Role of awareness and intentions in observational learning.

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Abstract
37 male undergraduates observed confederates in a verbal conditioning experiment. The E either gave social reinforcement whenever a confederate used a critical word category (models-reinforced condition) or gave no reinforcements at all (models-not-reinforced condition). Significant pre- to postobservation performance changes were found only for Ss in the models-reinforced condition who (a) were aware of the contingency between models' responses and E's reinforcements, and (b) expressed a positive intention to imitate the models' behavior. Alternative theoretical interpretations of the data are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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