Observational learning as a function of symbolization and incentive set.

Abstract

This study investigated the effects of symbolization on delayed reproduction of modeling stimuli in a test of the contiguity-mediational theory of observational learning. During exposure to the behavior of a film-mediated model, 1 group of children engaged in concurrent verbalization, a second group observed passively, while a third group engaged in competing symbolization. Half of the children in each of the treatment conditions observed the model's behavior under a positive incentive set; the remaining Ss were provided no incentive to learn the model's responses. Ss who generated verbal equivalents of the modeling stimuli during exposure subsequently reproduced more matching responses than the passive viewers, who, in turn, showed a higher level of acquisition than children in the competing symbolization treatment. Observational learning, however, was not influenced by incentive set.

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