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MODELLING/VICARIOUS EXPERIENCE

A T 12 preguntas

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Preguntas del test (12)

  1. 1[blank_start]Vicarious experience[blank_end], refers to seeing a ‘similar other’ [blank_start]successfully[blank_end] perform the behaviour and [blank_start]appraising[blank_end] one’s own performance against the performance of that similar other. [blank_start]Modelling[blank_end] is learning by observing someone else doing it. If they can do it, I think I can do it too.
    1. Asuccessfully
    2. Btrying to
    3. Clearning to
    4. Dappraising
    5. Eimproving
    6. Fenhancing
    7. GVicarious experience
    8. HRetraining
    9. IEnactive mastery
    10. JModelling
    11. KVicarious learning
    12. LCoping planning
  2. 2Modelling/vicarious experience -
    [blank_start]Social Cognitive Theory[blank_end] - Bandura

    •posits that human behaviour is the product of the dynamic interplay of personal, [blank_start]behavioural[blank_end] and environmental influences.
    •emphasizes that learning occurs in a social context and that much of what is learned is gained through [blank_start]observation of models[blank_end].

    Why do we learn from others?
    For most activities, there are no absolute measures of adequacy.
    Therefore, people must [blank_start]appraise their capabilities[blank_end] in relation to the attainment of others.
    (Bandura, 1977)
    1. ASocial Cognitive Theory
    2. BTheory of Planned Behaviour
    3. CTheory of Reasoned Action
    4. Dbehavioural
    5. Espiritual
    6. Fpolitical
    7. Gobservation of models
    8. Hparental instruction
    9. Iresearched based teaching
    10. Jappraise their capabilities
    11. Kplan their performance
    12. Lanticipate their successes and failures
  3. 34 processes in observational learning:

    [blank_start]Attentional processes[blank_end]: exploring and deciding what behaviour we are going to model and from whom/where.

    [blank_start]Retention[blank_end]: the active process of transforming and restructuring information about events for memory representation in the form of rules and conceptions. Cognitive rehearsal of the coded information.

    [blank_start]Production[blank_end]: conceptions are translated into appropriate courses of action.

    [blank_start]Motivational processes[blank_end]: experiencing a gain from the modelled behaviour, which makes the effort required worthwhile.
    1. AAttentional processes
    2. BBehavioural processes
    3. CParental processes
    4. DInvestigation
    5. ERetention
    6. FAssumption
    7. GClarification
    8. HActivation
    9. IProduction
    10. JInterpretation
    11. KInstigation
    12. LSelf-motivation
    13. MMotivational processes
    14. NIntegration processes
    15. OCreating advantage
    16. PImitation
  4. 4Festinger is credited with which theory, connected to modelling/vicarious experience?
    1. ASocial Cognitive Theory
    2. BProtection Motivation Theory
    3. CSocial Comparison Theory
  5. 5Social [blank_start]Comparative[blank_end] Theory centers on the belief that there is a drive within individuals to gain accurate [blank_start]self-evaluations[blank_end].

    The theory explains how individuals evaluate their own opinions and abilities by comparing themselves to others in order to reduce uncertainty in these domains, and learn how to [blank_start]define the self.[blank_end]

    If people want to achieve something, they model themselves on people who do it a little better.

    Following the initial theory, research began to focus on social comparison as a way of self-[blank_start]enhancement[blank_end].

    Comparing ourselves to others is, for many activities, the only way to ‘know’ whether we are good at the activity.
    1. AComparative
    2. BCognitive
    3. CEnhancement
    4. Dself-evaluations
    5. Eunderstanding of others
    6. Finformation on resources
    7. Gdefine the self.
    8. Henhance their social status.
    9. Igain advantage over comparable others.
    10. Jenhancement
    11. Kaggrandisement
    12. Lcomprehension
  6. 6Modelling/vicarious experience - central element

    Not imitation, but [blank_start]ACTIVE LEARNING PROCESS[blank_end] through [blank_start]appraisal[blank_end] and social comparison processes ƒ - not just doing what others are doing - process of appraisal of other’s behaviour, social comparison.
    1. AACTIVE LEARNING PROCESS
    2. BUPLIFTING PERFORMANCE
    3. CSOCIAL LEARNING EXERCISE
    4. Dappraisal
    5. Ereward
    6. Funderstanding
  7. 7Central elements - modelling/vicarious experience
    1. AModel needs to be chosen and portrayed in such a way as to provide information that can be used for appraisal and effect on self-efficacy
    2. Bmodel needs to show what steps they took to master the behaviour, how they struggled and overcame challenges
    3. CModel must demonstrate mastery of sub-skills that are needed in a step-by-step process toward performing and maintaining the behavior.
    4. DThere needs to be a clear reward for the behaviour.
    5. EThe model should be similar to the target in characteristics.
    6. FModel should be inspirational with excellent mastery of the behaviour.
    7. GDegree of model's success in target behaviour should be extensive, so as to surprise and intimidate target group
    8. HShort-term success in changing of behaviour will be sufficient reward for target group
    9. IModel should show no vulnerability or weakness in attempts to achieve target behaviour
    10. Jmodelling efforts must focus on imitation of behaviour, discouraging participants from considering their own interpretation of behaviour
  8. 8Choosing to use modelling/vicarious experience

    According to Bandura, observational learning/modeling is the second most important source of [blank_start]self-efficacy[blank_end] information (after enactive mastery)

    In order for modelling/vicarious experience methods to be effective, the target group should be [blank_start]ready to change behavior[blank_end]. The method will not work with [blank_start]young children[blank_end] as they are unable to self-appraise.

    The method should be used for people who need to improve their self-efficacy.
    1. Aself-efficacy
    2. Breinforcement
    3. Cguidance
    4. Dready to change behavior
    5. Ecompliant
    6. Fwell-educated
    7. Gtrained in coping methods
    8. Hyoung children
    9. Iaddicts
    10. Jadolescents
  9. 9Evidence for use - modelling/vicarious experience

    For [blank_start]physical activity[blank_end] a meta analysis showed that interventions that used vicarious experience and [blank_start]feedback on past performance[blank_end] produced significantly higher levels of [blank_start]physical activity[blank_end] self-efficacy than interventions that did not include these techniques.
    1. Aphysical activity
    2. Bstopping smoking
    3. Cfruit and vegetable intake
    4. Dfeedback on past performance
    5. Ecoping planning
    6. Fenactive mastery
    7. Gphysical activity
    8. Hfruit and veg intake
    9. Idental hygiene
  10. 10Modelling/vicarious experience - there are strict parameters of use. Select the correct ones from the list below.
    1. AModel has to be attractive to target group
    2. BModel should share similar personal characteristics as target group
    3. CModel should perform slightly better on target behaviour
    4. DModel should display total mastery of the behaviour
    5. EModel should appear to have made no conscious effort to master the behaviour
    6. FModel should demonstrate steps taken to achieve success in the behaviour
    7. GModel should display coping - struggled and succeeded, with detailed steps along the route to success
    8. HModel should not appear to have experienced significant change in life circumstances because of behaviour change success
    9. IModel should show visible positive results from success in the behaviour

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MODELLING/VICARIOUS EXPERIENCE
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