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| Research on the Acquisition of Observational Learning |
| Monday, May 31, 2004 |
| 9:00 AM–10:20 AM |
| Beacon D |
| Area: EAB; Domain: Applied Research |
| Chair: R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: . |
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| The Effect of a Students’ use of a Teacher Observation Procedure on Students’ Acquisition of an Observational Learning Repertoire |
| KATHERINE MEINCKE (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: We tested the effects of teaching students to use a teacher observation procedure on middle school students’ acquisition of or improvement in observational learning. The participants in this study were chosen because they did not have an observational learning repertoire, or had a weak repertoire, according to pre-baseline probe conditions. Observational learning consisted of acquiring instructional objectives solely as a result of observing other students receive direct instruction with learn units. The design of the study was a multiple probe-counterbalanced design across participants and settings (99%-100% interobserver agreement). The results of the study showed significant changes in observational learning repertoires. |
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| Yoked Contingencies and the Acquisition of Observational Learning |
| AMY DAVIS-LACKEY (Hawthorne Country Day School), R. Douglas Greer (Teachers College, Columbia University), Lauren M. Stolfi (Teachers College, Columbia University), Jessica Singer-Dudek (Teachers College, Columbia University) |
| Abstract: In three experiments (97%-100% interobserver agreement) we tested the effects of a yoked peer contingency on the acquisition of observational learning for 5 children who did not have the repertoire prior to the interventions using a multiple probe design across individuals. Students acquired observational learning repertoire. Results are discussed in terms of the critical need to identify the controlling variables for observational learning. |
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| Teaching Children with Autism to Monitor Responses of Peers and the Acquisition of Observational Learning |
| LYNN YUAN (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), JoAnn Pereira Delgado (Teachers College, Columbia University) |
| Abstract: We tested the effect of teaching young students with autism to monitor responses of peers on the acquisition of observational learning in a multiple probe design using pre and post training probes of observational learning (95%-100% interobserver agreement). The findings suggest that the monitoring procedure resulted in observational learning for the students. Differences in the outcomes are discussed in terms of prerequisite repertoires. |
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| A New Type of Observational Learning |
| JESSICA SINGER-DUDEK (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), Anjalee S. Nirgudkar (Teachers College, Columbia University) |
| Abstract: We report a series of experiments with 6 preschoolers demonstrating the acquisition of generalized conditioned reinforcement effects of small plastic discs as a function of observation (98%-100% interobserver agreement). The observation intervention procedure resulted in the acquisition and maintenance of reinforcement across learning and performance tasks and at no point was the discs paired with existing reinforcers or were back-up reinforcers provided for the discs. The most closely related findings are found in biological research on environmental effects on genetically predisposed behaviors in guppies, deer, and certain bird species. Does this finding constitute a new form of observational learning? |
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