MODELLING PROCESSES IN CONSUMER BEHAVIOR
Modelling is a general term that refers to behavioural, cognitive, and affective changes deriving from observing one or more models. The characteristics of models are an important in determining the degree to which the attention is paid to the model by the learner.
FACTORS DETERMINING RESPONSE OF LEARNER TO MODELLING BEHAVIOR
The response of the learner to the modelling behaviour is largely determined by three sets of factors:
- The particular attributes of the model, such as relevance and credibility for the observer.
- The prestige of the model, and
- The satisfaction already present in the situation where the behaviour is being modelled.
TYPES OF MODELS IN MODELLING PROCESS
Direct Modelling
- Simply attempting to imitate the model’s behaviour.
- Live models include family members, friends, work associates and others with whom the individual has direct contact.
Symbolic Modelling
- Imitating behaviours displayed by characters in books, plays, movies, or television.
- The symbolic model is a pictorial representation of behaviour.
Synthesized Modelling
- Developing behaviours by combining portions of observed acts. Ex.: A child uses a chair to get up and open the cupboard door after seeing her brother use a chair to get a book from a shelf and seeing her mother open the cupboard door.
FUNCTIONS OF MODELLING
Response facilitation — Social prompts create motivational inducements for observers to model the actions (“going along with the crowd”). Models can strengthen existing behaviours. (ex.: standing ovation) we already knows the behaviour, but when we see others do it, we tend to follow suit. We can also learn behaviours that we didn’t know prior to observing models.
Inhibition or Disinhibition — Inhibitions are self-imposed restrictions on one’s own behaviours. Modelling can either strengthen or weaken one’s given inhibition(s). Unlike facilitating an existing behaviour, inhibitions involve socially unacceptable behaviours, such as breaking classroom rules or general laws.
Example: Los Angeles riots and looting; Pedestrians at a red light are more likely to obey or disregard the red light if they see others doing the same; Student are less likely to speak without permission if they see peers reprimanded for doing so. Modelled behaviours create expectations in observers that similar consequences will occur should they model the actions.
Observational learning—A key mechanism in observational learning is the information conveyed by models to observers of ways to produce new behaviours. Sub processes include attention, retention, production, and motivation.
ATTENTION
- Observer characteristics
- Perceptual/cognitive capacities
- Arousal level
- Past performance
- Event characteristics
- Relevance
- Affective valence
- Complexity
- Functional value
- Model’ s characteristics
- Intrinsic rewards
RETENTION
- Observer characteristics
- Cognitive skills
- Event characteristics
- Cognitive organization
- Cognitive rehearsal
MOTOR REPRODUCTION (PHYSICALLY CAPABLE)
- Observer characteristics
- Physical capabilities
- Sub skill mastery
- Event characteristics
- Selection & organization of responses
- Feedback
MOTIVATION — To Soc. Cog. Theorists, reinforcers motivate behaviour
- Observer characteristics
- Incentive preference
COGNITIVE SKILL LEARNING
- Observational learning expands the range and rate to learning. Two especially germane applications of modelling to instruction are cognitive modelling and self-instructional training.
- Cognitive modelling incorporates modelled explanation and demonstration with verbalization of the model’s thoughts and reasons for performing given actions.
- Self-instructional training seeks to teach students how to regulate their own activities during learning.
Five step procedure:
- Cognitive modelling
- Overt guidance
- Over self-guidance
- Faded overt self-guidance
MOTOR SKILL LEARNING
According to social cognitive theory the learning- of motor skills involves constructing a mental model that provides the conceptual representation of the skill for response production and serves as the standard for correcting responses subsequent to receiving feedback. The conceptual representation is formed by transforming observed sequences of behaviours into visual and symbolic codes to be cognitively rehearsed. An important point in the social cognitive theory is that the learner’s behaviour is guided by cognitive processes rather than formed or shaped by reinforced practice.
