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THE EFFECT OF ROLE-TAKING TRAINING ON ROLE-TAKING AND SOCIAL BEHAVIORS IN YOUNG CHILDREN

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Abstract:

The hypotheses of this study were that role-taking training would increase (1) role-taking skills and (2) relative amount of peer interaction as compared with adult interaction. Forty-two pre-school children were subjects, selected on the basis of egocentric scores on a battery of two spatial role-taking and two conceptual role-taking tasks. Subjects were assigned to experimental, placebo, and non-treatment control groups. Experimental and placebo subjects were observed for social interactions. Experimental intervention was a 2-month program of 24 training lessons. Placebo subjects participated in story groups. Results were that experimental subjects increased significantly in spatial role-taking only, although changes in conceptual scores were in the predicted direction. Trend level differences in the predicted direction were found for measures of relative preference for peer interaction.

Document Type: Research Article

DOI: http://dx.doi.org/10.2224/sbp.1977.5.1.1

Publication date: January 1, 1977

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