Effects of prompting and reinforcement of one response pattern upon imitation of a different modeled pattern

Twelve preschool children participated in a study of the effects of explicit training on the imitation of modeled behavior. The responses trained involved a marble-dropping pattern that differed from the modeled pattern. Training consisted of physical prompts and verbal praise during a single session. No prompts or praise were used during test periods. After operant levels of the experimental responses were measured, training either preceded or was interposed within a series of exposures to modeled behavior that differed from the trained behavior. Children who were initially exposed to a modeling session immediately imitated, whereas those children who were initially trained immediately performed the appropriate response. Children initially trained on one pattern generally continued to exhibit that pattern even after many modeling sessions. Children who first viewed the modeled response and then were exposed to explicit training of a different response reversed their response pattern from the trained response to the modeled response within a few sessions. The results suggest that under certain conditions explicit training will exert greater control over responding than immediate modeling stimuli.     

The efficacy of symbolic modeling and vicarious reinforcement in increasing coping-method adherence

The aim of this study was to test a method of increasing adherence to a coping method assignment in individuals interested in reducing stress. Eighty university students and 48 adult nonstudents were asked to write about their emotions for 15 minutes per day over 3 days. Participants were randomly assigned to experimental or control conditions, with the experimental manipulation being an adherence intervention involving symbolic modeling and vicarious reinforcement. A word count and self-report measures showed significantly higher adherence in the adherence intervention group. Additionally, the adherence intervention group showed significantly more reduction in distress than the writing instructions only group. Finally, the amount of adherence was significantly associated with amount of reduction in self-reported distress. The results provide the first evidence of the efficacy of symbolic modeling and vicarious reinforcement in increasing the use and clinical benefits of a recommended coping method.     

The effect of vicarious reinforcement on attentive behavior in the classroom

The effect of social reinforcement delivered to target subjects on the attentive behavior of adjacent peers was examined in a classroom setting. In a combined reversal and multiple baseline design, two pairs of mentally retarded children were sequentially exposed to three reinforcement phases. After baseline rates of attentive behavior were obtained, praise was delivered to the target subject in each subject pair for attentive behavior. After a reversal phase, praise was delivered contingently to target subjects for inattentive behavior. In a final phase, contingent praise for attentive behavior was reinstated for the target subjects. Throughout the study, nontarget subjects received no direct reinforcers. The results indicated a vicarious reinforcement effect. Reinforcing attentive behavior of target subjects increased this behavior in adjacent peers. However, reinforcing inattentive behavior of target subjects also increased the attentive behavior of adjacent peers. The effects obtained through vicarious reinforcement were considered to reflect the discriminative stimulus properties of reinforcement, which may serve as a cue for the performance of nonreinforced peers.     

The effect of enactment upon sentence imitation in preschool children

Preschool children imitated two matched lists of sentences varying in length, in syntactic complexity, and in semantic complexity. Sentences on one list were acted out with toys prior to imitating them. For 3-year-olds, enactment increased retention of all sentential variables: number of words, number of frames, number of propositions, and syntax. For children younger than 3 years, enactment increased only the number of words retained, while for children older than 4 years, enactment had a minimal effect on all sentential variables. In a second experiment, prior enactment had long-term effects on the degree to which children's spontaneous stories about the toys resembled the previous sentences that they had been given to imitate. Long-term effects, however, did not extend to retention of syntax. Enactment appears to increase both young children's interest in a sentence imitation task and the amount of semantic encoding in which they engage. Its effect, however, is mediated by the degree of mastery of relevant linguistic rules.Some of these data were presented at the Biennial Meeting of the Society for Research in Child Development, Detroit, April 1983. The authors would like to thank Lorraine Chiasson, Judith Codd, and Susan Saba for their assistance with the data analysis.     

Using modeling and vicarious reinforcement to produce more positive attitudes toward mental health treatment

In this study, the authors evaluated the effectiveness of a video, developed for this study and using principles of cognitive learning theory, to produce positive attitudinal change toward mental health treatment. The participants were 35 men and 45 women who were randomly assigned to watch either an experimental video, which included 3 positive 1st-person accounts of psychotherapy or a control video that focused on the psychological construct of self. Pre-intervention, post-intervention, and 2-week follow-up levels of attitude toward mental health treatment were measured using the Attitude Toward Seeking Professional Help Scale (E. H. Fischer & J. L. Turner, 1970). The experimental video group showed a significantly greater increase in positive attitude than did the control group. These results support the effectiveness of using the vicarious reinforcement elements of cognitive learning theory as a basis for changing attitudes toward mental health treatment.     

Efficacy of written modeling and vicarious reinforcement in increasing use of problem-solving methods by distressed individuals

The authors evaluated an application of social cognitive theory principles intended to increase adherence to a problem-solving intervention. The study included 132 adult volunteers who wanted to reduce their distress levels. All participants received group training in problem-solving methods. Before attempting to solve at least 1 distressing problem in their lives over the next 3 weeks, participants were randomly assigned to either (a) a modeling with vicarious reinforcement condition in which they received 3 personal anecdotes written by individuals who had successfully applied problem-solving methods to a real problem or (b) a control condition in which they received a fact sheet about problem solving. Word counts of problem-solving writing, self-reports of adherence, and observer ratings of adherence showed that participants in the vicarious reinforcement condition demonstrated significantly higher adherence than did those in the control condition. These results provide support for the effectiveness of symbolic modeling and vicarious reinforcement in increasing adherence to problem-solving methods by individuals who want to decrease their distress.     

