: a pilot study of the Denver Model and PROMPT interventions.

This single subject design study examined two models of intervention: Denver Model (which merges behavioral, developmental, and relationship-oriented intervention), and PROMPT (a neuro-developmental approach for speech production disorders). Ten young, nonverbal children with autism were matched in pairs and randomized to treatment. They received 12 1-h weekly sessions of therapy and daily 1-h home intervention delivered by parents. Fidelity criteria were maintained throughout. Eight of the ten children used five or more novel, functional words spontaneously and spoke multiple times per hour by the conclusion of treatment. There were no differences in acquired language skills by intervention group. Initial characteristics of the best responders were mild to moderate symptoms of autism, better motor imitation skills, and emerging joint attention skills.

Attention↗
PubMed2005

Does Joe influence Fred's action? Inhibition of return across different nervous systems.

Inhibition of return (IOR) refers to the slowing of responses to a target that appears in the same location as a previous event. Many researchers have speculated that IOR arises from inhibitory neural processes that have developed through evolution to facilitate efficient search patterns by biasing the action and/or attention of an individual towards novel locations. Throughout evolution, however, humans conducted searches as individuals as well as members of a group. In this context, we sought to determine if IOR could also be observed in the behavior of one individual after the observation of another's behavior. Consistent with our reasoning, there was no difference in the magnitude of the IOR effect found when participants followed their own response or the response of their partner. These results are discussed in the context of action-based attention and possible underlying neural mechanisms.

Adolescent↗
PubMed1980

The effect of social cues on the eating behavior of obese and normal subjects.

Schachter's externality hypothesis suggests that overweight individuals are more likely to be induced to eat by salient external cues than normal weight individuals. While a range of studies have demonstrated the plausibility of this hypothesis in the case of sensory stimuli (e.g., taste cues), there is little evidence that the hypothesis applies to social stimuli. The current study examines this latter proposition by exposing male and female, overweight and normal weight subjects to a same-sex or opposite-sex peer model. Under the guise of engaging in a taste experiment, the subjects were either exposed to a model who tasted no crackers (no eat), one cracker (low eat), or twenty crackers (high eat). In addition, control model-absent conditions were also run for purposes of establishing baseline eating rates. If the externality hypotheses were to prevail in social domains, one would expect overweight subjects to be more prone to model the cracker-eating behavior of the peer than normal weight individuals. However, the findings indicate that all subject groups regardless of weight evidence a rather clear modeling effect and all subjects evidence social inhibition effects on their eating behavior as well. Several intriguing interactions among subject sex, model sex, subject weight, and social condition were also found. The discussion explores the relevance of an externality model of overweight eating in social domains, and focuses upon the interesting and somewhat distinct pattern of socially mediated eating exhibited by overweight females.

Cues↗
PubMed1992

Responses to the negative emotions of others by autistic, mentally retarded, and normal children.

Attention, facial affect, and behavioral responses to adults showing distress, fear, and discomfort were compared for autistic, mentally retarded, and normal children. The normal and mentally retarded children were very attentive to adults in all 3 situations. In contrast, many of the autistic children appeared to ignore or not notice the adults showing these negative affects. As a group, the autistic children looked at the adults less and were much more engaged in toy play than the other children during periods when an adult pretended to be hurt. The autistic children were also less attentive to adults showing fear, although their behavior was not different from the normal children. Few of the children in any group showed much facial affect in response to these situations. The results are discussed in terms of the importance of affect in the social learning experiences of the young child.

Affect↗
PubMed1991

Effects of media violence on viewers' aggression in unconstrained social interaction.

This article provides a meta-analytic review of the experimental effects of media violence on viewers' aggression in unstructured social interaction. In the reviewed experiments, children or adolescents were exposed to violent or control presentations and their postexposure behavior was coded for aggression during spontaneous social interaction. Exposure to media violence significantly enhanced viewers' aggressive behavior when the findings were aggregated across studies, but the effect was not uniform across investigations. Only suggestive evidence was obtained concerning moderators of the effect: Marginally stronger relations were obtained in those studies using a cross-section of the normal population of children (vs. emotionally disturbed children) and in those studies conducted in laboratory settings (vs. other contexts).

