{"id":12357,"date":"2014-08-21T19:21:35","date_gmt":"2014-08-22T02:21:35","guid":{"rendered":"https:\/\/oslc.nineplanetsllc.com\/blog\/publication\/negative-set-and-social-learning\/"},"modified":"2014-08-21T19:21:35","modified_gmt":"2014-08-22T02:21:35","slug":"negative-set-and-social-learning","status":"publish","type":"publication","link":"https:\/\/www.oslc.org\/es\/blog\/publication\/negative-set-and-social-learning\/","title":{"rendered":"Negative set and social learning."},"content":{"rendered":"<p>It was hypothesized that the presence of a negative set moderates the effect of a child&#8217;s observing the behavior of an adult model.  Such a set presumably can have any 1 of 3 different affects.  First, the set may produce inefficient attending behaviors, or second, may cause the S to delay performance until the model is absent.  Finally, such a set increases the probability that the child will behave in a manner which is consistently the opposite of behaviors displayed by the model.  A laboratory procedure was described for measuring neagtive set.  In the first study, boys and female adult models participated in this procedure and in a series of modeling tasks.  The data showed that negative set scores correlated negatively with scores assessing the effects of modeling.   Modeling tasks involving the manipulation of either complex problem-solving skills or the alteration of already well-established object preferences seemed to be most affected by negative set. In a second study, using adult models, older boys were shown to have lower negative set scores than younger boys.  These findings are in agreement with the literature showing a consistent decrease in \u00abnegativism\u00bb for children between the ages of 2 and 12 years.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"publication_keyword":[1172,1124],"research_type":[],"class_list":["post-12357","publication","type-publication","status-publish","hentry","publication_keyword-modeling","publication_keyword-social-learning"],"acf":{"citation":"Patterson, G. R., Littman, I., & Brown, T. R. (1968).  Negative set and social learning. <i>Journal of Personality and Social Psychology, 8<\/i>, 109-116.","publication_year":"1968","scientists":[11026]},"_links":{"self":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication\/12357","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication"}],"about":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/types\/publication"}],"acf:post":[{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/11026"}],"wp:attachment":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/media?parent=12357"}],"wp:term":[{"taxonomy":"publication_keyword","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication_keyword?post=12357"},{"taxonomy":"research_type","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/research_type?post=12357"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}