Brief reports influence of "mentally retarded" label on teachers' nonverbal behavior toward preschool children
American Journal of Mental Deficiency
|September 1, 1977
Abstract:
Teachers (N = 12) were assigned to either an experimental (labeled) or control (nonlabeled) child. All children were, in fact, nonhandicapped and had no diagnosis or record of mental retardation. After reading a description (labeled or nonlabeled) of their child's developmental status, each teacher read their child a story. The results indicated that teachers were more immediate (i.e., showed less social distance) to children bearing the "mentally retarded" label. Implications of this finding were discussed.
Related Concept Videos
02:30Naturalistic Observations
If you want to understand how behavior occurs, one of the best ways to gain information is to simply observe the behavior in its natural context. However, people might change their behavior in unexpected ways if they know they are being observed. How do researchers obtain accurate information when people tend to hide their natural behavior? As an example, imagine that your professor asks everyone in your class to raise their hand if they always wash their hands after using the restroom. Chances...
01:20Social Foundations of Self II: The Generalized Other
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
01:18Behaviorist Approach of Cognitive Development
Learning approaches explain cognitive development through observable learning processes and the ways experiences shape behavior. During infancy, learning can happen through classical conditioning, operant conditioning, and modeling. These processes allow infants to form associations, respond to consequences, and learn by observing others.Classical and Operant ConditioningClassical conditioning happens when an infant associates a previously neutral stimulus with another stimulus that naturally...