一部模拟影片对学龄前儿童社会隔离的影响：一项方法学调查。

The effects of a modeling film on social isolation in preschool children: a methodological investigation.

作者信息

Gottman J

出版信息

J Abnorm Child Psychol. 1977;5(1):69-78. doi: 10.1007/BF00915762.

Abstract

Children in Headstart program (N=113) were assessed on two occasions using a naturalistic observation system and peer sociometric measures. Thirty-two children were selected by O'Connor's (1969, 1972) convergent criteria of teacher rankings and being below 15% peer interaction frequency. Half of the children saw an experimental modeling film designed to teach children how to initiate entry into peer groups and half of the children saw a control film. The present investigation included methodological elements left uncontrolled in previous investigations. Results indicated no significant multivariate F ratios for treatment main effects, sociometric main effects, or treatment by sociometric interactions. This failure to replicate previous results with the O'Connor film raises serious methodological criticisms of previous work with socially withdrawn children.

摘要

对参与“启智计划”（N = 113）的儿童进行了两次评估，采用自然观察系统和同伴社会测量法。根据奥康纳（1969年、1972年）提出的教师排名和同伴互动频率低于15%的聚合标准，挑选出32名儿童。其中一半儿童观看了一部旨在教导儿童如何开始融入同伴群体的实验示范影片，另一半儿童观看了一部对照影片。本研究纳入了先前研究中未控制的方法学要素。结果表明，在治疗主效应、社会测量主效应或治疗与社会测量交互作用方面，没有显著的多元F比率。未能重复先前使用奥康纳影片的研究结果，引发了对先前针对社交退缩儿童研究的严重方法学批评。