Date of Award:
Master of Science (MS)
Family, Consumer, and Human Development
Gerald R. Adams
The major purpose of this investigation l
A Soloman Four Group Design vms employed to accomplish th1s task , using exposure of preschoolers to the Ulah Stnte University Child Development Laboratories for one quarter as the experimental treatment condition .While Lhe typical Solomon design uses only one pr etest- posltest experi - mental group , two groups 1·1ere identi Lied in this investigation since children were drawn from two preschool labs taught by different head teachers . Groups 3, 4 , and 5 fol l 01·1ed the conventional design , being ; pretest-posttest , treatment - posttest and posttest only control groups , respectively . Experimental group subjects we re randomly assigned from the child development l abs , while control groups came from families living in the surrounding communities .
Developmental changes over time 1•ere observed for empathy and listening skills , but were not observed on the r ol e- taking measure . Some evidence 1•os presented to suggest that empathy may be primarily influenced by maturolional effects , VJhile listening skill development may be primarily influenced by preschool educational experiences . In particular , memory and auditory sequencing VJere found to be highly influenced by preschool influences . Further, there were also classroom differences, Vlhich indicate that either the individual teacher or classroom curriculum has specific influence~ which Vlere not directly explored in this investigation . The practical significance of these findings and their relationship to existing literature was discussed .
DeMarsh, Joseph P., "The Development of Empathy, Role-Taking and Listening as a Function of Preschool Experience" (1979). All Graduate Theses and Dissertations. 2430.
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