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Results for “Imitative Behavior”

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At least 235 records · Page 13Linked to original sources
PubMed1997

Interaction with demonstrator rats changes observer rats' affective responses to flavors.

The authors examined whether exposing naive rats (observers) to recently fed conspecific demonstrator rats changed the observers' later affective responses to foods their demonstrators ate. In Experiment 1, observers learned an aversion to a flavored fluid, then interacted with demonstrators that had drunk that fluid. These observers, but not those interacting with demonstrators that had drunk water, increased their intake of the averted fluid and exhibited fewer negative responses when the averted fluid was infused into their mouths. Rats in Experiment 2 entered the arm of a T maze known to lead to banana-flavored pellets more frequently after interacting with demonstrators fed banana-flavored pellets than after interacting with demonstrators fed chow-flavored pellets. Results of both experiments indicated that interaction with demonstrator rats changed observer rats' affective responses to flavors.

Affect↗
PubMed2003

Budgerigars (Melopsittacus undulatus) copy virtual demonstrators in a two-action test.

Juvenile budgerigars (Melopsittacus undulatus) observed thin film transistor video playback of a virtual conspecific demonstrator using its beak to remove a stopper from a food box, either by pulling the object upward or by pushing it downward. Simultaneously (Experiment 1) or subsequently (Experiment 2), the observers were offered a similar stopper box and rewarded with access to food for each removal response, regardless of its direction. Observers of upward movement made a greater proportion of up responses in total and showed a stronger tendency to increase the proportion of up responses over test trials than observers of downward movement. These findings provide the first demonstration of which the authors are aware that birds are able not only to detect and respond to a moving video image but also to copy its movements.

Animals↗
PubMed2006

Using social stories and comic strip conversations to promote socially valid outcomes for children with autism.

Very little is documented regarding the efficacy of social stories and comic strip conversations for promoting an understanding of social situations and the appropriate social behaviors of individuals with autism spectrum disorder (ASD). In addition, few studies on the efficacy of social stories have examined whether outcomes are socially valid. The purpose of this article is to respond to some of the gaps in the literature on the efficacy of a frequently used intervention for children with ASD and to describe a family-centered collaborative approach to developing social stories and comic strip conversations. The results of intervention employing an A-B design are reported for two case vignettes. Clinical implications, limitations of the available data, and potential factors contributing to outcome variability are discussed.

Autistic Disorder↗
PubMed1976

Modification of self-disclosing behaviours through modeling and vicarious reinforcement.

Modeling techniques were used to model moderate disclosure to high and low disclosers. Eighty female undergraduates (40 low disclosers and 40 high disclosers) listened to a model select items that were rated as moderate disclosures for discussion. Two modeling conditions were employed; in one condition the model was reinforced by the E (vicarious reinforcement), in the second condition the model was not reinforced. Two control conditions, one with the model present, the other with the model absent were also included. The results of two separate 2 X 4 X 2 repeated measures, hierarchical analyses of variance on the subject distance from modeled intimacy, and the number of moderate items selected on pre- and posttests, indicated that both modeling conditions were successful in producing moderation of self-disclosure.

Behavior Therapy↗
PubMedDate not supplied

How effective is therapy for childhood stuttering? Dissecting and reinterpreting the evidence in light of spontaneous recovery rates.

BACKGROUND: Similar positive results (e.g. immediate decreases in stuttering frequency and a 60-80% recovery rate from stuttering) have been reported for numerous therapeutic protocols for treating childhood stuttering, many of which have been diametrically opposite in their orientations and implementations. For example, Johnson advocated indirect treatments that simply advocated refraining from drawing any negative attention to childhood disfluencies as persistent and chronic stuttering was thought to progress via negative parental reactions to normal disfluencies. In contrast, direct interventionists sought immediately to eliminate stuttered speech patterns by training 'corrected' speech models that usually involved some form of prolonged speech. However, reports from speech and language therapists around North Carolina, USA, suggest much lower recovery rates in the children they treat (i.e. 13.9% over a median therapeutic period of 3 years, which to the present authors is an indicator of therapeutic inefficiency and ineffectiveness). AIMS: The discrepancy between these recovery rates calls for a re-examination of the efficacy of stuttering therapy for children, especially in light of recent statements from some therapies suggesting that therapy might be curative in nature. MAIN CONTRIBUTION: Spontaneous and complete recovery (removing all overt and covert markers of the pathology) occurs in 60-80% of all children who display incipient stuttering behaviours. As such, it appears that many claims of therapeutic success in children who stutter are confounded by the possibility of spontaneous recovery during the testing and intervention period. Simply put, it is impossible to discriminate between recovery that would occur naturally over time, and what may have been simply accelerated via therapy. Based on stable prevalence rates and the data in the present paper, it is suggested that therapy does little to boost recovery rates from incipient stuttering. Therapy can provide 'inhibitory' symptomatic relief with varying degrees of success with respect to decreasing stuttering severity and the need for continued therapy. However, it must be made clear that curing stuttering is not a likely outcome of therapy, although successful management can decrease the severity of the problem. It is argued that all forms of stuttering inhibition, including those at work during spontaneous recovery, are all mediated by the degree of mirror neuron engagement in the brain. CONCLUSIONS: It is proposed that in children who stutter, the best source of relief from stuttering is in the effective and efficient engagement of mirror neurons via methods that best replicate choral speech. In order to induce natural sounding, fluent speech, it is suggested that one uses primarily derivations of choral speech such as altered auditory feedback. Motoric techniques might also be used synergistically to provide supplementary sources of mirror neuron engagement.

Child↗
PubMed2006

Observational learning of instrumental discriminations in the rat: the role of demonstrator type.

In two experiments, observer rats saw a pretrained demonstrator rat of either the same or a different strain engaging in a discrimination task in which the presentation of a discriminative stimulus indicated whether performing a particular response (pulling a chain) would be reinforced. In both experiments an effect of demonstrator familiarity was found: Observers of a demonstrator from a different strain behaved in a manner that was consistent with the demonstrator whereas observers of a demonstrator from the same strain did not. These results suggest that an effect akin to latent inhibition operates in the social domain: Familiarity with the demonstrator retards the readiness with which observational learning proceeds.

Animals↗
PubMedDate not supplied

Temporary basolateral amygdala lesions disrupt acquisition of socially transmitted food preferences in rats.

Lesions of the basolateral amygdala (BLA) have long been associated with abnormalities of taste-related behaviors and with failure in a variety of taste- and odor-related learning paradigms, including taste-potentiated odor aversion, conditioned taste preference, and conditioned taste aversion. Still, the general role of the amygdala in chemosensory learning remains somewhat controversial. In particular, it has been suggested that the amygdala may not be involved in a form of chemosensory learning that has recently received a substantial amount of study-socially transmitted food preference (STFP). Here, we provide evidence for this involvement by pharmacologically inactivating the basolateral amygdala bilaterally during STFP training. The same inactivation sites that impaired taste aversion learning eliminated the normally conditioned preference for a food smelled on a conspecific's breath. Impairments of learned preference persisted even in testing sessions in which BLA was not inactivated, and learning was normal when the BLA was inactivated only during testing sessions; thus, the impairment was a true acquisition deficit. In conjunction with previous results from other paradigms, therefore, our data suggest that the amygdala is vital for learning procedures involving pairings of potent and arbitrary chemosensory stimuli.

Amygdala↗