A cognitive-social learning model of social-skill training.
暂无分享,去创建一个
[1] Peter Renshaw,et al. Loneliness in children. , 1984 .
[2] G. Ladd,et al. Assessment of children's self-efficacy for social interactions with peers , 1982 .
[3] R. Burton,et al. Training Children to Be Consistently Honest through Verbal Self-Instructions. , 1982 .
[4] R. Forehand,et al. A multimethod comparison of popular and unpopular children. , 1982 .
[5] R. Prinz,et al. Methodological issues in conceptualizing and treating childhood social isolation. , 1982, Psychological bulletin.
[6] S. Harter. The Perceived Competence Scale for Children. , 1982 .
[7] J. Conger,et al. The implications of communication development for social skills training. , 1981, Journal of pediatric psychology.
[8] S. Asher,et al. Identifying Children at Risk in Peer Relations: A Critique of the Rate-of-Interaction Approach to Assessment. , 1981 .
[9] J. Conger,et al. Social skills intervention in the treatment of isolated or withdrawn children. , 1981, Psychological bulletin.
[10] A. Bandura,et al. Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. , 1981 .
[11] John M. Gottman,et al. An Interactional Model of Children's Entry into Peer Groups , 1981 .
[12] R. Abelson. Psychological status of the script concept. , 1981 .
[13] J. Ogbu,et al. Origins of Human Competence: A Cultural-Ecological Perspective. , 1981 .
[14] John M. Gottman,et al. The Development of Children's Friendships , 1981 .
[15] E. Gesten,et al. Evaluation of a Social-Problem-Solving Training Program for Suburban and Inner-City Third-Grade Children. , 1981 .
[16] Frank M. Gresham,et al. Social Skills Training with Handicapped Children: A Review , 1981 .
[17] G. Ladd. Effectiveness of a social learning method for enhancing children's social interaction and peer acceptance. , 1981, Child development.
[18] S. Asher,et al. Social outcomes of mainstreaming: Sociometric assessment and beyond , 1981 .
[19] F. Gresham,et al. Social skills training with children: responsiveness to modeling and coaching as a function of peer orientation. , 1980, Journal of consulting and clinical psychology.
[20] C. Dweck,et al. Learned helplessness in social situations. , 1980, Journal of personality and social psychology.
[21] A. La Greca,et al. Social skills training with elementary school students: a behavioral group approach. , 1980, Journal of consulting and clinical psychology.
[22] C. Reynolds,et al. Preliminary norms and technical data for use of the Revised‐Children's Manifest Anxiety Scale with kindergarten children , 1980 .
[23] D. Marsh,et al. Effect of Perspective-Taking Training on Interpersonal Problem Solving. , 1980 .
[24] J. Wiemann,et al. Current Theory and Research In Communicative Competence , 1980 .
[25] S. L. Foster,et al. Issues in the assessment of social competence in children. , 1979, Journal of applied behavior analysis.
[26] Michel Hersen,et al. Research and Practice in Social Skills Training , 1979, Springer US.
[27] E. Langer,et al. When practice makes imperfect: debilitating effects of overlearning. , 1979, Journal of personality and social psychology.
[28] U. Bronfenbrenner. Contexts of child rearing: Problems and prospects. , 1979 .
[29] Walter Mischel,et al. On the interface of cognition and personality: Beyond the person–situation debate. , 1979 .
[30] G. Ladd,et al. The relationship between peer acceptance and children's ideas about helpfulness. , 1979 .
[31] Samuel M. Deitz,et al. Current Status of Applied Behavior Analysis: Science Versus Technology. , 1978 .
[32] C. Patterson,et al. Children's Referential Communication: Components of Plans for Effective Listening. , 1978 .
[33] Steven R. Asher,et al. The Effect of Verbal Instructions on Preschool Children's Aggressive Behavior. , 1978 .
[34] A. Bandura. The self system in reciprocal determinism. , 1978 .
