Psychology ETDs

Publication Date

6-11-1976

Abstract

The imitative learning of retarded and nonretarded children was compared using a retarded and a nonretarded model and three vicarious response contingency conditions. Forty-seven retarded and 44 nonretarded subjects viewed a televised presentation of a model performing seven discrete behaviors to open a cabinet. Half of each group of children saw a retarded model and the other half of each group saw a nonretarded model.

One-third of the subjects in each of the four resulting groups viewed a film in which the model was punished immediately following the behavior sequence, one-third viewed a film in which the model was reinforced, and the remaining one-third viewed a film in which no consequence was displayed. Data were collected on the degree to which the relevant behaviors were performed prior to exposure to a model. No difference was found between the retarded and nonretarded subjects. Following the filmed presentation, the subjects were allowed three minutes in which they had the opportunity to spontaneously imitate the modeled behaviors and then were offered a reward for doing so. Retarded subjects displayed more imitative behavior during the no-incentive phase, but nonretarded children displayed more imitative behavior during the incentive phase. There was a suggestion that all the children were more likely to imitate the normal model than the retarded model during the incentive phase.

Degree Name

Psychology

Level of Degree

Masters

Department Name

Psychology

First Committee Member (Chair)

John Paul Gluck Jr.

Second Committee Member

Henry Carleton Ellis

Third Committee Member

Karl Peter Koenig

Language

English

Document Type

Thesis

Comments

The UNMUL recognizes that due to its historical nature, this item may include concepts or language that may be biased, harmful, and insensitive surrounding disability.

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