The Influence of Sesame Street and Mister Rogers' Neighborhood on Children's Social Behavior in the Preschool
The Influence of Sesame Street and Mister Rogers' Neighborhood on Children's Social Behavior in the Preschool
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芝麻街和罗杰斯先生的邻居对学前儿童社会行为的影响
DOI：
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发表时间：
1976
期刊：
影响因子：
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通讯作者：
Irene F. Goodman
中科院分区：
文献类型：
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作者：
B. Coates;H. E. Pusser;Irene F. Goodman
布赖恩·科茨; H·普塞。作者：Goodman，IRENE《芝麻街》和《罗杰斯先生的邻居》对幼儿社会行为的影响《儿童发展》，1976年，第47页，第138-144页。本研究旨在探讨《芝麻街》和《罗杰斯先生的邻居》这两个儿童电视节目对学前儿童社会行为的影响。观察儿童的行为进行之前（基线），期间（治疗），后（后测）1周暴露于每个程序。这些观察包括儿童给予积极的强化和惩罚其他儿童和成人在学前班的频率。孩子们与其他孩子和成年人的社会交往也被测量。对于那些基线分数低的儿童，“芝麻街”显著增加了对其他儿童和学龄前成人的积极强化和惩罚，以及与其他儿童和成人的社会接触。对于那些基线分数高的孩子来说，《芝麻街》对他们的行为没有明显的影响。对于所有儿童（基线得分高和低），“罗杰斯先生邻居”显着增加了积极的强化，并与其他儿童和成人在学前班的社会接触。这些结果通常与基于2个程序的内容分析的预期一致（科茨和Pusser 1975）。
COATES, BRIAN; PUSSER, H. ELLISON; and GOODMAN, IRENE. The Influence of "Sesame Street" and "Mister Rogers' Neighborhood" on Children's Social Behavior in the Preschool. CHILD DEVELOPMENT, 1976, 47, 138-144. This study was designed to assess the influence of "Sesame Street" and "Mister Rogers' Neighborhood," 2 popular children's television programs, on children's social behavior in the preschool. Observations of the children's behavior were conducted before (baseline), during (treatment), and after (posttest) 1 week of exposure to each of the programs. These observations consisted of the frequency of the children's giving of positive reinforcement and punishment to other children and to adults in the preschool. The children's social contacts with other children and with adults were also measured. For children whose baseline scores were low for an observational category, "Sesame Street" significantly increased the giving of positive reinforcement and punishment to, and social contacts with, other children and with adults in the preschool. For children whose baseline scores were high, "Sesame Street" had no sigpificant effect on behavior. For all children (high and low in baseline scores), "Mister Rogers Neighborhood" significantly increased the giving of positive reinforcement to, and social contacts with, other children and with adults in the preschool. These results are generally consistent with expectations based on a content analysis of the 2 programs (Coates & Pusser 1975).