Does vicarious instigation provide support for observational learning theories? A critical review.

Green, Gina; Osborne, J. Grayson

doi:10.1037/0033-2909.97.1.3

Cited by 26 publications

(15 citation statements)

References 45 publications

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“…Feedback does not have to be provided by another person; individuals are capable of acquiring feedback through self-reflection. For example, one may learn tasks simply through observing others’ performance (Bandura, 1977; Green and Osborne, 1985). The observer then modifies his or her own behavior by comparisons with others and subsequent self-reflection (Wong, 1985).…”

Section: Characteristics Of Effective Feedbackmentioning

confidence: 99%

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Gormally

Evans

Brickman

2014

LSE

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Section: Characteristics Of Effective Feedbackmentioning

confidence: 99%

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Gormally

Evans

Brickman

2014

LSE

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“…Likewise, Hygge and Ohman (1978) demonstrated that subjects respond with sympathetic activation to pictures of, for example, snakes when they have previously observed others being frightened by these pictures. Other examples of the vicarious acquisition of autonomic fear responses are presented by Green and Osborne (1985).…”

Section: Indirect Pathways To Phobia: Modelling and Negative Informationmentioning

confidence: 99%

The etiology of specific phobias: A review

Jong

Muris

Hout

1996

Clinical Psychology Review

130

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ABSTRACT. The present article summarizes themy and data about symptomutology, epid.emio&y, and etiology of specijii phobias. Additionally, the cognitive mechanisms involved in specific phobias are briefly discussed. By and Icrrg, the general pattern behind tk development of specific phobias can be summarized as follows. Specijk fears are highly preualent among young children. In most children, these fears r@esent transitory phenomma. Howevq in a small sub grvup of children, speczfu: fears become chronic due to classical conditioning, modelling, and/or negative infMmation transmission. Once a specjk phobia bus okveluped, it may be maintained by cognitive biases (i.e., attentional bias, covariation bias, and reasoning bias). Though specif ic phobias form a heterogeneous class of disomks, this pattern appears to be a good approximation. Neverth.ebzss, several questions remain. For example, there is no ready explanation for the fact that specijc phobias are mo7e often diagnosed in women than in mm. Similarly, it is not clear to what extent the nonrandom distribution of phobias can be interp-ted in terms of cultural factors. Resolving these issues is not only important in its own right, but may have considerable kristic value fm our unokrstanding of other anxiety disorti.SPECIFIC (formerly "simple," "monosymptomatic," or "focal") phobias are irrational and persistent fears of certain objects or animals. Whereas the concept of "specific phobia" is relatively recent, the condition to which it refers is not (Errera, 1962). For example, Hippocrates described a man displaying an irrational fear of bridges. Likewise, detailed discussions of phobic symptoms can be found in the work of 17th and 18th century authors such as Descartes, Le Camus, and Sauvages. Although descriptions of phobic behavior have remained remarkably consistent throughout history, theories purporting to explain this behavior have changed dramatically. In early medical texts, speculations about eye muscle dysfunction, vascular abnormalities, or mysterious underground water streams were not uncommon (Errera, 1962). During the past decades, our understanding of the origins of specific phobias Correspondence should be addressed to Harald Merckelbach,

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“…For example, Bandura's social-learning theory includes the terms "vicarious reinforcement", "vicarious punishment", "vicarious extinction", "vicarious arousal", "implicit reward", "vicarious classical conditioning", and "observational learning" (Bandura, 1969(Bandura, , 1971(Bandura, , 1977. Other associated terms are "vicarious instigation", identification, "vicarious learning", imitation, modeling, social facilitation, local enhancement and imitative learning (Bandura, 1971;Berger, 1962;Dubner, 1973;Gewirtz, 1971b;Green & Osborne, 1985;Hinde, 1970;Sharpley, 1985;Thelen & Rennie, 1972;Thorpe, 1963).…”

Section: Vicarious and Related Processesmentioning

confidence: 99%

“…There is much imprecision in the application of such terms, many of which are used interchangeably in the literature (e.g., Bandura, 1965a). Additionally, there is often overlap in concepts such as observational learning, vicarious reinforcement, and imitation in terms of the behavioral phenomena they describe (Browder, Schoen & Lentz, 1986;Green & Osborne, 1985;Hinde, 1970). The outcome of this has been a tangled research and conceptual literature in which the exact 3 meanings of terms vary depending on the setting in which the phenomenon occurs, the stimuli associated with the phenomenon, the types of behaviors involved and the theoretical position of the author.…”

Section: Vicarious and Related Processesmentioning

confidence: 99%

“…Some researchers assert that the fear response of the observer is vicariously aroused by the near-fall experience of the performer (Bandura, 1965b(Bandura, , 1969. In the case of vicarious instigation, the observer would respond instead to the presumed, unconditioned emotional response of the performer, whether or not the performer actually emitted any emotional behavior (Berger, 1962;Green & Osborne, 1985).…”

Section: Identification and Generalized Imitationmentioning

confidence: 99%

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Vicarious reinforcement is a result of earlier learning

Cigales¹

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Does vicarious instigation provide support for observational learning theories? A critical review.

Cited by 26 publications

References 45 publications

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

The etiology of specific phobias: A review

Vicarious reinforcement is a result of earlier learning

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