ASSESSING MOTIVATIONAL AND INFORMATIONAL FUNCTION OF VICARIOUS REINFORCEMENT AND NUMBER OF OBSERVATIONAL TRIALS IN OBSERVATIONAL LEARNING

TADATOSHI HIRAKAWA

doi:10.4992/psycholres1954.21.10

TADATOSHI HIRAKAWA

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JOURNAL FREE ACCESS

1979 Volume 21 Issue 1 Pages 10-17

DOI https://doi.org/10.4992/psycholres1954.21.10

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Published: June 30, 1979 Received: July 03, 1978 Available on J-STAGE: February 24, 2009 Accepted: - Advance online publication: - Revised: -
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Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : To examine factors of success in observational learning, 132 second graders were assigned to three experimental groups, C-P, I-N and h4-M. The C-P group observed the model's correct demonstration and was given positive reinforcement contingent on correct response. The I-N group observed the model's incorrect demonstration and was given negative reinforcement contingent on an incorrect response. The M-M group observed the model's correct or incorrect demonstration and was given positive or negative reinforcement contingent on a correct or incorrect response. Another experimental variable was the number of observational trials, four, eight and 16. It was found that the number of correct response in the I-N group was higher than the M-M group, but was lower than the C-I' group. Because subjects in the C-P group consistently responded to the relevant cue regardless of the number of observational trial, they were the only group of subjects who significantly achieved observational learning. It is concluded that observing the model's correct demonstration and receiving positive reinforcement for correct responses are essential for success in observational learning.
Right : To examine factors of success in observational learning, 132 second graders were assigned to three experimental groups, C-P, I-N and M-M. The C-P group observed the model's correct demonstration and was given positive reinforcement contingent on correct response. The I-N group observed the model's incorrect demonstration and was given negative reinforcement contingent on an incorrect response. The M-M group observed the model's correct or incorrect demonstration and was given positive or negative reinforcement contingent on a correct or incorrect response. Another experimental variable was the number of observational trials, four, eight and 16. It was found that the number of correct response in the I-N group was higher than the M-M group, but was lower than the C-P group. Because subjects in the C-P group consistently responded to the relevant cue regardless of the number of observational trial, they were the only group of subjects who significantly achieved observational learning. It is concluded that observing the model's correct demonstration and receiving positive reinforcement for correct responses are essential for success in observational learning.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : BANDURA, A. 1965 Vicarious processes: A case of no-trial learning. Advances in Experimental Social Psychology, 2, 310-340.
BANDURA, A. 1971a Vicariousand self-reinforcement processes. In R. Glaser (Ed.), The nature ofreinforcement. Columbus, Ohio: Merril. Pp. 228-270.
BANDURA, A. 1971b Psychological modeling: Conflicting theories. New York: Adline & Atherton.
BANDURA, A. 1977 Social learning theory. London: Prentice Hall.
BANDURA, A., Ross, D., & Ross, S. A. 1961 Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psrchology, 63, 575-582.
GELLERMANN, L. W. 1933 Chance orders of alternating stimuli in visual discrimination experiments. Journal of Genetic Psychology, 42, 206-208.
HARUKI, Y. 1965 Observational learning and vicarious reinforcement (2). Proceedings of the 29th Annual Convention of Japanese Psychological Association, 135. (In Japanese)
HIRAKAWA, T., & NAKA.ZALVA, J. 1977 Observational learning in children: The effects of vicarious reinforcement on the discrimination shift behavior in simple and complex tasks. Japanese Journal of Educational Psychology, 25, 251-257. (In Japanese)
KOBASHIGAWA, A. 1968 The effects of model's problem solving behavior and vicarious reinforcement on children's learning. Japanese Journal of Psychology, 39, 81-84. (In Japanese with English summary)
MILLER, N. E., & DOLLARD, J. 1941 Social learn- ing and imitation. New Haven: Yale University Press.
SUKEMUNE, S., TOSHIMA, T., & INOUE, M. 1971 Vicarious reinforcement and verbalization in observational learning in preschool children. Japanese Journal of Psychology, 42, 44-48. (In Japanese with English summary)
THELEN, M. M., & RENNiE, D. L. 1972 The effects of vicarious reinforcement on imitation: A review of literature. Progress in Experimental Personality Research, 6, 83-108.

Right : BANDURA, A. 1965 Vicarious processes: A case of no-trial learning. Advances in Experimental Social Psychology, 2, 310-340.
BANDURA, A. 1971a Vicarious- and self-reinforcement processes. In R. Glaser (Ed.), The nature of reinforcement. Columbus, Ohio: Merril. Pp.228-270.
BANDURA, A.1971b Psychological modeling: Conflicting theories. New York: Adline & Atherton.
BANDURA, A. 1977 Social learning theory. London: Prentice Hall.
BANDURA, A., Ross, D., & Ross, S. A. 1961 Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.
GELLERMNNN, L. W. 1933 Chance orders of alternating stimuli in visual discrimination experiments. Journal of Genetic Psychology, 42, 206-208.
HARUKI, Y. 1965 Observational learning and vicarious reinforcement (2). Proceedings of the 29th Arurual Convention of Japanese Psychological Association, 135.(In Japanese)
HIRAKAWA, T., & NAKAZAWA, J. 1977 Observational learning in children: The effects of vicarious reinforcement on the discrimination shift behavior in simple and complex tasks. Japanese Journal of Educational Psychology, 25, 254-257.(In Japanese)
KOBASIIIGAWA, A. 1968 The effects of modcl's problem solving behavior and vicarious reinforceinent on children's learning. Japanesc Journal of Psychology, 39, 81-84.(In Japanese with English summary)
MILLER, N. E., & DOLLARD, J. 1941 Social learning and imitation. New Haven: Yale University Press.
SUKLMUNE, S., TOSHIMA, T., & INOUE, M. 1971 Vicarious reinforcement and verbalization in observational learning in preschool children. Japanese Journal of Psychology, 42, 44-48.(In Japanese with English summary)
THELEN, M. M., & RENNIE, D. L. 1972 The effects of vicarious reinforcement on imitation: A review of literature. Progress in Experimental Personality Research, 6, 83-108.

