This article was downloaded by: [130.132.123.28] On: 31 December 2014, At: 23:44 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
The Journal of Psychology: Interdisciplinary and Applied Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/vjrl20
Social and Play Behaviors of Institutionalized Mongoloid and Nonmongoloid Retarded Children Robert S. Schlottmann
a b
& Victor H. Anderson
a b
a
Oklahoma State University , Sand Springs, Oklahoma, USA b
The Hissom Memorial Center , Sand Springs, Oklahoma, USA Published online: 02 Jul 2010.
To cite this article: Robert S. Schlottmann & Victor H. Anderson (1975) Social and Play Behaviors of Institutionalized Mongoloid and Nonmongoloid Retarded Children, The Journal of Psychology: Interdisciplinary and Applied, 91:2, 201-206, DOI: 10.1080/00223980.1975.9923943 To link to this article: http://dx.doi.org/10.1080/00223980.1975.9923943
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages,
and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.
Downloaded by [] at 23:45 31 December 2014
This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions
Published as a separate and in The Journal 01 Psychology, 1975, 91, 201-206.
SOCIAL AND PLAY BEHAVIORS OF INSTITUTIONALIZED MONGOLOID AND NONMONGOLOID RETARDED CHILDREN*l Oklahoma State University; and The Hissom Memorial Center, Sand Springs, Oklahoma
ROBERT S. SCHLOTTMANN AND VICTOR
H.
ANDERSON
Downloaded by [] at 23:45 31 December 2014
SUMMARY
A total of 24 institutionalized retarded children, 12 mongoloid (Down's syndrome) and 12 nonmongoloid, were observed in dyadic interaction with peers in a free-play situation, and a number of specific peer-social and nonsocial behaviors were recorded as they occurred. Differences between mongoloid and nonmongoloid Ss were most apparent on several social behavior categories which support the stereotypic conception of mongoloids as more sociable, gregarious, etc. Differences were most apparent for the mongoloid boys. The possible influence of tranquilizer drugs and cottage placements on the observed differences was discussed.
A. INTRODUCTION A number of recent studies (1, 2, 4) have confirmed that most mongoloid (Down's syndrome) children do in fact exhibit a recognizable constellation of positive personality characteristics, such as cheerfulness, gregariousness, friendliness. Also, Moore, Thuline, and Capes (3) found that they exhibit less maladaptive behavior than their nonmongoloid controls. These investigators have used rather large size samples in their studies, but have relied on ratings made by others as a means of assessing differences between the groups. Alternatively, in the present study, male and female mongoloid children and their nonmongoloid controls were observed through a one-way mirror while interacting with peers in a free-play situation. A number of specific peer-social and nonsocial behaviors were recorded as they occurred to provide additional information on the specific behaviors upon which previous ratings were based. • Received in the Editorial Office on July 3, 1975, and published immediately at Provincetown, Massachusetts. Copyright by The J ournal Press. 1 This research was supported in part by a grant to the first author from the Research Foundation, Oklahoma State University, Stillwater, Oklahoma. The authors would also like to thank the superintendent of The Hissom Memorial Center, Mr. James G. Borren, for his support in providing facilities and materials for this study.
201
202
JOURNAL OF PSYCHOLOGY
B. METHOD 1. Subjects The Ss were 24 institutionalized retarded children from The Hissom Memorial Center in Sand Springs, Oklahoma. Half of the children were diagnosed as mongoloid (trisomy 21) on the basis of karyotype data. The nonmongoloid Ss represented various diagnostic categories. Equal numbers of males and females were represented in the mongoloid and nonmongoloid groups. The mean CA and Stanford-Binet (Form L-M) MA and IQ were 10-3, 3-0, and 34, respectively, for mongoloid Ss, and 9-11, 3-1, and 3S for nonmongoloids.
Downloaded by [] at 23:45 31 December 2014
2.
