Observational learning

Social Cognitive Theory
 

old behavior that is generally forbidden

inhibition - everybody is refraining from it so you do too

disinhibition - somebody breaks the taboo and everyone else does too

Modeling effect or observational learning

new behavior that is acceptable

model performs the behavior; learner imitates

Eliciting effect

response facilitation: old behavior that's ok, but not being performed at this time occurs because someone else does it (example - looking up)

arousal: emotion that spreads to others (excitement at hockey game; crying at weddings)
 

Retention: The learner must create a memorable model of the behavior and store it efficiently in long term memory

Production: The learner must be able to reproduce the model's behavior.

Motivation: The learner must expect and receive reinforcement for successful matching or approximations.

Reinforcement also serves an information role to tell the learner he "got it right."
 

Characteristics of the behavior being modeled
size and exaggeration of movement
simple, not too many steps at once
narration - describe the behavior while performing
so that eventually learner can use that
self-talk to guide production of behavior
salience - How important to the learner and obvious
gender-appropriate
successful


Characteristics of the learner

prior knowledge of the skill makes learning easier
motivational set
ability to remember and concentrate
Characteristics of the person modeling the behavior
attractive and eyecatching
is successful at the behavior (competent) (mastery vs coping models)
is similar to the learner
warm
powerful
 

Symbolic coding (mnemonics) or images
the use of vivid images ("be quiet like a mouse")
or mnemonics (like "stop,drop and roll")
Cognitive organization
give the mental image an organizational structure
like "three steps in serving"
Meaningfulness and familiarity
help the learner see how the model relates to
something already known, like "dancing is like
walking in time to the music"
Cognitive rehearsal
the learner can improve a physical skill (or any
skill) by mentally rehearsing the steps

Physical capacity
The learner must have the physical capacity to
perform the response.
Observable behavior
Improvement is increased when the learner can
see what he is actually doing.
This can also be the case with mental skills, like
problem solving. It's what we do when we tell
students to "show their work" so we can see what
they did mentally to solve a problem.
Corrective feedback
Learning will proceed faster when the learner gets
feedback about what is right and wrong with the
attempt.

Vicarious reinforcement
If the learner sees someone else get reinforced,
his behavior is also strengthened.
Anticipation of reinforcement
If the learner sees someone get reinforced, he
expects to be reinforced if he performs the
response.
Reinforcement by teacher or model
If the teacher praises him when he performs,
he will want to perform.
Reinforcement by the environment
 
If the response is done correctly, the natural
consequences of the environment will reinforce
the response with success.
Progress observed
It is also reinforcing to see yourself making
progress.

Behavior management
in classroom
for eating disorders
for work with WIC clients
Developing attitudes and values
teachers as models
models for self-acceptance
cultural models in tv, film, advertising
For learning new skills
other students as models
symbolic models
instructions as models
Goals as models
possible selves, realistic goals
self-efficacy
self-control/regulation techniques

affects what you choose to model
affects your willingness to persist
affects learning

past experience
vicarious reinforcement
encouragement from others