The modeling technique, step by step

The modeling technique is based on the assumption that people, through vicarious learning, we can learn without having to execute. This means that a person is capable of acquiring skills just by watching other people exercise those already assumed skills. Thus, The modeling technique is part of the group of operant techniques.

Before introducing the optimal development of the modeling technique, It is important to differentiate it from the molding or molding technique. Sometimes, due to their orthographic similarity, these two techniques are confused or assumed to be the same, but this is not the case.

Vicarious or observational learning

Bandura talked about learning through models in 1977 in his theory of social learning. Bandura starts from the premise that Most of our knowledge comes from learning by observation of reference figures.

For example, if we observe how our father places the napkin on his lap to eat, surely we, by observation, will do it too.

Bandura defended that there was a symbolic mediation when a behavior was modeled, and that there were no more specific associations of stimulus-response and reinforcement.

From the theories of emotional contiguity, it is studied how observational learning occurs through symbolic covert processes, and that There is no need for the learner to put these observable responses into practice to be assumed to have been learned.

Modeling, based on the premise of observational learning, could even be considered a simple technique to develop… or not?

Modeling functions

The five functions of modeling are:

Teach new behavioral patterns. Promote and inhibit the performance of behaviors. Incite behaviors. Motivate. Modify emotional valence.

Below is the correct way to use the modeling technique, and Clues are given about what has to be in our focus of attention for learning to take place.

The 9 steps of the modeling technique

Although it seems like a technique that can be carried out in any way, as long as there is observation, the truth is that modeling has a very systematized procedure; something that, on the other hand, guarantees the success of said technique.

Before you begin, it is important Discuss short, medium and long term objectives. Whether they are social behaviors, stimulation control or activation control, the truth is that there may be behaviors that are easier to learn or modify and others that are more difficult.

Thus, A hierarchy of behaviors must be establishedstarting with those most affordable according to the person’s ability.

Imagination, in turn, is going to be especially important in this technique. It is also a skill that should be explored before putting it into practice.

From the first to the fourth step: preparing cognition

Having clear the objectives, we will observe below What is modeling?and the steps to follow in its development:

Explanation of the functionality of the technique: It is convenient to explain what skill you want to train. These can be: speaking in public, approaching a new group of people, reacting to an anxious situation, assertiveness, establishing plans in depression, seeking peace of mind without the need to carry out checking behaviors. …Relaxation: achieve the person’s relaxation through activation control techniques such as progressive muscle relaxation or controlled breathing.Modification of erroneous beliefs: The modeling technique is an operant technique that also needs cognitive techniques. Thus, the person may believe that “they are going to talk badly about me if I come up to say hello” or “they are going to think that I am strange for trying to make friends.” These types of beliefs should be addressed before teaching the person, for example, to maintain social behavior without anxiety.Attentional prompting: in relation to the skill to be taught, it is necessary to give instructions about the important factors of ability. For example, if the skill is public speaking, you have to specify what is expected of that behavior carried out correctly (the content of what is said, the look, the volume) and the consequences that emanate from this skill. well developed (for example, checking if people are paying attention and taking notes). You have to be very specific.

The fifth step: the role of the model

In the fifth step, the model takes on special relevance as it is the source of observational learning:

Model performance: The attention and retention skills of the observer are tested in this fifth step, where the model describes his behavior, carries it out and verbally anticipates the consequences of said behavior.

For example, the model can pretend to speak in public in front of a large crowd of people. Carrying out the behavior, the person observes how one speaks in public.

In addition, what you are doing has also been specified in spoken form: “I am going to look at the people who are listening to me, with my arms uncrossed and without rubbing my hands. Watch how I move on stage, nothing happens. Moving not only shows signs of nervousness, but also self-confidence and confidence.” Likewise, it specifies what will happen to the public if these behaviors are carried out.

From the sixth to the ninth: observer, it’s your turn!

From the sixth step, the figure of the observer becomes especially important or the person who is learning. The substitute steps are:

Observer Description: In the sixth step, the observer describes what he has just seen, how the behavior was carried out or the skill developed, and what consequences he thinks his observer’s behavior will have on the imaginary audience.Execution of what was observed: once the behavior has been seen, well done, live, It is time for the observer to repeat it. This is done even in a controlled or imaginary environment.Helps and guides from the model: although this is not always necessary, sometimes it is convenient that, during the observer’s repetition, the model guides you with appropriate signals or physically. This usually happens when the modeling technique is developed with children.Positive feedback: Specific feedback must be provided on the trained behaviors. Reinforcements will increase the chances of this behavior developing that way. Guidelines must also be given on how to improve possible errors, however, Positive contributions always have to come first.

This feedback, finally, cannot be done in any way. It is advisable to be specific in the comments (instead of “how well you did”, “your tone of voice was appropriate”), focus on the behavior and not the person, point out the observer’s attempts and efforts to change and above all, Give corrective feedback in the form of specific suggestions, not orders.

Variables that influence modeling

The effectiveness of the application of modeling is conditioned by the therapist’s control over different variables that influence the acquisition and execution of the behavior.

Variables that influence the acquisition

According to Olivares and Mendez (2014), these variables are:

Model Features

Likeness: The more similar the model and the observer are in sex, age, and race, the more likely it is that the observer will execute the modeled behavior.Prestige: models that have prestige for the observer are more likely to be imitated.

Observer characteristics

Cognitive habilyties: The absence of aptitude deficits facilitates the attention and retention capacity of the observer. Anxiety: It is advisable for the observer to be relaxed, since a high level of anxiety can inhibit the modeling processes.

Features of the procedure

Discriminative stimuli: The use of cues such as explanatory summaries, repetition of crucial elements, sound changes, etc., help the observer select the stimuli to attend to and retain.Distracting stimuli: Eliminating potential distractions improves observational learning.

Variables that influence execution

Perry and Furukawa (1987) consider that they can be grouped into three types or categories:

Factors that affect motor reproduction

Motor skills: The absence of physical problems facilitates the reproduction of the modeled behavior.Motor practice: Repetition of the observed behavior improves motor reproduction.

Factors that affect motivation

Consequences of the model’s behavior: The type of vicarious contingency (reinforcement, extinction and punishment) influences the observer’s behavior.Consequences of the observer’s behavior: The type of direct contingency (reinforcement, extinction and punishment) has an impact on the observer’s behavior.

Factors affecting generalization

Similarity between the training situation and the natural environment of the
observer: The greater the degree of similarity between the two, the easier it will be for the transfer to occur between the two.Variety of training situations: The greater the variety of situations in which a behavior is modeled, the greater the ease of generalizing it to different situations.Scheduled practice in the natural environment: Establishing homework tasks promotes the consolidation and transfer of the modeled behavior to everyday life. Incentives in the natural environment: Scheduling reinforcers for imitation behavior in the observer’s everyday environment increases generalization.

Finally, if the steps of the technique are followed correctly, it is very likely that the modeling will be a success, and that the person will acquire skills, habits and behaviors that had previously been an impediment in achieving their well-being.

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