Modeling: The Basis of Observational Learning in
Bandura’s To MODELING A behavior modification technique that involves observing the behavior of others (the models) and participating with them in performing the desired behavior.
DISINHIBITION : Behaviors a person usually suppresses or inhibits may be performed more readily under the influence of a model (
THE EFFECTS OF SOCIETY’S MODELS:
Characteristics of the Modeling Situation
1. The characteristics of the models :The characteristics of the models affect our tendency to imitate them. In real life, we may be more influenced by someone who appears to be similar to us than by someone who differs from us in obvious and significant ways.
2. The characteristics of the observers :The attributes of the observers also determine the effectiveness of observational learning. People who are low in self-confidence and self-esteem are much more likely to imitate a model’s behavior than are people high in self-confidence and self-esteem. A person who has been reinforced for imitating a behavior—for example, a child rewarded for behaving like an older sibling—is more susceptible to the influence of models.
3. The reward consequences associated with the behaviors :The reward consequences linked to a particular behavior can affect the extent of the modeling and even override the impact of the models’ and observers’ characteristics. A high-status model may lead us to imitate a certain behavior, but if the rewards are not meaningful to us, we will discontinue the behavior and be less likely to be influenced by that model in the future.
THE PROCESSES OF OBSERVATIONAL LEARNING
ATTENTIONAL PROCESSES : Developing our cognitive processes and perceptual skills so that we can pay sufficient attention to a model, and perceiving the model accurately enough, to imitate displayed behavior. Example: Staying awake during driver’s education class.
RETENTION PROCESSES :
Retaining or remembering the model’s behavior so that we can imitate or repeat it at a later time; for this, we use our cognitive processes to encode or form mental images and verbal descriptions of the model’s behavior. Example: Taking notes on the lecture material or the video of a person driving a car.
PRODUCTION PROCESSES :
Translating the mental images or verbal symbolic representations of the model’s behavior into our own overt behavior by physically producing the responses and receiving feedback on the accuracy of our continued practice. Example: Getting in a car with an instructor to practice shifting gears and dodging the traffic cones in the school parking lot.
INCENTIVE AND MOTIVATIONAL PROCESSES :
Perceiving that the model’s behavior leads to a reward and thus expecting that our learning—and successful performance—of the same behavior will lead to similar consequences. Example: Expecting that when we have mastered driving skills, we will pass the state test and receive a driver’s license.
SELF-REINFORCEMENT AND SELF-EFFICACY
In Bandura’s approach to personality, the self is not some psychic agent that determines or causes behavior. The self is a set of cognitive processes and structures concerned with thought and perception. Two important aspects of the self are self-
SELF-REINFORCEMENT : is as important as reinforcement administered by others, particularly for older children and adults. We set personal standards of behavior and achievement. We reward ourselves for meeting or exceeding these expectations and standards and we punish ourselves for our failures. Self-administered reinforcement can be tangible such as a new pair of gym shoes or a car, or it can be emotional such as pride or satisfaction from a job well done. Self-administered punishment can be expressed in shame, guilt, or depression about not behaving the way we wanted to. Self-reinforcement appears conceptually similar to what other theorists call conscience or superego, but Bandura denies that it is the same.
SELF-EFFICACY : . In Bandura’s system, self-efficacy refers to feelings of adequacy, efficiency, and competence in coping with life. Meeting and maintaining our performance standards enhances selfefficacy; failure to meet and maintain them reduces it.
SOURCES OF INFORMATION ABOUT SELF-EFFICACY -
Our judgment about our self-efficacy is based on four sources of information:
- Performance attainment
- Vicarious experiences
- Verbal persuasion
- Physiological and emotional arousal.
PERFORMANCE ATTAINMENT: Previous success experiences provide direct indications of our level of mastery and competence. Prior achievements demonstrate our capabilities and strengthen our feelings of self-efficacy. Prior failures, particularly repeated failures in childhood, lower self-efficacy.
VICARIOUS EXPERIENCE :seeing other people perform successfully—strengthen self-efficacy, particularly if the people we observe are similar in abilities. In effect, we are saying, “If they can do it, so can I.” In contrast, seeing others fail can lower self-efficacy: “If they can’t do it, neither can I.”
VERBAL PERSUASION : which means reminding people that they possess the ability to achieve whatever they want to achieve, can enhance self-efficacy. This may be the most common of the four informational sources and one frequently offered by parents, teachers, spouses, coaches, friends, and therapists who say, in effect, “You can do it.” To be effective, verbal persuasion must be realistic.
PHYSIOLOGICAL AND EMOTIONAL AROUSAL: How fearful or calm do we feel in a stressful situation? We often use this type of information as a basis for judging our ability to cope. We are more likely to believe we will master a problem successfully if we are not agitated, tense, or bothered by headaches. The more composed we feel, the greater our self-efficacy. Whereas the higher our level of physiological and emotional arousal, the lower our self-efficacy. The more fear, anxiety, or tension we experience in a given situation, the less we feel able to cope.
No comments:
Post a Comment