PSYC 387 Exam Guide: Quizzes with Complete
Solutions
Describe Thorndike's work with observational learning in animals. (pp. 280-281)
Thorndike put a cat in a puzzle box until it learned to escape from the box. Then he put another
cat that had watched the first cat escape the box to see if he would follow the first cats
movements, he did not. Thus thorndike concluded that animals do not learn from observing other
animals. He tested this hypothesis again in monkeys and found the same results.
observational learning
Observational learning is learning by observing events and their consequences.
Social Observational learning
Aka active model. Involves observing the behavior of another individual, usually of the same
species as the observer and the consequences of the models behavior.
O[MB arrow S+/−]
An observer (O) views a model's behavior (MB) and its positive and/or negative consequences
(S+/−).
What is vicarious reinforcement and vicarious punishment?
If the consequences of a models behavior strengthen the observers tendency to behave similarly,
then the behavior has been vicariously reinforced.
If the consequences weaken the observers tendency to behave in a similar way, then the behavior
has been vicariously punished.
,From course: Vicarious reinforcement and vicarious punishment are types of vicarious learning
procedures. In vicarious reinforcement, observing a model's behaviour be rewarded, increases the
likelihood that the observer will engage in the modelled behaviour.
-In vicarious punishment, observing a model's behaviour be punished decreases the likelihood
that the observer will engage in the modelled behaviour. In vicarious avoidance, observing a
model's behaviour increases the likelihood that the observer will avoid a fearful situation.
Describe the work of Warden and his colleagues that demonstrated observational learning
in animals. (p. 282)
Warden put one monkey in one cage and a different monkey (the observer) in the other. The first
monkey had learned how to pull a chain to obtain a raisin, when the second monkey had a
chance at the puzzle he was able to do it on the first try from watching the first monkey.
Describe the research of Hopper et al. (2008). What was unique about their research? (p.
284)
monkeys were separated into two compartments, the model monkey slid a door either to the left
or the right to obtain a grape, when the observer had a chance at the puzzle he got the grape
everytime and often slid the door the same way as the model monkey. A control group who saw
the grape fall but didn't see a model slide the door open were unable to get the grape on the first
few tries.
, The same experiment was done on children and the results were the same, except the control
group were able to solve it without watching a model.
Describe the research of Levy et al. (1974) and Kanfer et al. (1963) on observational
learning and behavioural preferences. (pp. 285-286)
Model children were made to choose pairs of pictures which would receive a negative, neutral or
positive consequence from an adult. When the observing children had to choose from the same
pairs, they often chose the pictures that the adults approved with the model children.
What is asocial observational learning? How is such represented in a formula? (p. 286)
Learning from an observed event in the absence of a model.
O[E u S+/−]
An observer (O) views an event (E) and its positive and/or negative consequences (S+/−)
We are able to learn a great deal from observing events in the absence of models.
What is a ghost condition? Illustrate with reference to the research of Thompson et al. (p.
287)
In thompsons study, a toy was placed on a mat and kids had to get the toy, not by pulling the mat
towards them, but by pushing the mat away because experimenters moved the mat wit hidden
pulleys so the child saw the mat and toy move but did not see anyone move them, this is the
ghost condition. Asocial is just as effective as social learning.
Is social learning truly social? Comment on this statement. (pp. 287-288)
Solutions
Describe Thorndike's work with observational learning in animals. (pp. 280-281)
Thorndike put a cat in a puzzle box until it learned to escape from the box. Then he put another
cat that had watched the first cat escape the box to see if he would follow the first cats
movements, he did not. Thus thorndike concluded that animals do not learn from observing other
animals. He tested this hypothesis again in monkeys and found the same results.
observational learning
Observational learning is learning by observing events and their consequences.
Social Observational learning
Aka active model. Involves observing the behavior of another individual, usually of the same
species as the observer and the consequences of the models behavior.
O[MB arrow S+/−]
An observer (O) views a model's behavior (MB) and its positive and/or negative consequences
(S+/−).
What is vicarious reinforcement and vicarious punishment?
If the consequences of a models behavior strengthen the observers tendency to behave similarly,
then the behavior has been vicariously reinforced.
If the consequences weaken the observers tendency to behave in a similar way, then the behavior
has been vicariously punished.
,From course: Vicarious reinforcement and vicarious punishment are types of vicarious learning
procedures. In vicarious reinforcement, observing a model's behaviour be rewarded, increases the
likelihood that the observer will engage in the modelled behaviour.
-In vicarious punishment, observing a model's behaviour be punished decreases the likelihood
that the observer will engage in the modelled behaviour. In vicarious avoidance, observing a
model's behaviour increases the likelihood that the observer will avoid a fearful situation.
Describe the work of Warden and his colleagues that demonstrated observational learning
in animals. (p. 282)
Warden put one monkey in one cage and a different monkey (the observer) in the other. The first
monkey had learned how to pull a chain to obtain a raisin, when the second monkey had a
chance at the puzzle he was able to do it on the first try from watching the first monkey.
Describe the research of Hopper et al. (2008). What was unique about their research? (p.
284)
monkeys were separated into two compartments, the model monkey slid a door either to the left
or the right to obtain a grape, when the observer had a chance at the puzzle he got the grape
everytime and often slid the door the same way as the model monkey. A control group who saw
the grape fall but didn't see a model slide the door open were unable to get the grape on the first
few tries.
, The same experiment was done on children and the results were the same, except the control
group were able to solve it without watching a model.
Describe the research of Levy et al. (1974) and Kanfer et al. (1963) on observational
learning and behavioural preferences. (pp. 285-286)
Model children were made to choose pairs of pictures which would receive a negative, neutral or
positive consequence from an adult. When the observing children had to choose from the same
pairs, they often chose the pictures that the adults approved with the model children.
What is asocial observational learning? How is such represented in a formula? (p. 286)
Learning from an observed event in the absence of a model.
O[E u S+/−]
An observer (O) views an event (E) and its positive and/or negative consequences (S+/−)
We are able to learn a great deal from observing events in the absence of models.
What is a ghost condition? Illustrate with reference to the research of Thompson et al. (p.
287)
In thompsons study, a toy was placed on a mat and kids had to get the toy, not by pulling the mat
towards them, but by pushing the mat away because experimenters moved the mat wit hidden
pulleys so the child saw the mat and toy move but did not see anyone move them, this is the
ghost condition. Asocial is just as effective as social learning.
Is social learning truly social? Comment on this statement. (pp. 287-288)
