Howard Maureen L, White K Geoffrey
University of Otago, Dunedin, New Zealand.
J Exp Anal Behav. 2003 Mar;79(2):175-91. doi: 10.1901/jeab.2003.79-175.
Socially-influenced learning was studied in observer pigeons that observed a demonstrator in an adjacent chamber performing a target response comprising standing on a box and pecking a key 10 times. In Experiment 1 there was no evidence for social learning in the absence of reinforcement of the observer's behavior. When the target response was already established in the observer's repertoire, but was not differentially reinforced in relation to the demonstrator's behavior, rates of extinction were not influenced by the demonstrator's behavior (Experiment 2). Reinforcement of the observer's target response in the presence of the modeled target response, and not in its absence, resulted in control of the observer's responding by the behavior of the demonstrator (Experiments 3 and 4). This control was extended in Experiment 5 to deferred responses that occurred following a delay since the demonstrator's target responses. The acquisition of social influence depended on differential reinforcement of the observer's target response, with the demonstrator's target behavior serving as the explicit discriminative stimulus.
在观察鸽中研究了社会影响学习，这些观察鸽在相邻的隔室内观察示范者做出目标反应，该目标反应包括站在一个盒子上并啄击一个按键10次。在实验1中，在未对观察鸽的行为进行强化的情况下，没有证据表明存在社会学习。当目标反应已在观察鸽的行为库中建立，但相对于示范者的行为未进行差异强化时，消退率不受示范者行为的影响（实验2）。在示范的目标反应出现时对观察鸽的目标反应进行强化，而在其不出现时不强化，导致观察鸽的反应受到示范者行为的控制（实验3和4）。在实验5中，这种控制扩展到了示范者的目标反应之后经过延迟才出现的延迟反应。社会影响的获得取决于对观察鸽目标反应的差异强化，示范者的目标行为作为明确的辨别性刺激。
