The topic of imitative learning, or social modelling, has stimulated a large amount of empirical research in recent years. This article reviews this research from the perspective of social learning theory which emphasizes the human capacity for higher-order rule learning to occur through modelling exposure. Variables relevant to observational learning are distinguished from the variables more directly relevant to imitative performance. Educational implications of these findings are discussed, particularly through research into vicarious reinforcement, teacher modelling and peer modelling.
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