Adolescent↗
PubMed1984

Influence of gender constancy and social power on sex-linked modeling.

Competing predictions derived from cognitive-developmental theory and social learning theory concerning sex-linked modeling were tested. In cognitive-developmental theory, gender constancy is considered a necessary prerequisite for the emulation of same-sex models, whereas according to social learning theory, sex-role development is promoted through a vast system of social influences with modeling serving as a major conveyor of sex role information. In accord with social learning theory, even children at a lower level of gender conception emulated same-sex models in preference to opposite-sex ones. Level of gender constancy was associated with higher emulation of both male and female models rather than operating as a selective determinant of modeling. This finding corroborates modeling as a basic mechanism in the sex-typing process. In a second experiment we explored the limits of same-sex modeling by pitting social power against the force of collective modeling of different patterns of behavior by male and female models. Social power over activities and rewarding resources produced cross-sex modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling is explained by the differential sex-typing pressures that exist for boys and girls and socialization experiences that heighten the attractiveness of social power for boys.

Child Development↗
PubMed1992

Effects of video-assisted training on employment-related social skills of adults with severe mental retardation.

Two studies investigated effects of video-assisted training on employment-related social skills of adults with severe mental retardation. In video-assisted training, participants discriminated a model's behavior on videotape and received feedback from the trainer for responses to questions about video scenes. In the first study, 3 adults in an employment program participated in video-assisted training to request their supervisor's assistance when encountering work problems. Results indicated that participants discriminated the target behavior on video but effects did not generalize to the work setting for 2 participants until they rehearsed the behavior. In the second study, 2 participants were taught to fix and report four work problems using video-assisted procedures. Results indicated that after participants rehearsed how to fix and report one or two work problems, they began to fix and report the remaining problems with video-assisted training alone.

Adult↗
PubMedDate not supplied

Executive functions in young children with autism.

The executive dysfunction hypothesis of autism has received support from most studies of older people with autism; however, studies of young children have produced mixed results. Two studies are presented that compare the performance of preschoolers with autism (mean = 51 months/4.3 years of age) to a control group matched on age, and verbal and nonverbal ability. The first study (n = 18 autism and 17 control) found no group differences in performance on 8 executive function tasks (A not B, Object Retrieval, A not B with Invisible Displacement, 3-Boxes Stationary and Scrambled, 6-Boxes Stationary and Scrambled, and Spatial Reversal), but did find that children with autism initiated fewer joint attention and social interaction behaviors. The second (longitudinal) study of a subset of the children (n = 13 autism and 11 control) from the first study found that neither groups' performance on Spatial Reversal changed significantly over the course of a year. The results of these studies pose a serious challenge to the executive dysfunction hypothesis of autism.

Attention↗
PubMed2006

Modulation of neural activity during observational learning of actions and their sequential orders.

How does the brain transform perceptual representations of others' actions into motor representations that can be used to guide behavior? Here we used functional magnetic resonance imaging to record human brain activity while subjects watched others construct multipart objects under varied task demands. We find that relative to resting baseline, passive action observation increases activity within inferior frontal and parietal cortices implicated in action encoding (mirror system) and throughout a distributed network of areas involved in motor representation, including dorsal premotor cortex, pre-supplementary motor area, cerebellum, and basal ganglia (experiments 1 and 2). Relative to passive observation, these same areas show increased activity when subjects observe with the intention to subsequently reproduce component actions using the demonstrated sequential procedures (experiment 1). Observing the same actions with the intention of reproducing component actions, but without the requirement to use the demonstrated sequential procedure, increases activity in the same regions, although to a lesser degree (experiment 2). These findings demonstrate that when attempting to learn behaviors through observation, the observers' intentions modulate responses in a widely distributed network of cortical and subcortical regions implicated previously in action encoding and/or motor representation. Among these regions, only activity within the right intraparietal sulcus predicts the accuracy with which observed procedures are subsequently performed. Successful formation of motor representations of sequential procedures through observational learning is dependent on computations implemented within this parietal region.

