Effects of Symbolic Coding and Rehearsal in Behavior-Modeling Training.
Two experiments were conducted to assess the effects of symbolic coding and rehearsal, source of codes, and type of codes on reproduction of modeled events and generalization of observational learning to novel contexts. These studies examine retention processes not previously included in behavior-mo...
| Published in: | Journal of Applied Psychology Vol. 65; no. 6; pp. 627 - 635 |
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| Format: | Article |
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American Psychological Association
Dec80
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=5097386&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 5097386 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00219010 JAY jtl: Journal of Applied Psychology issn: 00219010 maglogo: N pubinfo: dt: Dec80 vid: 65 iid: 6 pid: 34 pub: American Psychological Association artinfo: ui: 5097386 10.1037/0021-9010.65.6.627 ppf: 627 ppct: 8 formats: tig: atl: Effects of Symbolic Coding and Rehearsal in Behavior-Modeling Training. aug: au: Decker, Phillip J. affil: School of Business Administration, University of Missouri—St. Louis su: Learning Human behavior College students Assertiveness (Psychology) Psychology education in universities & colleges Psychology Education Higher education sug: subj: Learning Human behavior College students Assertiveness (Psychology) Psychology education in universities & colleges Psychology Education Higher education ab: Two experiments were conducted to assess the effects of symbolic coding and rehearsal, source of codes, and type of codes on reproduction of modeled events and generalization of observational learning to novel contexts. These studies examine retention processes not previously included in behavior-modeling training. This was done in a behavior-modeling training procedure designed to teach college students assertiveness skills. The first study used 20 students and the second study used 70 students drawn from an introductory psychology course. The first study compared descriptive and rule codes and showed that descriptive coding, produced more accurate reproduction than rule coding. Code type had no differential effect on generalization. The second study was a 2 (rehearsal/no rehearsal) × 3 (trainee-generated rule codes/experimenter-provided rule codes/no codes) design with a modeling-only control. This investigation revealed that modeling alone and rehearsal facilitated reproduction and generalization, that trainee-generated rule codes enhanced generalization, and that reproduction decay was least in the trainee-generated code conditions. The implication of formalizing retention aids in behavior-modeling training is to significantly increase the efficacy of the training method; future research needs are also discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1980 holdings: @attributes: islocal: N |
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