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PubMed1979

Developmental progression in play behavior of children between nine and thirty months. I: Spontaneous play and imitation.

The developmental progression of play behavior was studied cross-sectionally in 85 children at eight age-levels between nine and 30 months. In a structured play situation, three major play patterns were distinguished: (1) exploratory play (at the end of the first year); (2) functional play (beginning of second year); and (3) representational play (after 15 months). Sequential play first occurred at 21 months. Play behavior with spatial characteristics was also observed: relational and container play between nine and 15 months, and understanding of spatial relationships, stacking and grouping between 18 and 24 months. There was a significant relationship between spontaneous and imitative play behavior; the greatest affect was displayed when the demonstrated behaviors matched the child's developmental level of play.

Age Factors↗
PubMed1978

Modification of problem interation in mother-child dyads by modeling and behavior rehearsal.

Eighteen mother-child dyads who previously had reported difficulties in solving problems were assessed behaviorally in situations in which they attempted to resolve conflicts. Half the dyads then were given two treatment sessions that consisted of modeling and rehearsal designed to improve their skills in resolving problem situations. In the pretest assessment a number of significant correlations between mother and child responses were found. Notably, when mothers blamed or used direct arbitrary power with their children, the children in turn emitted oppositional behaviors, but when the mothers made tentative proposals, their children reciprocated with positive responses. In the posttest assessment, treatment mothers employed the expression of feelings to their children as a conflict resolution strategy significantly more often than did control mothers. There was also a tendency for the treatment children to acquiesce less to their mothers' demands than did control children in the problem situations.

Adult↗
PubMed1992

The effect of two kinds of role playing on self-evaluation of improved assertiveness.

The study investigated the "differential effect of role-playing enactments" hypothesis through self-evaluations of improvement in assertiveness by participants in an assertive training program. Twenty-two nonassertive Israeli students were trained in two groups: mimetic-replications (action modeling, n = 12) and spontaneous (self-produced action, n = 10) role-playing interventions. Comparisons of their scores on the Self-Expression College Scale (CSES) before and after the training showed that both groups significantly improved their self-evaluations, but the mimetic-replication group did better. In particular, this group scored significantly higher on the CSES first factor (the willingness to take risks in situations that involved other, significant persons).

Adult↗
PubMed1975

Effect of mother on the development of aggressive behavior in rats.

Young rats 23 days of age (Wistar strain) that are offspring of aggressive parents will attack mice. They kill them, however, only if the mother has already killed mice in their presence. Rats 30 days of age will kill mice spontaneously without any previous exposure to killing. The occurrence of muricide activity in young rats of this age is the same as in the adult population. If offspring of aggressive parents are reared by nonaggressive foster mothers from birth, they will not exhibit the muricide reaction at 30 days. In adulthood, however, the reaction appears to the same extent as in the offspring of aggressive parents reared by aggressive mothers. If the descendants of nonaggressive parents are reared by aggressive foster mothers from birth, 64.7% of them will kill mice at the age of 30 days. This aggression is retained in equal intensity during adulthood and cannot be attributed to specific learning in that the mothers have never encountered a mouse in the presence of their foster young.

Age Factors↗
PubMed1992

Effects of alternative modeling strategies on outcomes of interpersonal-skills training.

The effects of two alternative modeling strategies-using multiple scenarios and combining negative and positive model displays-on outcomes of a behavior modeling training program were explored. Trainees (N = 72) participated in a program on assertive communication structured to allow for a controlled experimental design that crossed scenario variability (one vs. multiple scenarios) with model display variability (positive model displays vs. positive and negative model displays). Outcomes assessed included trainee reactions, learning, and retention and behavioral measures of reproduction and generalization. The effects of multiple scenarios were negligible, but the positive and negative combination of model displays had a significant positive effect on trainee generalization and a significant negative effect on reproduction. Implications for future modeling research and practice are discussed.

Adult↗
PubMed1992

Syllable chunking in zebra finch (Taeniopygia guttata) song.

We examined how 61 young zebra finch (Taeniopygia guttata) males copied song from 5 adult tutors. Zebra finch song consists of a string of 5-15 distinct syllables, and these syllables were copied as chunks, or strings of consecutive syllables (modal length = 3). The silent interval between 2 syllables was copied as part of the syllable after the silence. Copied chunks had boundaries that fell at consistent locations within the tutor's song, marked by a relatively long intersyllable silent period, a transition between call-like and noncall-like syllables, and a tendency for the tutor male to stop his song short. Young males also tended to break their songs off at the boundaries of the chunks they had copied. Chunks appear to be an intermediate level of hierarchy in song organization and to have both perceptual (syllables were learned as part of a chunk) and motor (song delivery was broken almost exclusively at chunk boundaries) aspects.