Playroom and Materials
The playroom was a 9.S' X 11.5' room containing a small table and two small chairs, a one-way mirror, and toy materials. Toy materials included a wooden telephone, a wooden truck, two inlay puzzles, plastic blocks, a rubber ball, and two dolls. 3. Procedure The children were allowed to interact in dyads in a free-play situation for 3D-min periods on four different days. Those in each dyad were either mongoloid or nonmongoloid, but both categories were not represented in any of the dyads. However, they were matched as closely as possible for CA and MA. For two of the four play periods, a child was paired with a same sex peer, and for the other two periods with an opposite sex peer. Each child in the dyad was observed for a IS-min session during each of the 3D-min periods. The order in which the children served in the sexually homogeneous and sexually heterogeneous conditions and the order in which each child was observed during a 3D-min period were systematically varied across play periods. Various behaviors were recorded as they occurred with use of a system of shorthand symbols and color coding. Observers were seated in an adjacent room and observed the children through a one-way mirror. A tape recorded voice in the observer's room counted from 0 to 60 with IS-sec intervals between successive numbers. Within each IS-sec interval, the maximum score for any behavior occurring was one. Therefore, the maximum score for any behavior during a IS-min session was 60. 4. Behavior Categories Estimates of interobserver reliability were obtained by having two observers score the same Ss for 24 of the sessions, and then calculating Pearson product-moment correlation coefficients for each behavior. These correlation coefficients are given below after each definition of behavior category (except
Downloaded by [] at 23:45 31 December 2014
ROBERT S. SCHLOTTMANN AND VICTOR H. ANDERSON
203
in two instances where the behavior occurred so infrequently during reliability sessions that no estimate of interobserver reliability could be obtained), as follows: nonsocial object manipulation-manually manipulating or inspecting toys or other objects in room without social orientation, does not include actual playing with toys (.78); toy banging-using toys or other objects in room to hit on table, floor, chairs, or other objects (.93); objectdirected oral behavior-mouthing, sucking, or licking toys or other objects in room (.94); self-directed oral behavior-mouthing, sucking, or licking fingers or other parts of child's own body (.96); solitary toy play-playing alone with one or more toys, does not include passive holding, transporting, manually manipulating, inspecting, or oral exploration of toys (.89); social contact-physical contact with the other child, includes touching and brushing against the other child (.84); negative verbal behavior-verbal expressions of dislike or displeasure directed toward other child (.88); rejectphysically rejecting contact or other child's attempt to play by pushing, walking away, or turning away from the other child (-); social object manipulation-manually manipulating or inspecting a toy or other object in room with the other child, includes assisting in the transporting or movement of objects, does not include actual playing with toys (.63); social smiling-facial expression with social orientation in which the corners of the mouth are lifted, often exposing the teeth (.93); positive social vocalization-laughing or singing while orienting toward, or in response to, the other child (-); social toy play-actually playing with one or more toys while orienting toward, or in response to, the other child, includes throwing ball and rolling truck toward other child (.63). 5. Statistical Analysis
The mean score per IS-min session was obtained for each child for each of the above behavior categories. The data for each behavior category were then analyzed as a 2 X 2 X 2 repeated measures analysis of variance. The factors involved were diagnosis (mongoloid or nonmongoloid), sex, and group composition (sexually homogeneous or heterogeneous). C. RESULTS 1. Nonsocial Behaviors Ss in sexually heterogeneous groups obtained significantly higher scores on object-directed oral behavior than Ss in sexually homogeneous groups (F 4.80, df = 1/20, P < .05). The mean scores per session were 1.54 and .73 for Ss in heterogeneous and homogeneous groups, respectively. A similar tendency was found for self-directed oral behavior, but the difference was not
=
204
JOURNAL OF PSYCHOLOGY
statistically significant at the .05 level. For solitary toy play, a significant triple interaction was obtained (F = 6.33, df = 1/20, P < .05). To clarify the nature of the differences, tests of simple main effects were conducted in which mongoloids and nonmongoloids were compared at each level of the other two factors. It was found that male mongoloids in sexually homogeneous groups engaged in significantly less solitary toy play than male nonmongoloids in sexually homogeneous groups (F = 4.59, df = 1/20, P < .05). The mean scores per session were 9.6 for mongoloid boys and 23.0 for nonmongoloid boys. 2.