Female↗
PubMed1999

The chameleon effect: the perception-behavior link and social interaction.

The chameleon effect refers to nonconscious mimicry of the postures, mannerisms, facial expressions, and other behaviors of one's interaction partners, such that one's behavior passively and unintentionally changes to match that of others in one's current social environment. The authors suggest that the mechanism involved is the perception-behavior link, the recently documented finding (e.g., J. A. Bargh, M. Chen, & L. Burrows, 1996) that the mere perception of another's behavior automatically increases the likelihood of engaging in that behavior oneself. Experiment 1 showed that the motor behavior of participants unintentionally matched that of strangers with whom they worked on a task. Experiment 2 had confederates mimic the posture and movements of participants and showed that mimicry facilitates the smoothness of interactions and increases liking between interaction partners. Experiment 3 showed that dispositionally empathic individuals exhibit the chameleon effect to a greater extent than do other people.

Analysis of Variance↗
PubMed1995

Simulation and counterconditioning as adjuncts to pharmacotherapy for invasive pediatric procedures.

Behavioral counterconditioning was conducted during simulated medical routines to supplement medical management of five children's distress during invasive procedures (bone marrow aspiration, lumbar puncture, tracheostomy care, venipuncture, and finger pricks). Preferred activities were paired in vivo with medical stimuli, and differential positive reinforcement was provided contingent on engagement with the preferred activities and on compliance with adult instructions, first during simulations and later during actual procedures. Data on cooperation, escape/avoidance, and negative vocalizations were evaluated using both single-subject experimental methods and a baseline-treatment group statistical comparison. Results support the benefits of this approach as an adjunctive intervention to decrease behavioral distress in some children requiring repeated invasive procedures. Discussion emphasizes the potential for training medical personnel to implement these techniques preventively, for decreasing or discontinuing sedation for some children treated under local anesthesia, and for preparing children with developmental disabilities for invasive procedures.

Adolescent↗
PubMed1995

Early modeling of drinking behavior by Native American elementary school children playing drunk.

A report of games played by elementary school children on a Native American reservation in the United States illustrates how intoxicated adult behavior is perceived as funny. Only later does one develop an awareness that the consequences of misuse can be injury, illness, and death. Prevention messages targeted at elementary school children need to provide positive alternatives to the humor in drunkenness and may need to be culturally adapted. Examples of some culturally specific approaches are discussed.

Adult↗
PubMed1993

The social transmission of parasuicide: is there a modeling effect?

This article examines four hypotheses derived from social learning theory about the social transmission of parasuicide. The first of these, that parasuicides will have significantly more prior contact with suicidal behavior than matched general population controls, was tested using the Contact with Suicidal Behavior Schedule. There was a tendency for more controls than parasuicides to report nonintensive contact, although more parasuicides claimed intensive recent contact. Overall, lifetime contact did not differ between groups. The second hypothesis suggested that parasuicides who repeat the act will have significantly more prior contact with suicidal behavior. Support for this was almost wholly lacking. The third and fourth hypotheses concerned the relationship between prior contact and attitudes towards parasuicide (using the Case Vignette Instrument). The bulk of the evidence suggested, contrary to predictions, that more contact was associated with more unfavorable attitudes. It was concluded that empirical support in this study for the existence of a modeling effect in parasuicide was, at best, somewhat weak.

Adolescent↗
PubMed1982

Role of affective assessment in modeling aggressive behavior.

This study examines the role of affective assessment, a self-generated influence in learning acquisition, in Bandura's original modeling-of-aggression procedure. Thirty-two first- and second-grade children (both sexes) rated toys and televised acts of aggression against an inflated doll according to their personal affective preference. A matched control group of 32 children was yoked to the affective preferences of the experimental subjects. Control subjects were not shown the televised aggression. All children were then introduced to a free-play situation in which toys and an inflated doll were present. In line with Bandura's findings, we predicted that observational learning would be demonstrated across experimental and control conditions. However, in line with the tenets and previous research findings in support of logical learning theory, we predicted that children would model affectively preferred aggressive acts and toys more readily than affectively dispreferred acts and toys. The experimental predictions were supported in the data collection. Boys and girls differed significantly only in their imitation of positively rated aggressive actions and not in their imitation of negatively rated aggressive actions. The broader theoretical implications of these results, as well as the ramifications of these findings for the televised violence and aggression issue, are discussed.

