{"id":8589,"date":"2024-01-03T18:08:38","date_gmt":"2024-01-03T18:08:38","guid":{"rendered":"https:\/\/commerceiets.com\/?p=8589"},"modified":"2024-01-03T18:08:39","modified_gmt":"2024-01-03T18:08:39","slug":"modelling-processes-in-consumer-behavior","status":"publish","type":"post","link":"https:\/\/commerceiets.com\/modelling-processes-in-consumer-behavior\/","title":{"rendered":"MODELLING PROCESSES IN CONSUMER BEHAVIOR"},"content":{"rendered":"\n
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.<\/p>\n\n\n\n
The response of the learner to the modelling behaviour is largely determined by three sets of factors:<\/p>\n\n\n\n
Direct Modelling<\/strong><\/p>\n\n\n\n Symbolic Modelling<\/strong><\/p>\n\n\n\n Synthesized Modelling<\/strong><\/p>\n\n\n\n Response facilitation <\/strong>\u2014 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.<\/p>\n\n\n\n Inhibition or Disinhibition <\/strong>\u2014 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.<\/p>\n\n\n\n Example:<\/em> 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.<\/p>\n\n\n\n Observational learning<\/strong>\u2014A 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.<\/p>\n\n\n\n ATTENTION<\/strong><\/p>\n\n\n\n RETENTION<\/strong><\/p>\n\n\n\n MOTOR REPRODUCTION (PHYSICALLY CAPABLE)<\/strong><\/p>\n\n\n\n MOTIVATION<\/strong> \u2014 To Soc. Cog. Theorists, reinforcers motivate behaviour<\/p>\n\n\n\n Five step procedure:<\/strong><\/p>\n\n\n\n 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.<\/p>\n\n\n\n\n
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FUNCTIONS OF MODELLING<\/strong><\/h2>\n\n\n\n
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COGNITIVE SKILL LEARNING<\/strong><\/h2>\n\n\n\n
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MOTOR SKILL LEARNING<\/strong><\/h2>\n\n\n\n