View in EDS

Behavioral Change as a Result of Videotaped Playback: An Examination of Two Models.

Saved in:
Bibliographic Details
Title: Behavioral Change as a Result of Videotaped Playback: An Examination of Two Models.
Authors: Ronchi, Don, Ripple, Richard E.
Peer Reviewed: N
Page Count: 29
Publication Date: 1972
Document Type: Speeches/Meeting Papers
Descriptors: Behavior Change, Behavior Patterns, Behavioral Science Research, Feedback, Learning Theories, Literature Reviews, Locus of Control, Models, Reinforcement, Research Design, Social Studies, Videotape Recordings
Abstract: The literature on the behavior effects of videotaped playback reveals that little theoretical formulation has been offered to explain the positive results which have been reported. Two theoretical models are considered in regard to these results. The first, a reinforcement model, suggests that some behaviors are reinforced positively and some negatively during playback. The second model, derived from an attribution theory, suggests that videotaped playback introduces the perceptual bias of observers to the actor and augments his belief in personal causality. The two models make different predictions about the effects of playback over time. The reinforcement model predicts that the modification of behavior should increase as the number of playbacks increases. The attribution model predicts an inverse relationship between exposure to playback and behavior change. These predictions were tested using small groups of elementary school children in social studies classes. Results indicated support for the attribution model for direct playback conditions and for the reinforcement model for vicarious (viewing of another group) playback conditions. Implications for both theory and practice are discussed. (Author/KSM)
Notes: Paper presented to the American Educational Research Association (Chicago, April 1972)
Journal Code: RIENOV1974
Entry Date: 1974
Accession Number: ED093767
Database: ERIC
Description
Abstract:The literature on the behavior effects of videotaped playback reveals that little theoretical formulation has been offered to explain the positive results which have been reported. Two theoretical models are considered in regard to these results. The first, a reinforcement model, suggests that some behaviors are reinforced positively and some negatively during playback. The second model, derived from an attribution theory, suggests that videotaped playback introduces the perceptual bias of observers to the actor and augments his belief in personal causality. The two models make different predictions about the effects of playback over time. The reinforcement model predicts that the modification of behavior should increase as the number of playbacks increases. The attribution model predicts an inverse relationship between exposure to playback and behavior change. These predictions were tested using small groups of elementary school children in social studies classes. Results indicated support for the attribution model for direct playback conditions and for the reinforcement model for vicarious (viewing of another group) playback conditions. Implications for both theory and practice are discussed. (Author/KSM)