You are not currently logged in.
Access your personal account or get JSTOR access through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
The Influence of Symbolic Modeling on the Social Behavior of Preschool Children with Low Levels of Social Responsiveness
Zena Jakibchuk and Vincent L. Smeriglio
Vol. 47, No. 3 (Sep., 1976), pp. 838-841
Stable URL: http://www.jstor.org/stable/1128203
Page Count: 4
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
22 preschool children with low levels of social responsiveness were randomly assigned to 1 of 4 conditions. The self-speech group watched videotapes of social interactions accompanied by a self-speech (first-person) sound track which described the activities of the child model. The narrative group watched the same videotapes accompanied by a narrative (third-person) sound track. A nature-film control and a no-treatment control group were also employed. Pretreatment, posttreatment, and follow-up observations were made with 3 different measures of social behavior. Children in the self-speech condition increased on all 3 measures, and the self-speech condition was clearly more effective than the narrative condition.
Child Development © 1976 Society for Research in Child Development