[35] G. Cartledge,et al. The Case for Teaching Social Skills in the Classroom: A Review , 1978 .
[36] M. Hersen,et al. Social-skills training for unassertive children: a multiple-baseline analysis. , 1977, Journal of applied behavior analysis.
[37] S. Asher,et al. Coaching children in social skills for friendship making. , 1977 .
[38] H. Hops,et al. Issues in Social Interaction/Withdrawal Assessment , 1977, The Exceptional Child.
[39] A Bandura,et al. Cognitive processes mediating behavioral change. , 1977, Journal of personality and social psychology.
[40] A. Bandura. Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychological review.
[41] R. Grieger,et al. Effects of peer reporting on cooperative play and aggression of kindergarten children , 1976 .
[42] V. Smeriglio,et al. The Influence of Symbolic Modeling on the Social Behavior of Preschool Children with Low Levels of Social Responsiveness. , 1976 .
[43] P. Strain,et al. An experimental analysis of "spillover" effects on the social interaction of behaviorally handicapped preschool children. , 1976, Journal of applied behavior analysis.
[44] T P Cooke,et al. Developing positive social-emotional behaviors: a study of training and generalization effects. , 1976, Journal of applied behavior analysis.
[45] P. Strain,et al. The Effects of Sociodramatic Activities on Social Interaction among Behaviorally Disordered Preschool Children , 1976 .
[46] M. Sherman,et al. The reward value of peers , 1975, Journal of abnormal child psychology.
[47] J. Gottman,et al. Social interaction, social competence, and friendship in children. , 1975, Child development.
[48] A Bandura,et al. Generalizing change through participant modeling with self-directed mastery. , 1975, Behaviour research and therapy.
[49] W. Mischel,et al. Plans to Resist Distraction. , 1975 .
[50] C. Dweck. The role of expectations and attributions in the alleviation of learned helplessness. , 1975 .
[51] M. F. Keller,et al. The use of symbolic modeling to promote social skills in preschool children with low levels of social responsiveness. , 1974, Child development.
[52] K. Nelson. Concept, word, and sentence: Interrelations in acquisition and development. , 1974 .
[53] Albert Bandura,et al. Analysis of memory codes and cumulative rehearsal in observational learning , 1974 .
[54] A. Bandura,et al. Efficacy of participant modeling as a function of response induction aids. , 1974, Journal of abnormal psychology.
[55] J. C. Schwarz,et al. Modifying social withdrawal in preschoolers: The effects of filmed modeling and teacher praise , 1973, Journal of abnormal child psychology.
[56] R. McFall,et al. Four experiments on the relative contributions of rehearsal, modeling, and coaching to assertion training. , 1973, Journal of abnormal psychology.
[57] Albert Bandura,et al. Role of Symbolic Coding and Rehearsal Processes in Observational Learning. , 1973 .
[58] P. M. Scott,et al. Learning Concern for Others. , 1973 .
[59] G. Marlatt. Task structure and the experimental modification of verbal behavior. , 1972 .
[60] R. O'connor. Relative efficacy of modeling, shaping, and the combined procedures for modification of social withdrawal. , 1972, Journal of abnormal psychology.
[61] B. Rosman,et al. A social competence scale and symptom checklist for the preschool child: Factor dimensions, their cross-instrument generality, and longitudinal persistence. , 1972 .
[62] Ervin Staub,et al. The Use of Role Playing and Induction in Children's Learning of Helping and Sharing Behavior. , 1971 .
[63] M. Gerst,et al. Symbolic Coding Processes in Observational Learning. , 1971 .
[64] H. Toler,et al. Modification of preschool isolate behavior: a case study. , 1970, Journal of applied behavior analysis.
[65] R. Sears. Relation of early socialization experiences to self-concepts and gender role in middle childhood. , 1970, Child development.
[66] W. Hartup,et al. Age and verbalization in observational learning. , 1969 .