Social Behaviors
=
Boys obtained higher scores on social contact than girls (F = 5.77, df < .05), and sexual homogeneity resulted in higher social contact scores than heterogeneity (F = 6.09, df = 1/20, P < .05). The mean scores were as follows: 8.6 (boys), 4.7 (girls), 8.5 (homogeneous groups), and 4.8 (heterogeneous groups). Somewhat surprisingly, mongoloid children obtained significantly higher scores for negative verbal behavior than nonmongoloids (F = 7.46, df 1/20, P < .05). The mean score per session on negative verbal behavior was 1.84 for mongoloids and .29 for nonmongoloids. For the behavior cateory labeled reject, a significant diagnosis by sex interaction was obtained (F = 4.78, df = 1/20, P < .05). Tests of simple main effects revealed that the effect was due largely to the higher reject scores obtained by mongoloid girls in comparison to scores obtained by nonmongoloid girls (F = 7.67, df 1/20, P < .05). The mean scores per session were .83 and .13 for mongoloid and nonmongoloid girls, respectively. The remaining data, however, are more consistent with the mongoloid stereotype. Mongoloid children obtained higher scores on social object manipulation (F = 11.29, df = 1/20, P < .01) and on social toy play (F = 6.10, df = 1/20, P < .05) than their nonmongoloid controls. Mongoloids obtained a mean score per session on social object manipulation of 1.54 and on social toy play of 5.17, whereas nonmongoloids obtained mean scores of .23 and 2.38 on these behaviors, respectively. For the category labeled social smiling, a significant triple interaction was obtained (F 8.09, df 1/20, P < .05), and once again tests of simple main effects were conducted in which mongoloids and nonmongoloids were compared at all levels of the other two factors. It was found that mongoloid boys in sexually homogeneous groups smiled significantly more than nonmongoloid boys in sexually homogeneous groups (F = 5.76, df = 1/20, P < .05). The mean scores were 12.8 for mongoloid boys and 5.7 for nonmongoloid boys.
Downloaded by [] at 23:45 31 December 2014
1/20, P
=
=
=
=
ROBERT S. SCHLOTTMANN AND VICTOR H. ANDERSON
205
For the category positive social vocalization, an effect similar to that obtained for social smiling was found. Following a significant triple interaction (F= 6.32, df= 1/20, p < .05), tests of simple main effects revealed that mongoloid boys in sexually homogeneous conditions obtained higher scores on positive social vocalization (laughing and singing) than nonmongoloid 13.15, df = 1/20, P < .01). The boys in the homogeneous condition (F mean scores were 6.7 and .3, respectively.
=
Downloaded by [] at 23:45 31 December 2014
D.
DISCUSSION
Results of the present study offer some support for the stereotypic conception of mongoloid children in their interactions with peers. The mongoloid children in the present study obtained higher scores on social toy play and social object manipulation than their nonmongoloid controls. These results indicate that they are more likely to participate with other children in activities involving toys and other objects. It should be noted, however, that they also obtained higher scores on negative verbal behavior, reflecting their tendency to express dislike or dissatisfaction verbally or to reprimand other children interacting with them. The present investigators feel that such behavior was probably a consequence of their greater involvement and interaction with peers. Since they engaged more in social toy play and social object manipulation, there were more opportunities for minor disagreements to occur. The results also suggest that the stereotypic conception of mongoloids is a more accurate description of the behavior of mongoloid boys than girls. Mongoloid boys interacting together obtained higher scores on social smiling and positive social vocalization and, conversely, lower scores on solitary toy play than their nonmongoloid controls. On the other hand, there were no differences between the mongoloid and nonmongoloid girls on these behaviors. In fact, mongoloid girls were more likely to reject attempts by other children in play than their nonmongoloid controls. The results also suggest that the behavior of mongoloid boys is more likely to vary as a function of the sex of the interacting peer than is the behavior of mongoloid girls or nonmongoloid boys and girls. However, these results should be considered only tentative. When the total sample of the present study is subdivided not only according to diagnosis, but also according to sex or group composition or both, the resulting cell sizes are not large. It is questionable whether these mongoloid sex differences would generalize to other institutions or settings. In an attempt to determine whether differences obtained in the present study could be the result of medication differences, the Ss' medical records
