Effects of Model's Problem-Solving Behavior and Vicarious Reinforcement on Children's Learning

Abstract

The present study examined the proposition that, when a behavior with a low probability of occurrence is to be learned, the provision of an expert model (M) would be more effective than a trial-and-error method in which the only guidance S receives is the differential feedback for his correctly performed responses. Of further interest was wherher a child could acquire a more generalized problem-solving or through the observation of M's instrumental responses. Another purpose of the study was to examine the effects of the presence or absence of reinforcement on Ss' subsequent learning. For the study, concept identification tasks were developed which involved Ss' preferred (form) and nonpreferred (color) dimensions; the nonpreferred dimension was always relevant for the solution of the tasks. Forty-eight Grade 2 Ss were exposed to one of four conditions: ( a ) a model who verbalized the correct cue on 12 positively rewarded trials; ( b ) a model who verbalized the correct cue without reward; ( c ) no observable model but S heard a model being rewarded on each trial; and ( d ) a no-model condition. Following one experimental treatment, Ss were required to learn a different but similar concept-identification task. The means for number of errors among the four groups respectively were: ( a ) M = 3.87; ( b ) M = 4.17; (c ) M = 20.50; ( d ) M = 13.87. A 2 (demonstration vs no demonstration) x 2 ( the presence or the absence of a vicarious reward) analysis of variance clearly showed that those Ss who observed the model learned the subsequent problem with fewer errors than those Ss who did not observe, regardless of whether vicarious reward was present or absent ( P = 33.20, df = 1/44, p < ,001) . These results are consistent with the proposition on which the study was based? About 50% of the Ss who observed the model learned the criterion problem within the first trial even though these Ss had to respond to cues which were different from those used by the model. No Ss who did not see a demonstration (Groups c and d ) showed this rype of learning. These results appear to support the view that children observationally acquire a more generalized learning strategy or concept. Ss in Groups a and b observed 12 demonstrational trials by the model. Within a comparable number of trials (i.e., 1 3 trials), 25% of Ss without demonstrations (Groups c and d ) reached the learning criterion. The present srudy did not show facilitative effects of vicarious reward on Ss' subsequent learning, suggesting that the model's verbalization of correct cues may have been sufficient for directing the observer's attention to the cues guiding the model's behavior.