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Results for “Imitative Behavior”

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At least 109 records · Page 6Linked to original sources
PubMed1975

The effects of vicarious reinforcement on modeling by schizophrenic hospital patients.

Adult male schizophrenic Ss were exposed to a peer model under conditions of positive vicarious reinforcement, negative vicarious reinforcement, and no vicarious reinforcement. The degree to which the Ss imitated the behaviors of the model was not affected by the vicarious reinforcement, although the Ss did emit significantly more of the dependent measure behaviors than did a group of control Ss who had seen no model. The failure of the Ss to respond to the vicarious reinforcement was seen in terms of the inability of schizophrenics to attend to relevant detail.

Adult↗
PubMed1976

Racial similarity and adult modeling of uncooperative behavior.

To test the hypothesis that modeling is enhanced when Ss and models are of the same race, black and white attendants at a southern mental hospital were exposed to either a black or white model who refused to volunteer for a series of future studies. Although the white model more effectively induced refusal behavior by both races of Ss, no interaction effect was found between race of model and race of S, which refutes the hypothesis.

Adult↗
PubMed2001

Self-presentational conflict in social eating situations: a normative perspective.

This study explored the degree to which people adhere to norms for "appropriate" eating behavior in social situations. Of particular interest was how people determine what is appropriate behavior when they are faced with conflicting norms within a given situation. Participants tasted cookies while alone or while observed by the experimenter. Furthermore, participants were assigned to either a "no norm" condition in which they were given no indication of how much other people in the study had eaten, an "inhibition norm" condition in which they were led to believe that others had eaten minimally, or an "augmentation norm" condition in which they were led to believe that others in the study had eaten a lot. When they were alone, participants were influenced by the norms; but when they were observed, they ate minimally, regardless of the norms to which they were exposed. It seems that a norm for minimal eating superseded a matching norm which prescribes that people should use the intake of their peers as a guide for appropriate behavior. Implications of these findings and limitations of the study were discussed.

Adult↗
PubMed1987

Symbolic modeling and parent behavioral training: effects on noncompliance of hyperactive children.

Six children, stabilized on psychostimulant medication and diagnosed as attention-deficit disorder with hyperactivity, underwent, with their mothers, a treatment program which consisted of symbolic modeling and parent training. Symbolic modeling, which required the children to view videotaped sequences of the same-sex and age-equivalent models complying with parental commands, was of limited effectiveness in bringing about better compliance. Phase one of parent training, which taught mothers appropriate attending, ignoring, and rewarding behaviors, was more effective than symbolic modeling alone. Phase two of parent training, which incorporated a time-out procedure for noncompliance, was most effective. Follow-up questionnaire data obtained at six months indicated maintenance of treatment effects.

Attention Deficit Disorder with Hyperactivity↗
PubMedDate not supplied

Teaching children with autism to initiate and sustain cooperative play.

This study investigated the acquisition, transfer, and maintenance of cooperative play in six children with autism. Two approaches were compared. In one approach, the participants observed two models engaging in cooperative play, before taking the place of one of the models while the play episode just observed was repeated. The second approach was identical to the first except that the participants were now required to verbally describe the modeled play episode before taking the place of one of the models. During training, modeled play episodes varied across play topics, and the criterion for mastery was first trial learning of novel play episodes. A nonconcurrent multiple baseline design across participants was applied. The results showed that the participants failed to acquire cooperative play until the verbal description was included in the training procedure. Following training with verbal description, all participants: a) could initiate episodes and sustain episodes initiated by their play partner; b) were able to take turns in episodes that were considerably longer than the episodes practiced during training; c) varied their play within and between play episodes; and, d) transferred those skills across play partners, settings, and time.

Autistic Disorder↗
PubMed1999

Gender differences in emotional expressivity and self-regulation during early infancy.

Eighty-one 6-month-old infants and their mothers were videotaped in Tronick's face-to-face still-face paradigm to evaluate gender differences in infant and maternal emotional expressivity and regulation. Male infants had greater difficulty than female infants in maintaining affective regulation during each episode, including the still face. Mother-son dyads had higher synchrony scores than mother-daughter dyads but took longer in repairing interactive errors. In addition, maternal affect, matching, rate of change between matching and mismatching states, and synchrony in the play preceding the still face differentially mediated male and female infants' responses to the still face and reunion play. The developmental implications of these gender differences are discussed.

Adult↗
PubMed1996

Social learning in the golden hamster (Mesocricetus auratus).

This study investigates whether golden hamster (Mesocricetus auratus) pups can acquire a new behavior by interacting with an experienced adult conspecific. The behavior consisted of using teeth and forepaws to retrieve a piece of food dangling from a small chain. Instrumental learning techniques were used to train the demonstrators. Four groups of pups were exposed to different kinds of social experience. In the first group, the pups interacted with their skilled mother; in the second group, they did the same with their inexperienced mother; in the third group, they interacted with inexperienced littermates; and in the fourth group, the pups were tested individually. At the end of an acquisition period, the pups were tested individually to assess their performance. The results demonstrate that interacting with a skilled mother has a remarkable effect on the acquisition of a new feeding behavior by hamster pups.

Aging↗