Downloaded by [] at 23:45 31 December 2014
206
JOURNAL OF PSYCHOLOGY
were obtained to determine which of the children were receiving tranquilizer drugs (such as Vallium, Mellaril, Haldol, Thorazine, etc.) which could have behavioral consequences. It was found that 10 of the 12 nonmongoloid children (five boys and five girls) were receiving one or more of the tranquilizing drugs, whereas only four of the mongoloids (three boys and one girl) were receiving similar drugs of approximately the same dosages. Since there were nearly as many mongoloid boys receiving drugs as there were nonmongoloid boys or girls, and since the mongoloid boys in the present study were the most socially active, it does not appear that the mongoloid vs. nonmongoloid differences obtained can be accounted for entirely in terms of drug differences. Another factor to be considered is cottage placement, since assignment to the same cottage is likely to increase familiarity between Ss. All of the girls in the present study were assigned to the same girls' cottage, and 10 of the 12 boys were from one of the boys' cottages. These differences are likely to have had their greatest effect on the group composition factor, since Ss in the sexually heterogeneous condition were likely to be less familiar with one another than Ss in the homogeneous condition. They would not affect interpretation of the other main effects, which were the main focus of the present study, even though they might have involved interactions with the group composition factor. Although the mongoloid children in the present study behaved differently from their nonmongoloid controls, the reasons for such differences are unclear. Whether they are the result of biological factors associated with the extra mongoloid chromosome or whether the mongoloid children had in the past received differential treatment from other people as a result of their characteristic physical appearance is unknown. REFERENCES Personality traits of institutionalized mongoloids. Amer. J. Ment. Defic., 1965, 69, 568-570. 2. DOMINO, G., GOLDSCHMIDT, M., & KAPLAN, M. Personality traits of institutionalized mongoloid girls. Amer. J. Ment. Defi«, 1964, 68, 498-502. 3. MOORE, B., THULINE, H., & CAPES, L. Mongoloid and non-mongoloid retardates: A behavioral comparison. Amer. J. Ment. Defic., 1968, 73, 433-436. 4. SILVERSTEIN, A. An empirical test of the mongoloid stereotype. Amer. J. Ment. Defic., 1964, 68. 493-497. 1.
DOMINO, G.
Department oj Psychology Oklahoma State University Stillwater, Oklahoma 74074
The Journal of Psychology: Interdisciplinary and Applied Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/vjrl20
Social and Play Behaviors of Institutionalized Mongoloid and Nonmongoloid Retarded Children Robert S. Schlottmann
a b
& Victor H. Anderson
a b
a
Oklahoma State University , Sand Springs, Oklahoma, USA b
The Hissom Memorial Center , Sand Springs, Oklahoma, USA Published online: 02 Jul 2010.
To cite this article: Robert S. Schlottmann & Victor H. Anderson (1975) Social and Play Behaviors of Institutionalized Mongoloid and Nonmongoloid Retarded Children, The Journal of Psychology: Interdisciplinary and Applied, 91:2, 201-206, DOI: 10.1080/00223980.1975.9923943 To link to this article: http://dx.doi.org/10.1080/00223980.1975.9923943
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages,
and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.
Downloaded by [] at 23:45 31 December 2014
This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions
Published as a separate and in The Journal 01 Psychology, 1975, 91, 201-206.
SOCIAL AND PLAY BEHAVIORS OF INSTITUTIONALIZED MONGOLOID AND NONMONGOLOID RETARDED CHILDREN*l Oklahoma State University; and The Hissom Memorial Center, Sand Springs, Oklahoma
ROBERT S. SCHLOTTMANN AND VICTOR
H.
ANDERSON
Downloaded by [] at 23:45 31 December 2014
SUMMARY
A total of 24 institutionalized retarded children, 12 mongoloid (Down's syndrome) and 12 nonmongoloid, were observed in dyadic interaction with peers in a free-play situation, and a number of specific peer-social and nonsocial behaviors were recorded as they occurred. Differences between mongoloid and nonmongoloid Ss were most apparent on several social behavior categories which support the stereotypic conception of mongoloids as more sociable, gregarious, etc. Differences were most apparent for the mongoloid boys. The possible influence of tranquilizer drugs and cottage placements on the observed differences was discussed.
