For example a young girl answers a question in class

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

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 disinhibited. 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...
View Full Document

This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.

Ask a homework question - tutors are online