0.17 Social learning theory and personality development  (Page 8/30)

The retention processes involve primarily an observer’s memory for the modeled behavior. The most important memory processes, according to Bandura, are visual imagery and verbal coding, with visual imagery being particularly important early in development when verbal skills are limited. Once modeled behavior has been transformed into visual and/or verbal codes, these memories can serve to guide the performance of the behavior at appropriate times. When the modeled behavior is produced by the observer, the so-called production process, the re-enactment can be broken down into the cognitive organization of the responses, their initiation, subsequent monitoring, and finally the refinement of the behavior based on informative feedback. Producing complex modeled behaviors is not always an easy task:

…A common problem in learning complex skills, such as golf or swimming, is that performers cannot fully observe their responses, and must therefore rely upon vague kinesthetic cues or verbal reports of onlookers. It is difficult to guide actions that are only partially observable or to identify the corrections needed to achieve a close match between representation and performance. (pg. 28; Bandura, 1977)

Finally, motivational processes determine whether the observer is inclined to match the modeled behavior in the first place. Individuals are most likely to model behaviors that result in an outcome they value, and if the behavior seems to be effective for the models who demonstrated the behavior. Given the complexity of the relationships between models, observers, the perceived effectiveness of modeled behavior, and the subjective value of rewards, even using prominent models does not guarantee that they will be able to create similar behavior in observers (Bandura, 1977, 1986).

Producing complex behaviors that cannot be readily observed by the performer can prove quite difficult. John cut behind the defender to drive the ball with his knee over the goalie’s head and into the goal (above). Samuel scores a round kick in a Taekwondo tournament (right).

A common misconception regarding modeling is that it only leads to learning the behaviors that have been modeled. However, modeling can lead to innovative behavior patterns. Observers typically see a given behavior performed by multiple models; even in early childhood one often gets to see both parents model a given behavior. When the behavior is then matched, the observer will typically select elements from the different models, relying on only certain aspects of the behavior performed by each, and then create a unique pattern that accomplishes the final behavior. Thus, partial departures from the originally modeled behavior can be a source of new directions, especially in creative endeavors (such as composing music or creating a sculpture). In contrast, however, when simple routines prove useful, modeling can actually stifle innovation. So, the most innovative individuals appear to be those who have been exposed to innovative models, provided that the models are not so innovative as to create an unreasonably difficult challenge in modeling their creativity and innovation (Bandura, 1977, 1986; Bandura, Ross,&Ross, 1963b).