PERSONALITY
AND MODELING (SOCIAL LEARNING THEORY)
These ideas come from the
theory of Cognitive Behaviorism. Walter Mischel
and Albert Bandura are two well-known
proponents.
Cognitive Processes (e.g., IQ, memory, discrimination)
determine which environmental events will be perceived and how they will be
interpreted. One needs to know not only the environmental event, but also the meaning
of the event for the individual.
Cognitive Behaviorism has two assumptions that are not
shared by other forms of behaviorism:
1. Responses
are not necessary for learning
2. Awareness is
necessary for learning
MODELING = OBSERVATIONAL
LEARNING
STAGES
1. Attention
for encoding
a. characteristics
of the model
b. characteristics
of the behavior
c. characteristics
of the observer
2. Retention
3. Production
Capability
4. Performance
a. consequences
(+ or -) to the model
b. consequences
(+ or -) to the observer
Observing a model being reinforced or punished for an
action has an effect on whether the observed act will be performed. Imitation
may occur, however, even if the model is not obviously reinforced or punished.
TYPES OF MODELING
1. Direct imitation
The same act is reproduced
2. Indirect imitation
The same class of acts is reproduced
3. Direct counter-imitation (inhibition)
The same act is inhibited
4. Indirect counter imitation (inhibition)
The same class of acts is inhibited
5. Nonimitation
6. Disinhibition