A. INTRODUCTION A number of recent studies (1, 2, 4) have confirmed that most mongoloid (Down's syndrome) children do in fact exhibit a recognizable constellation of positive personality characteristics, such as cheerfulness, gregariousness, friendliness. Also, Moore, Thuline, and Capes (3) found that they exhibit less maladaptive behavior than their nonmongoloid controls. These investigators have used rather large size samples in their studies, but have relied on ratings made by others as a means of assessing differences between the groups. Alternatively, in the present study, male and female mongoloid children and their nonmongoloid controls were observed through a one-way mirror while interacting with peers in a free-play situation. A number of specific peer-social and nonsocial behaviors were recorded as they occurred to provide additional information on the specific behaviors upon which previous ratings were based. • Received in the Editorial Office on July 3, 1975, and published immediately at Provincetown, Massachusetts. Copyright by The J ournal Press. 1 This research was supported in part by a grant to the first author from the Research Foundation, Oklahoma State University, Stillwater, Oklahoma. The authors would also like to thank the superintendent of The Hissom Memorial Center, Mr. James G. Borren, for his support in providing facilities and materials for this study.
201
202
JOURNAL OF PSYCHOLOGY
B. METHOD 1. Subjects The Ss were 24 institutionalized retarded children from The Hissom Memorial Center in Sand Springs, Oklahoma. Half of the children were diagnosed as mongoloid (trisomy 21) on the basis of karyotype data. The nonmongoloid Ss represented various diagnostic categories. Equal numbers of males and females were represented in the mongoloid and nonmongoloid groups. The mean CA and Stanford-Binet (Form L-M) MA and IQ were 10-3, 3-0, and 34, respectively, for mongoloid Ss, and 9-11, 3-1, and 3S for nonmongoloids.
Downloaded by [] at 23:45 31 December 2014
2.
Playroom and Materials
The playroom was a 9.S' X 11.5' room containing a small table and two small chairs, a one-way mirror, and toy materials. Toy materials included a wooden telephone, a wooden truck, two inlay puzzles, plastic blocks, a rubber ball, and two dolls. 3. Procedure The children were allowed to interact in dyads in a free-play situation for 3D-min periods on four different days. Those in each dyad were either mongoloid or nonmongoloid, but both categories were not represented in any of the dyads. However, they were matched as closely as possible for CA and MA. For two of the four play periods, a child was paired with a same sex peer, and for the other two periods with an opposite sex peer. Each child in the dyad was observed for a IS-min session during each of the 3D-min periods. The order in which the children served in the sexually homogeneous and sexually heterogeneous conditions and the order in which each child was observed during a 3D-min period were systematically varied across play periods. Various behaviors were recorded as they occurred with use of a system of shorthand symbols and color coding. Observers were seated in an adjacent room and observed the children through a one-way mirror. A tape recorded voice in the observer's room counted from 0 to 60 with IS-sec intervals between successive numbers. Within each IS-sec interval, the maximum score for any behavior occurring was one. Therefore, the maximum score for any behavior during a IS-min session was 60. 4. Behavior Categories Estimates of interobserver reliability were obtained by having two observers score the same Ss for 24 of the sessions, and then calculating Pearson product-moment correlation coefficients for each behavior. These correlation coefficients are given below after each definition of behavior category (except
Downloaded by [] at 23:45 31 December 2014
ROBERT S. SCHLOTTMANN AND VICTOR H. ANDERSON
203
in two instances where the behavior occurred so infrequently during reliability sessions that no estimate of interobserver reliability could be obtained), as follows: nonsocial object manipulation-manually manipulating or inspecting toys or other objects in room without social orientation, does not include actual playing with toys (.78); toy banging-using toys or other objects in room to hit on table, floor, chairs, or other objects (.93); objectdirected oral behavior-mouthing, sucking, or licking toys or other objects in room (.94); self-directed oral behavior-mouthing, sucking, or licking fingers or other parts of child's own body (.96); solitary toy play-playing alone with one or more toys, does not include passive holding, transporting, manually manipulating, inspecting, or oral exploration of toys (.89); social contact-physical contact with the other child, includes touching and brushing against the other child (.84); negative verbal behavior-verbal