Hi Niki,
This is a really interesting thread and one with considerable practical impact.
I'm preparing to look at the issue of learning in SMEs and I think that it would be important to reflect these ideas.
Kind regards,
John
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On 8/3/05 8:55 am, "niki lambropoulos" <[log in to unmask]> wrote:
> love the subject :)
> we could write a paper based on a debate, couldnt we?
>
>
> The Social Learning of Imitation was first mentioned
> in 1890: Π[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 Œimitation‚ 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 ˆbased
> 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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