The effects of differential reinforcement on generalized imitation

The present study examines the transfer of imitative learning to other nonimitative performance conditions and compares imitative and nonimitative performance under contingencies of differential reinforcement for S⁰ behavior, differential reinforcement for nonimitative behavior, and extinction. Many authors have suggested that a child's continued imitative performance of rewarded S^D and unrewarded S^Δ behavior is a function of subtle social cues or experimental demand present in most generalized imitation procedures. The two experiments presented here support that conclusion but also provide evidence that conclusions drawn from such generalized imitation studies were generally accurate. Even though a child's trial-by-trial imitative performance appeared to be a function of procedural artifacts, the child's later performance in the role of a model indicated that a functionally interdependent generalized response class of imitative behavior had been learned while the child imitated. As such, these experiments generally supported Baer's secondary reinforcement hypothesis for imitative performance and suggest that future research employ nonimitative tasks such as reversed imitation as a measure of imitative learning.     

The effect of reinforcement magnitude upon responding under fixed-ratio schedules

Responding under fixed-ratio schedules was studied as a function of two durations of food presentation. Latency of the first response after food presentation (post-reinforcement pause) was consistently shorter when food was presented for the longer duration. Only one of the four pigeons studied showed a consistently higher response rate, exclusive of post-reinforcement pause, as a function of the longer access to food. When ratio size was reduced, pause durations decreased, and the differences related to the two durations of food presentations became progressively smaller.     

The effects of response contingent reinforcement and response contingent punishment upon the frequency of stuttered verbal behavior

Twelve adult subjects, 4 in each experimental condition, were exposed to 2 punishment contingencies and 1 punishment and reinforcement combined contingency, under a procedure of stimulus control. Results indicated all 3 conditions to be equally effective in the reduction of stuttering frequency. Spontaneous recovery during stimulus control segments was not observed following any of the three experimental contingencies. Implications for research and therapy are discussed.     

Effects of vicarious consequences on imitation and recall: Some developmental findings

Two experiments were conducted using a multiple-item list in which each item consisted of a pair of pictures. The model indicated which member of each pair she preferred and was either positively reinforced, negatively reinforced, or received neutral consequences. The S then indicated his preferences (imitation test). Following the imitation test, each S was asked to recall the model's choices. Age was an independent variable in both experiments. Imitation scores of the children, preschool to sixth-grade age range, were strongly influenced by differential vicarious reinforcement. Vicarious reward increased imitation and vicarious punishment decreased it. College students' imitation scores were only minimally influenced by differential vicarious reinforcement. Within- and between-subjects variations of vicarious reinforcement had similar effects. Recall scores were surprisingly high and were not significantly influenced by differential vicarious reinforcement. Interestingly, age and percentage of correct recall were negatively correlated.     

Effects of vicarious reward and punishment on social imitation in chronic psychotics

Despite considerable evidence that modeling procedures provide effective methods for the acquisition and change of behavior, there is very little research on the effects of vicarious reward, and none on the effects of vicarious punishment, on social imitation in chronic psychotics. Two studies (Goldstein et al., 1973: Gutride, Goldstein and Hunter, 1973) demonstrated the superiority of vicarious reward over no-treatment with adult psychotics. However, in neither study was a model no-consequences group included in order to control for the effects of observation per se; therefore, such findings cannot be clearly attributed to vicarious reinforcement (Thelen and Rennie, 1972). The only other study known to bear on this issue revealed no differences in initial learning between a model-rewarded and a model no-consequences group (Olson, 1971).The present study included model no-consequences control groups in an attempt to examine the effects of vicarious reward and punishment on subsequent interview behavior in chronic psychotics. Drawing on the larger body of vicarious learning research (Bandura, 1969). it was hypothesized that such patients demonstrate higher levels of socially appropriate behavior after observation of a model who is (a) rewarded for appropriate behavior or (b) punished for inappropriate responses, and lower levels of appropriate behavior after exposure to a model who is (c) rewarded for inappropriate behavior or (d) punished for appropriate responses, relative to conditions in which the same modeled behaviors elicit no contingent consequences.     

The treatment of a chronic obsessive condition via reinforcement contingent upon success in response prevention

The patient, who exhibited multiple, long-standing, obsessive ritualistic behaviour was being considered for psychosurgery. The two major rituals were a counting and wiping ritual during defecation and an excessive pre-occupation with electrical equipment. The treatment involved an incomplete reversal design using response-prevention motivated by reinforcement withdrawal. Baseline rates of his checking and ritualistic behaviour were obtained in hospital over a 5-day period, while the patient's wife obtained similar baseline data over the first weekend at home. Following the baseline period, the patient was informed that in order to obtain his daily and weekend reinforcement, he must significantly decrease ritualistic activities, while increasing social and other incompatible behaviour. After the third week of treatment the patient's checking behaviour had ceased and his washing, dressing and toilet behaviour were within normal limits. His weekend behaviour followed a similar pattern, and he returned to full-time employment by the seventh week. The 6-month follow-up indicated a further increase in incompatible behaviour, in addition to the maintenance of his success in response prevention. Relapse was probably obviated by the use of concurrent home and hospital treatment.