Abstract
Sixteen socially isolate preschoolers were classified as peer or non-peer-oriented on the basis of their responses to a test devised to measure the reward value of peers. Half of the subjects in each classification were assigned to a modeling treatment and viewed a film depicting appropriate social behavior in the nursery school; half served as controls and saw an animal film. Peer-oriented modeling film subjects increased significantly more in their peer social interactions at posttest and follow-up assessments than did the non-peer-oriented modeling group. In addition, both peer-oriented and non-peer-oriented modeling groups were significantly higher on peer interaction than the control groups. Alternative and supplemental procedures for increasing isolate preschoolers' social interaction are discussed.
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This article is based on the master's thesis of the first author. Gratitude is expressed to Mrs. Millie Blackburn and the staff of the Irwin Methodist Nursery School, Syracuse, New York, for their cooperation during the course of this study.
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Evers-Pasquale, W., Sherman, M. The reward value of peers. J Abnorm Child Psychol 3, 179–189 (1975). https://doi.org/10.1007/BF00916749
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DOI: https://doi.org/10.1007/BF00916749