Three moderately retarded students were taught to initiate and expand on conversational topics through actual conversations with nonhandicapped peers. Training generalized to natural contexts. Results were socially validated by undergraduates who rated tapes of two of the students' conversations during training phases as more socially competent…

A sibling training procedure consisting of direct prompting and modeling across three pairs of siblings revealed that direct prompting was effective for increasing reciprocal interactions between severely retarded and nonhandicapped siblings and increasing levels of initiations and responsiveness to initiations. (CL)

Compares story character judgments of elementary school children to determine whether they would (1) attribute greater social anxiety to characters more motivated to create a desired impression on audience but were doubtful of ability to do so; (2) associate greater social anxiety with behaviors likely to impede behavioral performance; and (3)…

This article explores the purposes, methods, and future directions of social-skill training research from the perspective of a cognitive-social learning explanation of behavior change. Research findings are reviewed with respect to important or promising variables, their hypothesized function in behavior change, and their effects on children's…

Examined the rating behavior of Black and White judges within the context of a social skills training program for patients (N=12) diagnosed as schizophrenic. Results indicated that Black and White judges may rate various social behaviors differently. (LLL)

A total of 40 socially rejected, low-achieving fourth-graders were randomly assigned to one of four clinical intervention conditions: academic skills training (AS); social skills training (SS); a combinations of AS and SS training; and control. Achievement and sociometric scores were obtained at the end of third, fourth, and fifth grades. AS…

Asks adults and 6-, 9- and, 13 year olds' questions about tape-recorded stories in order to investigate their ability to recognize sincere, deceptive, and sarcastic remarks. Results indicate that the youngest children interpret all remarks as sincere; 9 and 13 year olds can appreciate deliberate falsehood, but only adults identify sarcasm.…

Scores for measures of empathy on four instruments (hornblow scale, Hogan's empathy scale, the Carkhuff-Truax emphathic understanding scale, and the Barrett-Lennard relationship inventory) were found to be highly intercorrelated when based on observed student behavior. (Author/MLW)

Reports the extent of self-actualization present within a sample of managers in several organizations. Also evaluates the interpersonal capability of managers to communicate with their subordinates. Reveals a positive relationship between self-actualization and interpersonal skills. (PD)

Conflict episodes among first-graders were videotaped and analyzed. It appears that the function of social conflict among children is to build their small-group society and its structure: while arguing, children create political alignments, and thereby realize their practical interests within a changing set of social relationships. (KH)

Explored origins of individual differences in infant shyness by studying its relationship to parental shyness, sociability, and introversion-extraversion. Full adoption design examined role of both genetic and family environmental influences as possible etiological factors in development of infant shyness. Results indicate genetic influences and…

Observed role relationships and behaviors that characterize interactions of preschool-aged sibling pairs and school-aged sibling pairs. Seven roles were operationalized and observed: teacher, learner, manager, managee, helper, helpee, and observer. Instances of prosocial and agonistic behavior were also observed in unstructured naturalistic…

Describes four experiments in childhood autism used as research examples in areas of cognition and social skills. An hypothesis which attempts to connect various areas of impairment, nemely, lack of imaginative play, lack of expressive gestures, and inability to predict and understand behavior in others is explored through a specific cognitive…

Correlational analysis revealed no significant relationship between performance on the Social Interpretation Task and behavior rating scores for 24 learning disabled, seriously emotionally disturbed, and educable mentally retarded students (seven-17 years old). Results do not support many of the clinical observations made by leading professionals…

In contrast to comparison group mothers, women raised in institutions were relatively less sensitive to their children's cues, and, in response to children's demands and opposition, exercised control by confrontation rather than by circumvention. (Author/RH)