love the subject :)
we could write a paper based on a debate, couldnt we?
The Social Learning of Imitation was first mentioned
in 1890: ‘ [learning as] a natural instinct to imitate
the actions of others’ (W. James as sited in
Thorndike, 1898). Observational learning (or modeling)
in the form of the study on ‘imitation’ by
behaviourists such as Miller and Dollard (1941). They
were the first to include the motivational subject who
is positively reinforced for matching the rewarded
behaviour. It was then when Social Learning and
Imitation was first mentioned connected to human
behaviour as motivated by internal drives and the
observed behaviours were either reinforced or
extinguished through environmental reinforcement.
Following Aristotle, matched-dependent behaviour
occurs when the model is older, smarter or more
skilled than the imitator. Responsiveness to modelling
cues is largely determined by factors as
characteristics of the models (e.g. high status,
competence or power), the attributes of the observers
(e.g. lack of self-esteem, prone to adapt behaviours)
and the response consequences (positive or negative)
associated with matching behaviour (Bandura,
1977:88-90). The results from these studies (Bandura &
MacDonald, 1963) were based on observer’s emotional
arousal (modelled pain reactions).
At that time researchers were trying to define the
field of Social Learning Theory based on the concepts
of learning by experience & observation, reciprocal
interaction, individual's behaviour and environment,
vicarious learning, modelling behaviour based on
identification and reward vs. punishment contingencies
(Rotter, 1942; Sears, 1951; Mischel, 1968). In the
50s, a theoretical approach of historical personage
simulation was suggested by Auerbach (1953). The
significant time lapse between cause and effect,
created the passage from Social Learning Theory to
Social Cognitive Theory (Bandura, 1986). Bandura
connected vicarious learning with the exposure to
positive and negative situations. As such vicarious
reinforcement and vicarious punishment were related to
profit from successes and mistakes of others as well
as from their own experience (1977:117-121). These
processes introduce comparative judgement processes
into the operation of reinforcement influences
(1977:123). Bandura described observational learning
as a multiprocess phenomenon. This process –based
approach consisted by the following stages:
1. attentional processes that regulate sensory
registration of modelling stimuli;
2. retention processes that are influenced by
rehearsal operations and symbolic coding of modelled
events into easily remembered schemas;
3. motoric reproduction processes that are concerned
with availability of component responses and the
utilisation of symbolic codes in guiding behavioural
reproduction; and
4. incentive or motivational processes that determine
whether or not acquired responses will be activated
into overt performances.
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