Affect↗
PubMed1998

Social contagion, adolescent sexual behavior, and pregnancy: a nonlinear dynamic EMOSA model.

Nonlinear dynamic modeling has useful developmental applications. The authors introduce this class of models and contrast them with traditional linear models. Epidemic models of the onset of social activities (EMOSA models) are a special case, motivated by J. L. Rodgers and D. C. Rowe's (1993) social contagion theory, which predict the spread of adolescent behaviors like smoking, drinking, delinquency, and sexuality. In this article, a biological outcome, pregnancy, is added to an earlier EMOSA sexuality model. Parameters quantify likelihood of pregnancy for girls of different sexuality statuses. Five different sexuality/pregnancy models compete to explain variance in national prevalence curves. One finding was that, in the context of the authors' simplified model, adolescent girls have an approximately constant probability of pregnancy across age and time since virginity.

Adolescent↗
PubMedDate not supplied

The role of maternal affect mirroring on social expectancies in three-month-old infants.

The role of maternal affect mirroring on the development of prosocial behaviors and social expectancies was assessed in forty-one 2- to 3-month-old infants. Prosocial behavior was characterized as infants' positive behavior and increased attention toward their mothers. Social expectancies were defined as infants' expectancy for affective sharing. Mothers and infants were observed twice, approximately 1 week apart. During Visit 1, mothers and infants were videotaped while interacting over television monitors for 3 min. During Visit 2, infants engaged in a live, 3-min interaction with their mothers over television monitors (live condition) and they also viewed a replay of their mothers' interaction from the preceding week (replay condition). The order of conditions was counterbalanced. Maternal affect mirroring was measured according to the level of attention maintenance, warm sensitivity, and social responsiveness displayed. A natural split was observed with 58% of the mothers ranking high and 42% ranking low on these affect mirroring measures (HAM and LAM, respectively). Infants in the HAM group ranked high on prosocial behaviors and social expectancy--they discriminated between live and replay, conditions with smiles, vocalizations, and gazes. Infants in the LAM group ranked low on these variables--they gazed longer during the live condition than during the replay condition, but only when the live condition was presented first; however, they did not smile or vocalize more. These findings indicate that there is a relation between affect mirroring and social expectancies in infants.

Adult↗
PubMed2005

Learning to be cruel?: exploring the onset and frequency of animal cruelty.

Few studies have examined how animal cruelty is learned within a specific social context among incarcerated individuals. Using data from 261 inmates, this study specifically addressed how demographic characteristics and childhood experiences with animal abuse may have affected the recurrence and onset of childhood and adolescent cruelty as a learned behavior. Multiple regression analyses revealed that inmates who experienced animal cruelty at a younger age were more likely to demonstrate recurrent animal cruelty themselves. In addition, respondents who observed a friend abuse animals were more likely to hurt or kill animals more frequently. Finally, inmates who were younger when they first witnessed animal cruelty also hurt or killed animals at a younger age.

Adolescent↗
PubMed1994

Maternal teaching behaviors and temperament in preschool children.

This research investigated the relationship between young children's temperament and maternal teaching techniques in 20 mother-child dyads. Children's temperament was assessed by mothers' reports on the Behavioral Style Questionnaire. Teaching behaviors, as assessed with the Maternal Teaching Observation Technique, were inquiry, directive, negative verbal feedback, modeling, visual cue, physical affection, positive physical control, and negative physical control. Correlations were -.55 to -.60 for activity with mothers' use of verbal cues, children's adaptability and mothers' positive and negative verbal feedback, and children's distractability and mothers' modeling. The need for further research on parent-child interactions is noted.

Attention↗