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These theories
emphasise the significant role played by social experiences to which children are
exposed.
Albert Bandura and Richard Walters (1963) came out with an innovative
approach. They put forth that what an individual presents to the world at large as
his personality, is acquired through a continuous process of structuring and
restricting of experience, gathered by means of social learning and later imitated in
corresponding situations. According to Bandura and Walters, during early period
of child's life, besides maturation, imitation and social learning influence their
style of behaviour and performance in various walks of life.
Children pick up etiquette and attitudes by watching their parents and elders,
often mannerisms from popular actors and models whom they see on television or
in films. The imitations of models behaviour are further reinforced
in the
and reciprocal interaction of the event, personal factors and behaviour. Some
sources of influences are stranger than other and that they do not all occur
simultaneously. In fact the interaction between the three factors will differ based
on the individual.
B
E = Environment
B= Behaviour
E
P = Person
In this
In the play room there were several observers with pens and
clipboards in hand, a brand new bobo doll, and a few little hammers.
The
observers recorded that a lot of little kids beat the daylights out of bobo doll. They
punched it and shouted "Sockeroo", kicked it, sat on it, hit it with the little
hammers, and so on. In short, they imitated the young lady in the film, and quite
precisely at that.
Model A model is a person whose behaviour is observed by others. At one time
or another everyone serves as a model for others. Bandura's key point is that many
response tendencies are the product of imitation. Learning through modeling
involves adding and subtracting from the observed behaviour and generalising
from one solution to another.
the model's age, sex and status relative to that of the subject are varied. .
Model's similarity to the subject- The sex of the models may influence the
behaviour of the male and female observers. Boys tended to show more
aggressive behaviour than girls after watching a female model, where as
girls tended to imitate the aggressive actions of a female model more often
than a male model. Observers imitate the bahaviour of competent model
more rapidly than those of an incompetent one. They tend to be more
strongly influenced by models who are similar to themselves in terms of
personal background and physical appearance.
(B) Types of behaviour exemplified by the Model Hostile of aggressive behaviour are imitated to a high degree.
The subject will adopt self reward standards similar to those of the model.
Motivational set given to the subject:Instruction given to the subject before he observes the model provide him
with high or low motivation to pay attention to and learn the models
behaviour.
Motivating instructions may be given after the subject view the model and
before he is tested. This aids in distinguishing learning from performance
of imitative responses.
first step. Among the various attention determinants, associational patterns are
clearly of major importance. The people with whom are regularly associates either
through preference of imposition delimit the types of behaviour that will be
repeatedly observed and hence learned most thoroughly. Attention to models also
channeled by their interpersonal attraction.
qualities are sought out, while those lacking pleasing characteristics are generally
ignored or rejected. Some forms of modeling are so intrinsically rewarding that
they hold the attention of people of all ages for extended periods.
II Retention ProcessThe ability to store information is also an important part of the learning
process. Retention can be affected by a number of factors, but the ability to pull
up information later and act on it is vital to observational learning. Thus we must
be able to retain and remember what we have paid attention to. This is where
imagery and language come in. We store what we have seen the model doing in
the form of mental images or verbal descriptions. When so stores, we can later
bring up the image or description, so that we can reproduce it with our own
behaviour
III Motor Reproduction Process
Most of our
the model also gets reinforced along with the model by merely observing how the
latter is getting reinforced in the given situation. In other words the reinforcement
experienced by the model gets transferred to the observer. It enables humans to
perform patterns of behaviour quickly avoiding time consuming, trial and error, as
well as avoiding costly and even fatal mistake. Once symbols are formed and
stored in one's memory they must be converted into appropriate action for
modeling to occur.
3. Self Administered Reinforcement
According to Bandura and Walters self administered reinforcement also plays
a significant role in observational learning. In many situations the individual set a
standard for self-reinforcement. Both children and adolescents tend to adopt
standard of self-administered reinforcement, which matches the standards of the
models to which they have been exposed. Eg: A boy tells, If I do this math
assignment in time, I will treat myself with a cinema.
The theory of Bandura has been demonstrated to make powerful predictions
and has generated useful applications in a large number of areas of human
behaviour.