Abstract
The ability of instructions and peer modeling to engender responding that would be maintained under a response- independent schedule of reinforcement was investigated with preschool children. In Experiment 1, three children were instructed that a response-dependent schedule was operating and were then exposed to a multiple variable-time 15-s and extinction schedule (mult VT EXT). Responding was maintained with two of the three children for more than 20 sessions in the VT component, but was not maintained in the Ext component. A videotape was made of one subject in Experiment 1 responding in the VT component. This tape was then shown to five children in Experiment 2 prior to their first session of exposure to the mult schedule. With two of these subjects, responding was maintained in the VT component for more than 15 sessions, but was not maintained in Ext. Ten control subjects who did not receive instructions about any response dependency or view the videotape were also exposed to the mult schedule. These subjects generally did not exhibit any responding in either component, illustrating the functional significance of the instructions and peer modeling. The overall results suggest that superstitious behavior can be socially transmitted.
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The research was supported by an HEW USPHS Traineeship (07173-02) to Stephen T. Higgins and by a University of Kansas Biomedical Sciences Support Grant (4888-x706-3) to Edward K. Morris. Support was also made available through the John T. Stewart Children’s Center and the Bureau of Child Research through NICHHD (HD-02528). We extend our appreciation to the staff and children of the Edna A. Hill Child Development Preschool.
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Higgins, S.T., Morris, E.K. & Johnson, L.M. Social Transmission of Superstitious Behavior in Preschool Children. Psychol Rec 39, 307–323 (1989). https://doi.org/10.1007/BF03395883
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DOI: https://doi.org/10.1007/BF03395883