Processes Governing Observational Learning

attention

instance is more likely when we have more opportunities to observe individuals with whom we frequently associate

attention

attractive models are more likely to be observed

attention

affected by the nature of the behavior being modeled

attention

we observe behavior that we think is important or valuable to us

representation

those patterns must be symbolically represented in memory for observation to lead to new response patterns

symbolic representation

REPRESENTATION that need not be verbal, because some observations are retained in imagery and can be summoned in the absence of the physical model

symbolic representation

REPRESENTATION that is especially important in infancy when verbal skills are not yet developed

verbal coding

REPRESENTATION that greatly speeds the process of observational learning

verbal coding

REPRESENTATION where we can evaluate our behaviors and decide which ones we wish to discard and which ones we desire to try

verbal coding

REPRESENTATION that helps us to rehearse the behavior symbolically

rehearsal

REPRESENTATION that can entail the actual performance of the modeled response and aids retention process

behavioral production

done after attending to a model and retaining what we have observed

behavioral production

while performing: "What am I doing?"

while evaluating: "Am I doing this right?"

motivation

Observational learning is most effective when learners have this when performing modeled behavior

motivation

what performance is facilitated by to enact that particular behavior