Reinforcement control of observational learning in young children: A behavioral analysis of modeling

Abstract

This research was designed to analyze the role of direct reinforcement in vicarious reinforcement and observational learning, using individual-analysis designs. Simple presentation of models of button-pressing, and modelling with vicarious reinforcement, produced high levels of imitations without direct reinforcement in preschoolers only temporarily; their imitations decreased quickly over time. Introduction of direct reinforcement of the children's imitation instantly increased and maintained their imitations. The removal of direct reinforcement in two of the six children resulted in decreased imitation, and its reintroduction in a reversal design increased their imitations. These results suggest that observational and vicarious learning phenomena should be reanalyzed in the context of continuous observation and of reinforcement for further experimental analyses of child development.