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Unformatted text preview: perience serves to
strengthen inhibitions for a behavior because the learner observes a model
receiving aversive consequences for that behavior. For example, a young girl
answers a question in class, and other students make fun of her. Her participation
behavior will be affected directly by this. However, other students who observe
her experience might be less likely to participate also. They have learned
vicariously that there are unpleasant consequences for participating. They
strengthen their inhibitions for that behavior, and they choose not to participate.
The opposite of the inhibitory effect is the disinhibitory effect.
Disinhibitory effects occur when learners engage in a previously inhibited
behavior because a model is observed engaging in that behavior without the
anticipated aversive consequences. The models are either not punished for
engaging in the behavior, or they may even be reinforced. For example, students
in a speech class are terrified to be the first person to give a speech because they 16 anticipate all forms of personal humiliation. As it turns out, however, the first one
or two students to give their speeches have nothing bad happen to them. Some
students may have their inhibitions weakened by this experience, and they now
volunteer to give their speeches. We would say that their behavior has been
The disinhibitory effect is useful for understanding certain classroom
management issues. Some misbehaviors are highly contagious. If some students
engage in these behaviors with no apparent consequences, other students are
likely to engage in those behaviors. For example, if one student makes animal
noises without moving his lips and “gets away” with it, that behavior is likely to
spread. From a social cognitive view, the other students’ misbehavior is
disinhibited. For highly contagious behaviors, you should intervene quickly to
prevent the disinhibitory or spreading effect (Kounin,1977).
Response facilitation. Bandura (1986) refers to the third performance
effect as the response facil...
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.
- Spring '08