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Influence of models' reinforcement contingencies on the acquisition of imitative responses

Influence of models' reinforcement contingencies on the acquisition of imitative responses In order to test the hypothesis that reinforcements administered to a model influence the performance but not the acquisition of matching responses, groups of children observed an aggressive film-mediated model either rewarded, punished, or left without consequences. A postexposure test revealed that response consequences to the model had produced differential amounts of imitative behavior. Children in the model-punished condition performed signifcantly fewer matching responses than children in both the model-rewarded and the no-consequences groups. Children in all 3 treatment conditions were then offered attractive reinforcers contingent on their reproducing the model's aggressive responses. The introduction of positive incentives completely wiped out the previously observed performance differences, revealing an equivalent amount of learning among children in the model-rewarded, model-punished, and the no-consequences conditions. (18 ref.) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Personality and Social Psychology American Psychological Association

Influence of models' reinforcement contingencies on the acquisition of imitative responses

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Publisher
American Psychological Association
Copyright
Copyright © 1965 American Psychological Association
ISSN
0022-3514
eISSN
1939-1315
DOI
10.1037/h0022070
Publisher site
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Abstract

In order to test the hypothesis that reinforcements administered to a model influence the performance but not the acquisition of matching responses, groups of children observed an aggressive film-mediated model either rewarded, punished, or left without consequences. A postexposure test revealed that response consequences to the model had produced differential amounts of imitative behavior. Children in the model-punished condition performed signifcantly fewer matching responses than children in both the model-rewarded and the no-consequences groups. Children in all 3 treatment conditions were then offered attractive reinforcers contingent on their reproducing the model's aggressive responses. The introduction of positive incentives completely wiped out the previously observed performance differences, revealing an equivalent amount of learning among children in the model-rewarded, model-punished, and the no-consequences conditions. (18 ref.)

Journal

Journal of Personality and Social Psychology – American Psychological Association

Published: Jun 1, 1965

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