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The Effects of Modeling and Instructions on High and Low Verbal Family Members
Author(s) -
Marsh Jeanne C.
Publication year - 1979
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.1979.tb02710.x
Subject(s) - verbal fluency test , psychology , psychological intervention , homogeneous , population , agency (philosophy) , nonverbal communication , fluency , cognitive psychology , social psychology , developmental psychology , cognition , mathematics education , medicine , philosophy , physics , epistemology , neuroscience , psychiatry , neuropsychology , thermodynamics , environmental health
This study attempts to generalize the findings of laboratory studies of modeling and instructions by comparing their effects for modifying verbal behavior of actual clients referred to a family service agency. The findings suggest that in a population with less homogeneous verbal skills than found in a typical college population, verbal fluency will influence response to these interventions. Specifically, when a rule is supplemented by either verbal examples (instructions) or behavioral examples (modeling), both interventions have utility. However, for highly verbal clients, verbal examples are appropriate. For less verbal clients, more elaborate audiotape or videotape examples represent the more useful strategy.