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The Influence of Symbolic Modeling on the Social Behavior of Preschool Children with Low Levels of Social Responsiveness

Zena Jakibchuk and Vincent L. Smeriglio
Child Development
Vol. 47, No. 3 (Sep., 1976), pp. 838-841
Published by: Wiley on behalf of the Society for Research in Child Development
DOI: 10.2307/1128203
Stable URL: http://www.jstor.org/stable/1128203
Page Count: 4
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The Influence of Symbolic Modeling on the Social Behavior of Preschool Children with Low Levels of Social Responsiveness
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Abstract

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.

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