Parity is one source of automatic reinforcement that increases the probability of verbal behavior that conforms to models provided by the verbal community. Parity as a conditioned reinforcer could explain the acquisition of grammar in the absence of direct, explicit reinforcement. This possibility has been explored in previous research on…

With the developing technology, acceleration of visual production and increasing of peoples' relation with generated visuals (painting, photograph, video, computer games, poster, etc.), is a situation which affect perceptual and behavioral characteristic of people. As a result of connection with generated visuals, changes at the perception and…

This study of the function of reinforcement in imitation training indicates that reinforcement is involved in imitative learning as well as performance. (DP)

Proposes a cognitive theory of imitation based on Piaget's interpretations in which imitation is considered one form of overall cognitive functioning instead of a special mechanism for response acquisition. Other theories of imitation, and relevant empirical literature are reviewed and reinterpreted from the cognitive perspective. (DP)

Five male preschool children were studied to determine the extent to which the generalized motor imitation model applies to vocal imitation. The use of a reinforced-imitation condition produced a systematic increase in verbal matching responses among three of the five children, which is consistent with previous studies. (SW)

Assessed whether the effects of vicarious reinforcement and observational learning were maintained and controlled by contingencies of reinforcement among six Japanese preschool children. Findings suggest that some effects of vicarious reinforcement and simple modeling were not maintained without direct reinforcement. (RH)

Imitative behavior in kindergarten children was either reinforced or not reinforced prior to seeing a male aggressive model. The children were tested for imitation and retention of the behaviors. Study provides support for both contiguity'' and generalized imitation'' theories of social modeling. (ST)

Investigates the degree to which nursery school and second grade children imitated one of two adult models. The variables of interest are (1) extent that the models had been differentiated as to proportion of reinforcement previously delivered by each, and (2) whether the model had previously reinforced imitations. (DP)

Two experiments investigated the effects of physical contact imitative training and verbal contact imitative training on the degree to which first and second graders exhibited generalized imitative affectionate and aggressive behavior. The effects of punishment as well as extinction on imitative behavior were analyzed. (DP)

Examined the development of the ability of 5-, 9-, and 13-year-old children to produce elemental and complex facial movements intentionally. (Author/DB)

Three experiments were conducted with elementary school students which investigated whether modelling of unreinforced behavior influenced children to perform that behavior. Results indicated that the unreinforced behavior of the model serves both as a source of information and as a cue for unreinforced imitation. (DP)

Four-and seven-year-old children observed an adult, filmed model perform novel behaviors following social interaction with that adult. Other children viewed the film without social interaction. Children were then asked to demonstrate behavior. Seven-year-olds did better than four-year-olds, and a positive social interaction facilitated modeling.…

Experiment One results indicated that reciprocal imitation is not necessarily reciprocal, but is generalizable. Experiment Two showed that subsequent imitation effects, whether from observing others imitate or from being the target of the imitation, result from a process of imitation of imitativeness. (Author/RC)

Traditional learning theories stress that people are either conditioned through reward and punishment or by close association with neutral or evocative stimuli. These direct experience theories do not account for people's learning complex behavior through observation. Attentional, retention, motoric reproduction, reinforcement, and motivational…

This study tests the hypothesis that children who viewed videotaped aggression would imitate aggressive behaviors more frequently than would children who were not exposed to aggressive displays. A cognitive factor, reinforcement value, was also hypothesized to be a significant variable in the behavior of the children. Prior to treatment, subjects…