Notes that in communication research, attempts to enhance external validity usually focus on techniques to enhance surface representativeness. Suggests that the findings of a study should be examined in light of its contribution to theory. Argues surface representativeness is usually not a good indicator of contribution to theory. Suggests journal…

A 2-year ethnographic study focused on social behaviors and gender differences among preschoolers engaging in science activities. Findings indicated that boys exhibited curiosity, spontaneity, extensive prior knowledge about nature, and tended toward aggressive, competitive, and sometimes violent behavior. Girls displayed a submissive countenance,…

To increase the number of times that a woman with severe disabilities complied with requests to take prescribed oral medication, the woman was asked to follow a number of requests with which she typically complied, her compliance was reinforced, and then she was requested to take the medication. (Author/JDD)

A study involving 90 learning-disabled (LD) children, ages 9-12, and 94 nonhandicapped children found that LD children were less likely to be popular and more likely to be rejected and neglected. Achievement and Intelligence Quotient were not meaningful predictors of peer status in LD children. (Author/JDD)

When coached in leading peers, asking questions of peers, making comments to peers, and supporting peers, trained children showed significant increase in their use of comments and leads and improved in questions and supports, whereas controls showed little change. Increases in skill use in the classroom with peers was correlated with improvements…

Tested efficacy of social problem-solving therapy for unipolar depression and examined relative contribution of training in problem-orientation component of the overall model. Dismantling research design, involving 39 depressed subjects, revealed problem-solving to be an effective cognitive-behavioral treatment approach for depression. (Author/TE)

Investigates the relationship between social interaction skills and knowledge of concepts in primary school age children as a basis for intervention in terms of concept development. Finds that 12 of the 61 children investigated had severe problems in concept development. Demonstrates the deep integration of concept and social interaction skill…

Investigation and comparison of telephone behavior, and the attitudes and values attached to telephone usage in England and Greece, from the perspective of an interaction model. Results revealed cultural differences in responses to making telephone calls, verifying numbers and speakers, and apologies for wrong numbers or disturbing calls.…

A study of the patterns of behavior disorders, hyperactivity, and emotional disturbances and classroom environments in 13 social adjustment classes, 3 day treatment programs, and a psychiatric outpatient program is reported. Results concerning occurrence of the disorders and the instruments used for characterizing these children and environments…

Assessed cognitive styles of 300 children aged 3-5 years and explored social factors in children's play based on their cognitive style. Field dependent children engaged more often in activities with others and with concrete objects, while field independent children were more involved in restructuring the environment. (RJC)

Observed 28 toddlers' reactions to an adult's programed play overtures. Coordinated responses and alternative overtures increased with age. Words were increasingly used to regulate activity between toddler and adult. (RJC)

Studied 40 parents and their children aged 18-23 months to determine whether parents encouraged involvement with sex-stereotyped toys or avoidance of cross-sex-stereotyped toys, and whether masculine and feminine toys led to different patterns of parent-child interactions. Children showed greater involvement with same-sex than with cross-sex toys.…

Classified 61 children in day care, 13 to 24 months of age, into one of four social orientation groups, based upon frequency of contact with adults and peers relative to the total sample. Groups were compared with respect to behaviors in child care, adult responses, and child care history. (NH)

A total of 20 abused and 20 nonabused pairs of children of three-seven years and their mothers participated in a facial expression posing task and a facial expression recognition task. Findings suggest that abused children may not observe as often as nonabused children do the easily interpreted voluntary displays of emotion by their mothers. (RH)

Two sample lessons are presented to help elementary-school children with behavior disorders understand friendship relationships. Hypothetical student relations are diagrammed, and class discussions deal with the reasons for students' popularity and unpopularity and the acceptability or unacceptability of the reasons. (JDD)