Understanding Observational Learning: An Interbehavioral Approach

Fryling, Mitch J.; Johnston, Cristin; Hayes, Linda J.

doi:10.1007/bf03393102

Cited by 109 publications

(74 citation statements)

References 47 publications

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“…Researchers have suggested that “behavioral change can and does occur through observation, even when such observation is incidental, occurring in the context of other activities.”[17] By providing a checklist with components for both observation and reflection, even the observers had the opportunity for planned, active learning. Structured feedback by the moderator and peers prompted students to analyze their performance and also reflect-on action.…”

Section: Discussionmentioning

confidence: 99%

Role-play as an educational tool in medication communication skills: Students’ perspectives

Lavanya¹,

Kalpana²,

Veena³

et al. 2016

Indian J Pharmacol

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Objectives:Medication communication skills are vital aspects of patient care that may influence treatment outcomes. However, traditional pharmacology curriculum deals with imparting factual information, with little emphasis on patient communication. The current study aims to explore students’ perceptions of role-play as an educational tool in acquiring communication skills and to ascertain the need of role-play for their future clinical practice.Materials and Methods:This questionnaire-based study was done in 2nd professional MBBS students. A consolidated concept of six training cases, focusing on major communication issues related to medication prescription in pharmacology, were developed for peer-role-play sessions for 2nd professional MBBS (n = 122) students. Structured scripts with specific emphasis on prescription medication communication and checklists for feedback were developed. Prevalidated questionnaires measured the quantitative aspects of role-plays in relation to their relevance as teaching–learning tool, perceived benefits of sessions, and their importance for future use.Statistical Analysis:Data analysis was performed using descriptive statistics.Results:The role-play concept was well appreciated and considered an effective means for acquiring medication communication skills. The structured feedback by peers and faculty was well received by many. Over 90% of the students reported immense confidence in communicating therapy details, namely, drug name, purpose, mechanism, dosing details, and precautions. Majority reported a better retention of pharmacology concepts and preferred more such sessions.Conclusions:Most students consider peer-role-play as an indispensable tool to acquire effective communication skills regarding drug therapy. By virtue of providing experiential learning opportunities and its feasibility of implementation, role-play sessions justify inclusion in undergraduate medical curricula.

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Section: Discussionmentioning

confidence: 99%

Role-play as an educational tool in medication communication skills: Students’ perspectives

Lavanya¹,

Kalpana²,

Veena³

et al. 2016

Indian J Pharmacol

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“…The authors concluded that only when participants learned to monitor both the correct and incorrect responses of their peers during observation sessions did they show acquisition of new sight words. These results are promising because they indicate that children with autism can be taught to discriminate the correct and incorrect responses of others and that perhaps learning this discrimination is a fundamental precondition for observational learning to occur (Deguchi, 1984;Fryling, Johnston, & Hayes, 2011;Masia & Chase, 1997).…”

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confidence: 91%

Teaching children with autism to discriminate the reinforced and nonreinforced responses of others: Implications for observational learning

DeQuinzio

Taylor

2015

J of App Behav Analysis

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We taught 4 participants with autism to discriminate between the reinforced and nonreinforced responses of an adult model and evaluated the effectiveness of this intervention using a multiple baseline design. During baseline, participants were simply exposed to adult models' correct and incorrect responses and the respective consequences of each. During discrimination training, in the presence of target pictures, we taught participants to imitate the reinforced responses of an adult model and to say "I don't know" when an adult model's response was not reinforced. Test sessions were conducted after baseline, discrimination training, and generalization sessions to measure responding to target pictures in the absence of the model, prompts, and reinforcement. All 4 participants showed acquisition in the discrimination of reinforced and nonreinforced responses of the adult model during test sessions. Generalization to stimuli not associated with training was variable across the 4 participants. Implications for teaching observational learning responses to children with autism are discussed.

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“…This finding tentatively corroborates observational learning theory, which postulates that performance of observationally learned responses is regulated by incentive processes (Bandura & Jeffery, ). However, Fryling, Johnston, and Hayes () pointed out that, while observations of aversive consequences seem to be very relevant for performance, observations with reinforcement versus no consequences at all do not seem to make a difference. The present studies suggest that praise plays a role for performance as well.…”

Section: Discussionmentioning

confidence: 99%

Imitation of Goal Engagement and Disengagement Processes in Romantic Relationships

Kappes

Thomsen

2020

Eur J Pers

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Individual differences in goal engagement and goal disengagement processes have been demonstrated to be related to goal attainment, health, and emotional well‐being. However, there is a dearth of studies on the developmental conditions of individual differences in these processes. Social learning processes contribute to the formation of individual dispositions even in adulthood. As one pathway of learning, we investigated observational learning of goal regulation processes in romantic relationships in two experimental studies. Study 1 (N = 67 couples, M = 32.65 years) replicated a previous finding that observing partners imitated their partner's goal regulation processes in the same task and extended it by showing transfer effects to another task. Study 2 (N = 60 couples, M = 25.9 years) demonstrated that—given a lack of praise of the modelled actions—partners still imitated goal regulation processes but to a smaller extent. These findings lend support for observational learning as a pathway to individual differences in the application of goal regulation processes. © 2020 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology

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Understanding Observational Learning: An Interbehavioral Approach

Cited by 109 publications

References 47 publications

Role-play as an educational tool in medication communication skills: Students’ perspectives

Role-play as an educational tool in medication communication skills: Students’ perspectives

Teaching children with autism to discriminate the reinforced and nonreinforced responses of others: Implications for observational learning

Imitation of Goal Engagement and Disengagement Processes in Romantic Relationships

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