Linked Life Data

16795184

Source:http://linkedlifedata.com/resource/pubmed/id/16795184

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
3
pubmed:dateCreated
2010-6-29
pubmed:abstractText
Adult social reinforcement and access to materials in the preschool were made contingent on the verbalizations of a 4-yr-old Negro girl with an extremely low frequency of talking. Though the teachers' social attention was always given immediately for all spontaneous speech, if the child's spontaneous verbalizations were requests for materials, those materials were withheld until she had responded to the teachers' questions about those materials. When she was silent, the teachers withheld their attention and the materials. A high frequency of verbal behavior was quickly established. When both teacher attention and materials were provided only when the child was not verbalizing, the child's frequency of talking immediately decreased. When social attention and materials were again made contingent upon spontaneous speech and answering questions, the child's frequency of talking quickly increased to its previous high level. The content of the child's verbal behavior which increased was primarily a repetition of requests to the teachers with little change noted in the non-request verbalizations, or verbalizations to other children. A further experimental analysis demonstrated that social interaction per se was not the reinforcer which maintained the increased verbalization; rather, for this child, the material reinforcers which accompanied the social interaction appeared to be the effective components of teacher attention.
pubmed:commentsCorrections
pubmed:language
eng
pubmed:journal
pubmed:status
PubMed-not-MEDLINE
pubmed:issn
0021-8855
pubmed:author
pubmed:issnType
Print
pubmed:volume
1
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
253-62
pubmed:dateRevised
2010-9-14
pubmed:year
1968
pubmed:articleTitle
The role of social and material reinforcers in increasing talking of a disadvantaged preschool child.
pubmed:affiliation
University of Kansas.
pubmed:publicationType
Journal Article