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Modelling or modeling is a technique in behaviour therapy in which the client learns by observing a target behaviour perfomed competently by another person.

The general role of modelling in learning was advocated by Miller & Dollard (1941)as one of the main methods of socialization of children.

Bandura built on their ideas and developed social learning theory. He saw the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others in the learning process, adding in a substantial cognitive component. The processes underlying observational learning are:

• Characteristics of the modelled behaviour.- How distinct is it? how complex? how often is it available for observation?
• Observer characteristics - How attentive are they? What are their expectations in the situation? How stressed are they
• Post learning encoding and practice - How easy is it to symbolically encode the information, and togo through both symbolic and motor rehearsal),
• Subsequent motor reproduction - How physically capable is the learner? Is quality feedback available?

Motivation, including external, vicarious and self reinforcement.

[edit] See also

• Role model
• Imitation (learning)

[edit] References

Learning
Types of learning
Avoidance conditioning | Classical conditioning | Discrimination learning | Escape conditioning | Incidental learning | Latent learning | Mnemonic learning | Nonassociative learning | Observational learning |Omission training | Operant conditioning | Place conditioning | Punishment |Second-order conditioning | Sidman avoidance conditioning | Social learning theory | State-dependent learning | Trial and error learning |
Concepts in learning theory
Chaining | Conditioned responses | Conditioned stimulus | Conditioned suppression | Counterconditioning | Covert conditioning | Delay reduction hypothesis | Discriminative response | Distributed practice |Extinction | Fast mapping | Habituation | Implicit repetition | Interstimulus interval | Intermittent reinforcement | Latent inhibition | Learning schedules | Learning strategies |Massed practice | Modelling | Practice | Premack principle | Preconditioning | Primary reinforcement | Response | Reinforcement | Secondary reinforcement | Sensitization | Shaping | Stimulus | Reinforcement schedule | Spontaneous recovery | Transfer of learning | Unconditioned responses |Unconditioned stimulus |
Neuroanatomy of learning
[[]] |
Neurochemistry of learning
Adenylyl cyclase  |
Learning in clinical settings
Behaviour therapy | Behaviour modification | CBT | Desensitization |Exposure Therapy | Exposure and response prevention | Flooding | Graded practice | Habituation |Learning difficulties&Shaping | Time out | Systematic desensitization | Task analysis |
Learning in education
Constructionist learning | Learning Management | Learning styles | Learning theory (education) | Study habits |
Machine learning
Temporal difference learning | [[]] |
Philosophical context of learning theory
Behaviourism | Connectionism | Constructivism | Functionalism | Logical positivism |Radical behaviourism |
Prominant workers in Learning Theory|-
Pavlov | Hull | Tolman  | Skinner | Bandura | Thorndike  | Skinner |Watson
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[[Category:Social learning