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Unformatted text preview: itation effect. Response facilitation occurs when a
model’s behavior serves as a social cue or reminder for the learners to engage in
the same behavior. With response facilitation, there are no observed consequences
for the behavior. The model’s behavior just prompts the same behavior from the
learner. For example, one student puts her name on the top of a paper, and others
who observe this do the same because of what they observed. Their responses
have been facilitated. Children have just completed a play for their parents, and a 17 few parents stand up and applaud. Pretty soon, the whole audience is standing.
Although some of the last parents to stand might do so in part because of mild
social pressure, many of the parents stand because they have been cued to do so.
Their behavior has been facilitated.
Here are some ideas for using the performance effects of modeling in your
• Target social behaviors you want to facilitate in students, and they
model these behaviors consistently. For example, if the goal is to
facilitate love of reading, you should show how much you enjoy
reading. • Make sure that your discipline actions match your stated rules and
consequences. Students often will attend more to what you do than
what you say. If you do not follow through on what you have said
to students, others may observe this and disinhibit their
misbehaviors. Observational Learning.
Observational learning is Bandura’s term for modeling experiences that
result in learners acquiring new behaviors, cognitive processes, judgmental
standards, and/or rules that allow learners to generate new behaviors (Bandura,
1977, 1986). Observational learning can produce completely new understandings,
or it can result in new ways of organizing and combining existing understandings 18 (Bandura, 1986). A wide variety of behaviors and understandings can be acquired
through observational learning. For example, students can acquire basic literacy
skills, classroom discourse patterns, aggressive tendencies, and health-related
knowledge through observational learning (Cox, McKendree, Tobin, Lee, &
Mayes, 1999; Foshee, Bauman, & Linder, 19...
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- Spring '08