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : BANDURA, A. 1965 Vicarious processes: A case of no-trial learning. Advances in Experimental Social Psychology, 2, 310-340.
BANDURA, A. 1971a Vicarious- and self-reinforcement processes. In R. Glaser (Ed.), The nature of reinforcement. Columbus, Ohio: Merril. Pp.228-270.
BANDURA, A.1971b Psychological modeling: Conflicting theories. New York: Adline & Atherton.
BANDURA, A. 1977 Social learning theory. London: Prentice Hall.
BANDURA, A., Ross, D., & Ross, S. A. 1961 Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.
GELLERMNNN, L. W. 1933 Chance orders of alternating stimuli in visual discrimination experiments. Journal of Genetic Psychology, 42, 206-208.
HARUKI, Y. 1965 Observational learning and vicarious reinforcement (2). Proceedings of the 29th Arurual Convention of Japanese Psychological Association, 135.(In Japanese)
HIRAKAWA, T., & NAKAZAWA, J. 1977 Observational learning in children: The effects of vicarious reinforcement on the discrimination shift behavior in simple and complex tasks. Japanese Journal of Educational Psychology, 25, 254-257.(In Japanese)
KOBASIIIGAWA, A. 1968 The effects of modcl's problem solving behavior and vicarious reinforceinent on children's learning. Japanesc Journal of Psychology, 39, 81-84.(In Japanese with English summary)
MILLER, N. E., & DOLLARD, J. 1941 Social learning and imitation. New Haven: Yale University Press.
SUKLMUNE, S., TOSHIMA, T., & INOUE, M. 1971 Vicarious reinforcement and verbalization in observational learning in preschool children. Japanese Journal of Psychology, 42, 44-48.(In Japanese with English summary)
THELEN, M. M., & RENNIE, D. L. 1972 The effects of vicarious reinforcement on imitation: A review of literature. Progress in Experimental Personality Research, 6, 83-108.

Right : BANDURA, A. 1965 Vicarious processes: A case of no-trial learning. Advances in Experimental Social Psychology, 2, 310-340.
BANDURA, A. 1971a Vicarious- and self-reinforcement processes. In R. Glaser (Ed.), The nature of reinforcement. Columbus, Ohio: Merril. Pp.228-270.
BANDURA, A.1971b Psychological modeling: Conflicting theories. New York: Adline & Atherton.
BANDURA, A. 1977 Social learning theory. London: Prentice Hall.
BANDURA, A., Ross, D., & Ross, S. A. 1961 Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.
GELLERMANN, L. W. 1933 Chance orders of alternating stimuli in visual discrimination experiments. Journal of Genetic Psychology, 42, 206-208.
HARUKI, Y. 1965 Observational learning and vicarious reinforcement (2). Proceedings of the 29th Annual Convention of Japanese Psychological Association, 135.(In Japanese)
HIRAKAWA, T., & NAKAZAWA, J. 1977 Observational learning in children: The effects of vicarious reinforcement on the discrimination shift behavior in simple and complex tasks. Japanese Journal of Educational Psychology, 25, 254-257.(In Japanese)
KOBASHIGAWA, A. 1968 The effects of model's problem solving behavior and vicarious reinforcement on children's learning. Japanese Journal of Psychology, 39, 81-84.(In Japanese with English summary)
MILLER, N. E., & DOLLARD, J. 1941 Social learning and imitation. New Haven: Yale University Press.
SUKEMUNE, S., TOSHIMA, T., & INOUE, M. 1971 Vicarious reinforcement and verbalization in observational learning in preschool children. Japanese Journal of Psychology, 42, 44-48.(In Japanese with English summary)
THELEN, M. M., & RENNIE, D. L. 1972 The effects of vicarious reinforcement on imitation: A review of literature. Progress in Experimental Personality Research, 6, 83-108.

Abstract

To examine factors of success in observational learning, 132 second graders were assigned to three experimental groups, C-P, I-N and M-M. The C-P group observed the model's correct demonstration and was given positive reinforcement contingent on correct response. The I-N group observed the model's incorrect demonstration and was given negative reinforcement contingent on an incorrect response. The M-M group observed the model's correct or incorrect demonstration and was given positive or negative reinforcement contingent on a correct or incorrect response. Another experimental variable was the number of observational trials, four, eight and 16. It was found that the number of correct response in the I-N group was higher than the M-M group, but was lower than the C-P group. Because subjects in the C-P group consistently responded to the relevant cue regardless of the number of observational trial, they were the only group of subjects who significantly achieved observational learning. It is concluded that observing the model's correct demonstration and receiving positive reinforcement for correct responses are essential for success in observational learning.

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