expressions of dislike or displeasure directed toward other child (.88); rejectphysically rejecting contact or other child's attempt to play by pushing, walking away, or turning away from the other child (-); social object manipulation-manually manipulating or inspecting a toy or other object in room with the other child, includes assisting in the transporting or movement of objects, does not include actual playing with toys (.63); social smiling-facial expression with social orientation in which the corners of the mouth are lifted, often exposing the teeth (.93); positive social vocalization-laughing or singing while orienting toward, or in response to, the other child (-); social toy play-actually playing with one or more toys while orienting toward, or in response to, the other child, includes throwing ball and rolling truck toward other child (.63). 5. Statistical Analysis
The mean score per IS-min session was obtained for each child for each of the above behavior categories. The data for each behavior category were then analyzed as a 2 X 2 X 2 repeated measures analysis of variance. The factors involved were diagnosis (mongoloid or nonmongoloid), sex, and group composition (sexually homogeneous or heterogeneous). C. RESULTS 1. Nonsocial Behaviors Ss in sexually heterogeneous groups obtained significantly higher scores on object-directed oral behavior than Ss in sexually homogeneous groups (F 4.80, df = 1/20, P < .05). The mean scores per session were 1.54 and .73 for Ss in heterogeneous and homogeneous groups, respectively. A similar tendency was found for self-directed oral behavior, but the difference was not
=
204
JOURNAL OF PSYCHOLOGY
statistically significant at the .05 level. For solitary toy play, a significant triple interaction was obtained (F = 6.33, df = 1/20, P < .05). To clarify the nature of the differences, tests of simple main effects were conducted in which mongoloids and nonmongoloids were compared at each level of the other two factors. It was found that male mongoloids in sexually homogeneous groups engaged in significantly less solitary toy play than male nonmongoloids in sexually homogeneous groups (F = 4.59, df = 1/20, P < .05). The mean scores per session were 9.6 for mongoloid boys and 23.0 for nonmongoloid boys. 2.
Social Behaviors
=
Boys obtained higher scores on social contact than girls (F = 5.77, df < .05), and sexual homogeneity resulted in higher social contact scores than heterogeneity (F = 6.09, df = 1/20, P < .05). The mean scores were as follows: 8.6 (boys), 4.7 (girls), 8.5 (homogeneous groups), and 4.8 (heterogeneous groups). Somewhat surprisingly, mongoloid children obtained significantly higher scores for negative verbal behavior than nonmongoloids (F = 7.46, df 1/20, P < .05). The mean score per session on negative verbal behavior was 1.84 for mongoloids and .29 for nonmongoloids. For the behavior cateory labeled reject, a significant diagnosis by sex interaction was obtained (F = 4.78, df = 1/20, P < .05). Tests of simple main effects revealed that the effect was due largely to the higher reject scores obtained by mongoloid girls in comparison to scores obtained by nonmongoloid girls (F = 7.67, df 1/20, P < .05). The mean scores per session were .83 and .13 for mongoloid and nonmongoloid girls, respectively. The remaining data, however, are more consistent with the mongoloid stereotype. Mongoloid children obtained higher scores on social object manipulation (F = 11.29, df = 1/20, P < .01) and on social toy play (F = 6.10, df = 1/20, P < .05) than their nonmongoloid controls. Mongoloids obtained a mean score per session on social object manipulation of 1.54 and on social toy play of 5.17, whereas nonmongoloids obtained mean scores of .23 and 2.38 on these behaviors, respectively. For the category labeled social smiling, a significant triple interaction was obtained (F 8.09, df 1/20, P < .05), and once again tests of simple main effects were conducted in which mongoloids and nonmongoloids were compared at all levels of the other two factors. It was found that mongoloid boys in sexually homogeneous groups smiled significantly more than nonmongoloid boys in sexually homogeneous groups (F = 5.76, df = 1/20, P < .05). The mean scores were 12.8 for mongoloid boys and 5.7 for nonmongoloid boys.
Downloaded by [] at 23:45 31 December 2014
1/20, P
=
=
=
=
ROBERT S. SCHLOTTMANN AND VICTOR H. ANDERSON
205
For the category positive social vocalization, an effect similar to that obtained for social smiling was found. Following a significant triple interaction (F= 6.32, df= 1/20, p < .05), tests of simple main effects revealed that mongoloid boys in sexually homogeneous conditions obtained higher scores on positive social vocalization (laughing and singing) than nonmongoloid 13.15, df = 1/20, P < .01). The boys in the homogeneous condition (F mean scores were 6.7 and .3, respectively.
