Citation

Stokes TF, Doud CL, Rowbury TG, Baer CM. J. Abnorm. Child Psychol. 1978; 6(2): 203-209.

Copyright

(Copyright © 1978, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

670587

Abstract

Two 5-year-old deviant preschoolers taught each other, as peer-tutors, to identify pictorial figures describing prepositional relationships. During training sessions monitored by the experimenter, the child in the peer-tutor role presented stimulus materials and provided consequences for the responses of the child in the tutee role. An assessment of generalization by each child to an academic classroom setting occurred each day. The data showed that the peer-tutor could facilitate generalization, when the tutee was probed in the peer-tutor's presence. However, it was found that the salience of the peer-tutor's presence was critical to this effect. In particular, when the peer presented the stimuli or offered occasional consequences for some correct responses, generalization was greatly enhanced.

Language: en