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Results for “Imitative Behavior”

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PubMed1975

Modification through modeling and reinforcement in leaderless groups.

This study compared the effects of modeling plus reinforcement (MR), reinforcement alone (R), and demand characteristics (D) on individual verbal output in a leaderless group discussion. Seventy-two male and female volunteers from undergraduate psychology courses (mean age 20.7 years) were assigned to three-person groups in the three conditions and participated in two 10 minute discussions. Ss who spoke the least in the first discussion were chosen as target persons (TPs). TPs in the R condition were reinforced for talking and punished for silence. TPs in the MR condition received the same treatment but were also exposed to a leadership modeling film. TPs in the D condition received no reinforcement, but were encouraged to become the group's leader. All conditions showed increases in verbral output, but the MR was superior to both the R (p less than .05) and D (p less than .01) conditions. The results were interpreted as consistent with Bandura's mediational theory of modeling.

Adult↗
PubMed1985

Use and misuse of behavioral homework exercises in sex therapy.

This paper examines uses of sexual exercises and their role in effecting changes in attitudes, behaviors, and feelings. In reaction to the charge that exercises are overly mechanistic, clinicians now underutilize exercises and/or give only general suggestions. The common errors of nonspecificity, use as a cookbook, quick abandonment, and setting performance criterion are discussed. The use of semistructured, written exercises which function as in vivo desensitization, facilitate development of verbal and stimulation skills, and provide a positive model of sexuality are most efficacious. A case example illustrating the multiple therapeutic benefits of exercises is presented.

Attitude↗
PubMed2006

Effects of nucleus basalis magnocellularis stimulation on a socially transmitted food preference and c-Fos expression.

Experiment 1 examined the effects of electrical stimulation of nucleus basalis magnocellularis (NBM) on a relational odor-association task--the social transmission of food preference (STFP). Rats were stimulated unilaterally in the NBM for 20 min (100 microA, 1 Hz) immediately before the social training. They were tested on their ability to remember preference for the trained food either immediately or following a 24-h delay. Stimulation of NBM improved retention regardless of delay, and additional behavioral measures (social interaction, motor activity, or exploration) did not account for such effects. Experiment 2 investigated brain regions activated after NBM electrical stimulation by examining the induction of c-Fos. This treatment led to bilateral increased c-Fos expression in prefrontal regions, such as orbitofrontal, prelimbic, and infralimbic cortices, and some hippocampal subregions (dorsal CA and ventral dentate gyrus). In contrast, no differences between groups in c-Fos expression were found in basolateral amygdala, dorsal dentate gyrus, ventral CA, or ventral subiculum. Present findings indicate that pretraining NBM electrical stimulation facilitates the acquisition of STFP, supporting a role of NBM in the early stages of memory formation, and suggest that the treatment might cause such effects by inducing neural changes, related to transcription factors such as c-Fos, in the prefrontal cortex or the hippocampal formation.

Animals↗
PubMed1989

Effects of a taped-words treatment on reading proficiency.

In an effort to increase reading proficiency, five 9th- and 10th-grade students with behavior disorders were instructed to read along with an audio type of vocabulary words recorded at 80 words per minute. Effects of the taped-words intervention on rate of reading vocabulary words as well as generalization effects of reading passages containing some of the same vocabulary words were assessed within a multiple baseline design. Results suggested significant effects due to practice. Minimal generalization from reading word lists to reading passages was demonstrated. The results of the present study are compared with similar investigations.

Adolescent↗
PubMed2001

Enhancing conversation skills in children with autism via video technology. Which is better, "self" or "other" as a model?

The present study was designed to compare the efficacy of "self" versus "other" video-modeling interventions. Five children with autism ranging in age from 4 to 11 were taught to answer a series of conversation questions in both self and other video-modeled conditions. Results were evaluated using a combination of a multiple baseline and alternating treatments design. Three out of the five participants performed at levels of 100% accuracy at posttreatment. Results indicated no overall difference in rate of task acquisition between the two conditions, implying that children who were successful at learning from video in general, learned equally as well via both treatment approaches. Anecdotal evidence suggested that participants who were successful with video treatment had higher visual learning skills than children who were unsuccessful with this approach. Results are discussed in terms of a visual learning model for children with autism.

Autistic Disorder↗
PubMed1981

Assessment and treatment of clinical fears in mentally retarded children.

Three moderately mentally retarded females ranging from 8 to 10 years of age were treated for long-standing fears. These children had refused to talk with or be in the same general vicinity of adults other than their parents, a few close family members, and to a lesser degree, their teacher. To establish an accurate criterion for successful performance on dependent measures, participants were matched on age, sex, and level of mental retardation with children having "normal" amounts of fear. Dependent measures included approaching and talking to strange adults as well as child ratings of overall fear. Participant modeling was given by the mother who provided a sufficient amount of physical and verbal prompts to ensure that an acceptable greeting of adults specified by the mother were made. These prompts were gradually faded out as treatment progressed. Treatment, which was given in a multiple baseline format across subjects, proved effective and gains in the reduction of fears were maintained at the six month follow-up.

Behavior Therapy↗