[67] R D O'connor,et al. Modification of social withdrawal through symbolic modeling. , 1969, Journal of applied behavior analysis.
[68] S. Coopersmith,et al. The antecedents of self-esteem. , 1969 .
[69] D. Flapan. Children's understanding of social interaction , 1968 .
[70] D M Baer,et al. Effect of contingent and non-contingent social reinforcement on the cooperative play of a preschool child. , 1968, Journal of applied behavior analysis.
[71] W. Hartup,et al. Peer reinforcement and sociometric status. , 1967, Child development.
[72] A. Bandura,et al. Observational learning as a function of symbolization and incentive set. , 1966, Child development.
[73] P. L. Brown,et al. Control of aggression in a nursery school class , 1965 .
[74] S. Engel,et al. Thought and Language , 1964, Dialogue.
[75] F. R. Harris,et al. EFFECTS OF SOCIAL REINFORCEMENT ON ISOLATE BEHAVIOR OF A NURSERY SCHOOL CHILD. , 1964, Child development.
[76] D. Harris,et al. Age and other correlates of self-concept in children. , 1964 .
[77] William M. Smith,et al. A Study of Thinking , 1956 .
[78] A. Bandura. Self-efficacy mechanism in human agency. , 1982 .
[79] James P. Curran,et al. Social Skills: Methodological Issues and Future Directions , 1979 .
[80] Lee C. Lee. Is social competence independent of cultural context , 1979 .
[81] A. Bellack. Behavioral Assessment of Social Skills , 1979 .
[82] T. Stephens. Social skills in the classroom , 1978 .
[83] Patricia S. Allen,et al. Cognitive Development of Children and Youth: A Longitudinal Study , 1978 .
[84] Eleanor Rosch,et al. Principles of Categorization , 1978 .
[85] J. M. Anglin,et al. Word, object, and conceptual development , 1977 .
[86] J. Gottman,et al. The effects of a modeling film on social isolation in preschool children: A methodological investigation , 1977, Journal of abnormal child psychology.
[87] M. L. Combs,et al. Social-Skills Training with Children , 1977 .
[88] A. Bandura. Social learning theory , 1977 .
[89] A. Bandura. Toward a unifying theory of behavioral change , 1977 .
[90] J. Gottman,et al. Teaching social skills to isolated children , 1976, Journal of abnormal child psychology.
[91] George Spivack,et al. The Problem-solving approach to adjustment , 1976 .
[92] G. Spivack,et al. Social adjustment of young children : a cognitive approach to solving real-life problems , 1976 .
[93] R. Parke. SOCIAL CUES, SOCIAL CONTROL, AND ECOLOGICAL VALIDITY , 1976 .
[94] J. Thibaut,et al. Behavioral approaches to therapy , 1976 .
[95] S. Asher. Children's Friendships in School Settings. , 1974 .
[96] M. Woodson. Seven Aspects of Teaching Concepts. , 1974 .
[97] P. M. Scott,et al. Imitation of nurturant and nonnurturant models. , 1972 .
[98] Albert Bandura,et al. Modeling Theory: Some Traditions, Trends, and Disputes , 1972 .
[99] Arnold Lobel. Frog and Toad Are Friends , 1970 .
[100] M. Goldfried,et al. A Behavioral-Analytic Model for Assessing Competence1 , 1969 .
[101] R. Soar. Optimum Teacher-Pupil Interaction for Pupil Growth" , 1968 .
[102] Donald M. Baer,et al. THE ENTRY INTO NATURAL COMMUNITIES OF REINFORCEMENT. , 1967 .
[103] J. Davitz,et al. The communication of emotional meaning , 1964 .
[104] Herbert J. Klausmeier,et al. Learning and Human Abilities: Educational Psychology , 1961 .
[105] J. Deese. The psychology of learning , 1952 .
[106] Gertrude E. Chittenden,et al. An experimental study in measuring and modifying assertive behavior in young children , 1942 .