=
Downloaded by [] at 23:45 31 December 2014
D.
DISCUSSION
Results of the present study offer some support for the stereotypic conception of mongoloid children in their interactions with peers. The mongoloid children in the present study obtained higher scores on social toy play and social object manipulation than their nonmongoloid controls. These results indicate that they are more likely to participate with other children in activities involving toys and other objects. It should be noted, however, that they also obtained higher scores on negative verbal behavior, reflecting their tendency to express dislike or dissatisfaction verbally or to reprimand other children interacting with them. The present investigators feel that such behavior was probably a consequence of their greater involvement and interaction with peers. Since they engaged more in social toy play and social object manipulation, there were more opportunities for minor disagreements to occur. The results also suggest that the stereotypic conception of mongoloids is a more accurate description of the behavior of mongoloid boys than girls. Mongoloid boys interacting together obtained higher scores on social smiling and positive social vocalization and, conversely, lower scores on solitary toy play than their nonmongoloid controls. On the other hand, there were no differences between the mongoloid and nonmongoloid girls on these behaviors. In fact, mongoloid girls were more likely to reject attempts by other children in play than their nonmongoloid controls. The results also suggest that the behavior of mongoloid boys is more likely to vary as a function of the sex of the interacting peer than is the behavior of mongoloid girls or nonmongoloid boys and girls. However, these results should be considered only tentative. When the total sample of the present study is subdivided not only according to diagnosis, but also according to sex or group composition or both, the resulting cell sizes are not large. It is questionable whether these mongoloid sex differences would generalize to other institutions or settings. In an attempt to determine whether differences obtained in the present study could be the result of medication differences, the Ss' medical records
Downloaded by [] at 23:45 31 December 2014
206
JOURNAL OF PSYCHOLOGY
were obtained to determine which of the children were receiving tranquilizer drugs (such as Vallium, Mellaril, Haldol, Thorazine, etc.) which could have behavioral consequences. It was found that 10 of the 12 nonmongoloid children (five boys and five girls) were receiving one or more of the tranquilizing drugs, whereas only four of the mongoloids (three boys and one girl) were receiving similar drugs of approximately the same dosages. Since there were nearly as many mongoloid boys receiving drugs as there were nonmongoloid boys or girls, and since the mongoloid boys in the present study were the most socially active, it does not appear that the mongoloid vs. nonmongoloid differences obtained can be accounted for entirely in terms of drug differences. Another factor to be considered is cottage placement, since assignment to the same cottage is likely to increase familiarity between Ss. All of the girls in the present study were assigned to the same girls' cottage, and 10 of the 12 boys were from one of the boys' cottages. These differences are likely to have had their greatest effect on the group composition factor, since Ss in the sexually heterogeneous condition were likely to be less familiar with one another than Ss in the homogeneous condition. They would not affect interpretation of the other main effects, which were the main focus of the present study, even though they might have involved interactions with the group composition factor. Although the mongoloid children in the present study behaved differently from their nonmongoloid controls, the reasons for such differences are unclear. Whether they are the result of biological factors associated with the extra mongoloid chromosome or whether the mongoloid children had in the past received differential treatment from other people as a result of their characteristic physical appearance is unknown. REFERENCES Personality traits of institutionalized mongoloids. Amer. J. Ment. Defic., 1965, 69, 568-570. 2. DOMINO, G., GOLDSCHMIDT, M., & KAPLAN, M. Personality traits of institutionalized mongoloid girls. Amer. J. Ment. Defi«, 1964, 68, 498-502. 3. MOORE, B., THULINE, H., & CAPES, L. Mongoloid and non-mongoloid retardates: A behavioral comparison. Amer. J. Ment. Defic., 1968, 73, 433-436. 4. SILVERSTEIN, A. An empirical test of the mongoloid stereotype. Amer. J. Ment. Defic., 1964, 68. 493-497. 1.
DOMINO, G.
Department oj Psychology Oklahoma State University Stillwater, Oklahoma 74074