Animals↗
PubMed1976

Modification of self-disclosing behaviours through modeling and vicarious reinforcement.

Modeling techniques were used to model moderate disclosure to high and low disclosers. Eighty female undergraduates (40 low disclosers and 40 high disclosers) listened to a model select items that were rated as moderate disclosures for discussion. Two modeling conditions were employed; in one condition the model was reinforced by the E (vicarious reinforcement), in the second condition the model was not reinforced. Two control conditions, one with the model present, the other with the model absent were also included. The results of two separate 2 X 4 X 2 repeated measures, hierarchical analyses of variance on the subject distance from modeled intimacy, and the number of moderate items selected on pre- and posttests, indicated that both modeling conditions were successful in producing moderation of self-disclosure.

Behavior Therapy↗
PubMed1976

The use of stimulus/modeling videotapes in assertive training for homosexuals.

The purpose of this study was to develop and apply an experimental approach for teaching assertive behaviors in selective problematic interpersonal situations encountered by homosexuals. Specifically, the approach explicates a treatment format that combines the use of stimulus/modeling videotapes with behavioral rehearsals, videotape feedback, and home assignments. Results of a single-subject interrupted time-series analysis suggest that the client displayed significantly more assertive behaviors on four of the six criterion measures. The findings further suggest that with contextual modification this interventive format can be applied to a variety of sexual behavior patterns.

Adult↗
PubMed1976

Social-skills training to modify abusive verbal outbursts in adults.

Social-skills training was used to modify abusive verbal outbursts displayed by two adult psychiatric patients. Five target behaviors--looking, irrelevant comments, hostile comments, inappropriate requests, and appropriate requests were monitored during role-played situations. Social-skills training, consisting of behavior rehearsal with modelling, focused instructions, and feedback, was introduced in a multiple-baseline design across individuals. Training improved all target behaviors. The improved behavior generalized to: (1) novel scenes role-played with the original respondent, (2) training and novel scenes role-played with a different respondent, and (3) interpersonal situations on the hospital ward.

Adult↗
PubMed1978

Severe classroom behavior problems: teachers or counsellors.

This experiment was designed to determine the relative effectiveness of teacher and counselling approaches in the reduction of disruptive or inappropriate classroom behavior. Inappropriate classroom behavior frequencies of 12 academically low achieving, seventh-grade, black male students, with a reported high rate of inappropriate classroom behavior, were recorded. Three groups, with nearly equal mean inappropriate behaviors, were randomly assigned to one of three treatment conditions: behavioral counselling, client-centered counselling, or no counselling. Each counselling group received fifteen 30-minute counselling sessions, at a rate of two to three times a week. In addition to counselling, all students subsequently received teacher approval within the classroom. Results indicated that the teacher was able to reduce inappropriate behavior more than any counselling group. There were also indications that behavioral counselling, but not client-centered counselling, was moderately helpful in reducing inappropriate classroom behavior.

Adolescent↗
PubMed1978

The assessment and training of assertive skills with drug addicts: a preliminary study.

The effects of a short-term behaviorally-oriented assertion training program were evaluated with a sample of drug-abuse patients concurrently involved in an ongoing inpatient program. Assertion questionnaire and verbal performance data were obtained from both a treatment and a no-treatment group prior to and following 3 weeks of assertion training. The results indicated consistent and significant group differences on the verbal behavior variables, but not on the questionnaire data. The results also suggested that the assessment of assertion by situationally defined problem areas may be more accurate and sensitive to change than a more general definition and assessment of assertive behavior.

Adult↗
PubMed1975

The effects of being imitated and awareness on the behavior of introverted and extroverted youth.

Introverted and extroverted preadolescents (N equals 34) were seated at a box with 6 holes in the top surface and presented the following conditions: (a) baseline - the subject dropped marbles 1 at a time in any holes he wished; (b) imitation - the subject and experimenter alternated dropping marbles, with the experimenter imitating the subject if he dropped his marbles at a hole designated a priori for imitation; (c) imitation plus awareness - this was identical to the previous condition except that the subject was told that he was being imitated at the designated hole; and (d) extinction - the experimenter dropped her marbles in a prearranged random order. As predicted, under the imitation-plus-awareness and extinction conditions extroverts responded significantly more at the holes at which they were imitated than did introverts.

Awareness↗
PubMed1976

The effects of videotape models on the behavior of chronic schizophrenics.

The effects of "good" and "poor" peer models on the task performance of 45 chronic schizophrenic males were investigated. The findings revealed that patients who viewed a good peer model did significantly better on a subsequent task than patients who viewed either a poor model or no model. The use of peer models in the treatment of chronic schizophrenics was suggested.

Adult↗