The impact of positive and negative learning points in behaviour modelling training

Abstract

The object of this study was to investigate the differential impact of types of learning points in Behaviour Modelling Training. It was hypothesised that having both positive and negative learning points would result in optimal behavioural and self-report scores on a negative assertion task. Forty-eight female and thirty-two male subjects were randomly assigned to one of four learning point conditions:(1) placebo; (2) positive; (3) negative; and (4) positive and negative. A behavioural measure (Pre-test) and the Conflict Resolution Inventory were given at pre-test. Two behavioural measures (Recall and Generalization) and two self-report mea­ sures (The CRI and The Assertive Self Statement Test) were taken post-test. Partial support was found for two of the hypotheses. The negative group differed significantly from the placebo group on the Generalization (D2) measure, and females performed better than males on all behavioural measures. A post-test analysis indicated that there were no significant between group differences. Although pre-post differences appeared in the CRI, no sex or group differences were found on this or the ASST. Priming effects were probably responsible for the placebo group gains at recall, but the video may have had an impact on the generalization gains. It was concluded that because of rationale, social norms, and measurement issues, coupled with placebo group learning, it was not possible to accept or reject either the experimental hypothesis or the alternative explanation. It was suggested that these issues, and the alternate explanation that negative learning points paired with a positive video would result in optimal gains, be further investigated.