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At least 73 records · Page 4Linked to original sources
PubMed1986

A conceptualization of firesetting in children and adolescents.

Juvenile firesetting has been studied from different perspectives and by multiple disciplines. Although evidence has begun to emerge regarding the antecedents and correlates of firesetting as well as characteristics of firesetters and their families, the findings and their conceptual bases remain somewhat diffuse. This paper integrates major findings reported in the juvenile firesetting literature and provides a tentative model of firesetting risk based on the current evidence. The model highlights several factors within three major domains: learning experiences and cues, personal repertoires, and parent and family influences and stressors. Implications of the model for early identification, diagnosis, and treatment of firesetters are discussed.

Child↗
PubMed1982

Social influences on alcohol consumption by black and white males.

Thirty-two black and 32 white male normal drinkers participated in a beer taste test either simultaneously (co-action condition) with a heavy drinking black or white experimental accomplice or while the accomplice completed an art rating task (control observer condition). Subjects in the co-action condition drank significantly more beer (p less than .001) than subjects in the control observer condition, regardless of their race or the race of the accomplice. Subjects' post-experimental questionnaire answers indicated they did not perceive themselves to be in competition with the accomplice. The mechanism underlying the robust co-action facilitation effect on drinking, now demonstrated in several studies and extended to black males in the present study, remains unexplained.

Adolescent↗
PubMed1996

Mode of foraging competition is related to tutor preference in Zenaida aurita.

This study compared the direction of social learning in 2 populations of Barbados Zenaida doves (Zenaida aurita). One population (St. James) is territorial; it competes aggressively with conspecifics but scramble competes with heterospecifics. The other population (Deep Water Harbour) forages in large homospecific flocks. Field observations were conducted to quantify intraspecific and interspecific patterns of foraging association and aggression. Wild-caught doves from both areas were then tested on novel foraging tasks demonstrated by either a conspecific or a heterospecific tutor. In all experiments, St. James doves learned more readily from the heterospecific tutor (Carib grackle -Quiscalus lugubris-), whereas Deep Water Harbour doves learned more readily from the conspecific tutor. The type of competitive feeding interaction in the field (i.e., scramble vs. interference) appears to better predict the pattern of social learning in an experiment than does species identity.

Aggression↗
PubMed1975

Training correct utensil use in retarded children: modeling vs. physical guidance.

Modeling and physical guidance were compared for teaching 24 retarded males (mean age = 13.5, mean IQ = 25.3) to use a knife, fork, and spoon. Initial premeal training methods resulted in no improvement over baseline. The methods were revised to extend throughout meals, and a third method (physical guidance with praise) replaced a former control procedure. Methods involving physical guidance produced significant improvement while modeling did not. All groups then received physical guidance with praise which resulted in their achieving similar levels of performance. Follow-up observations revealed that correct utensil use continued under maintenance conditions.

Adolescent↗
PubMed1990

A demonstration of observational learning in rats using a bidirectional control.

Hungry rats observed a conspecific demonstrator pushing a single manipulandum, a joystick, to the right or to the left for food reward and were then allowed access to the joystick from a different orientation. The effects of right-pushing vs left-pushing observation experience on (1) response acquisition, (2) reversal of a left-right discrimination, and (3) responding in extinction, were examined. Rats that had observed left-pushing made more left responses during acquisition than rats that had observed right-pushing, and rats that had observed demonstrators pushing in the direction that had previously been reinforced took longer to reach criterion reversal and made more responses in extinction than rats that had observed demonstrators pushing in the opposite direction to that previously reinforced. These results provide evidence that rats are capable of learning a response, or a response-reinforcer contingency, through conspecific observation.

Animals↗
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↗