MEDIATING COGNITIVE FACTORS
According to Bandura (1969, 1986), the effective modeling of behavior involves four
COGNITIVE processes (involving thinking and mental processing) which come
between the STIMULUS and the RESPONSE.
STIMULUS
MEDIATING
PROCESSES :
Attention/Retention/
Production/Motivation/
RESPONSE
The Four Processes of Modeling:
1. Attention: The first criterion for effective modeling is that the observer’s
attention must be focused on the model. In addition, this attention needs to be
focused on the relevant task features of the performance.
For example, a teacher demonstrating the proper method of pouring an acid into a
beaker places a glass rod into an empty beaker and then proceeds to pour the acid
from the full beaker down the rod into the empty beaker without any splash.
A student that is not attending to the crucial role of the glass rod may simply
place the glass rod in an empty beaker and then proceed to pour the acid into the
empty beaker normally (disregarding the glass rod), resulting in spilled acid.
2. Retention (Memory): The observer must encode the model, verbally and/or
visually, in memory. This memory retention is facilitated by: verbal cues (e.g., the
correct behavior when one’s clothes are on fire can be modeled and retention
facilitated by the verbal cues of “Stop, Drop, and Roll”); rehearsal, that is,
repeating some aspect of the behavior in one’s mind; and, relating the modeled
behavior to one’s prior knowledge.
For example, a teacher may facilitate a student’s ability to raise their left hand by
demonstrating that the when thumbs of each hand are extended, the left hand
actually forms an “L.”
Copyright © by Peter Doolittle
Virginia Polytechnic Institute & State University
Modified by E.Day
1
3. Production: The observer must be physically able to reproduce the behavior of
the model. Also, assuming that the observer is capable of performing the task,
performing the behavior in front of the model will allow for feedback regarding
the validity of the observer’s rendition.
For example, a 5 year old may simply be unable to throw a ball 90 feet no matter
how well the task is modeled. In addition, a 16 year old that is working on a dance
routine would benefit from watching a model perform the dance routine and then
having the model provide feedback as the observer performs the dance.
4. Motivation: The observer must want to perform the modeled behavior. This
motivation to perform can be accomplished in many ways, although demonstrating
some positive consequence resulting from the performance of the behavior is
probably the most effective manner (i.e., creating a positive expectancy).
For example, Nick has observed his mother wash his clothes on numerous
occasions, however, it was not until he was away at college with no clean clothes
that he was sufficiently motivated to perform the washing behavior.
So, putting it all together …..
Jane watches Mike bowl a bowling ball. She pays attention to his footwork, how he
holds the ball, and how he delivers the ball.
Jane makes mental notes to help her remember.
After Mike bowls a few balls it is Jane's turn to bowl. She reviews what she observed
in her mind (cognitive factors) and then bowls the ball (a
strike!)(performance/behaviour).
In this case, Jane paid attention to relevant characteristics of the observed
behavior, she remembered what she observed, she was capable of accomplishing the
task (and did), and she was motivated to execute the behavior.
Copyright © by Peter Doolittle
Virginia Polytechnic Institute & State University
Modified by E.Day
2