Furman W, Rahe D F, Hartup W W
Child Dev. 1979 Dec;50(4):915-22.
24 socially withdrawn preschool children were located through classroom observations and assigned to 3 conditions: (a) socialization with a younger child during 10 play sessions, (b) socialization with an age mate during a similar series of sessions, and (c) no treatment. The socialization sessions, particularly those with a younger partner, were found to increase the sociability of the withdrawn children in their classrooms. Significant increases occurred mainly in the rate with which positive social reinforcement was emitted. Generally, the results support a leadership deficit theory of social isolation. Possible mechanisms responsible for the observed changes are discussed.
通过课堂观察找到了24名社交退缩的学龄前儿童，并将他们分配到3种条件下：(a) 在10次游戏环节中与一名年幼儿童进行社交互动；(b) 在一系列类似环节中与同龄伙伴进行社交互动；(c) 不接受治疗。结果发现，社交互动环节，尤其是与年幼伙伴互动的环节，能提高退缩儿童在课堂上的社交能力。显著的提高主要发生在积极社交强化行为的发生率上。总体而言，这些结果支持了社交孤立的领导能力缺陷理论。文中还讨论了导致观察到的变化的可能机制。
