Stimulus-Response bindings and their relation to social learning

本研究旨在探讨瞬时刺激-反应结合是否可以被理解为通过观察进行社会学习的认知基础（Bandura，1986）。事实上，刺激-反应结合和恢复（SRBR）过程也发生在刺激和仅仅观察到的反应之间。与社会学习类似，观察SRBR受到模型和观察者之间的社会相关性的强烈影响（例如，合作/竞争，长期相互依赖，积极的替代反馈;生命力; Giesen等人，2014、2016、2018; 2021）。此外，基本SRBR原则解释社会现象（态度形成，人际信任，一致性等）。由于根据特征码来表示自己和他人（例如，Hommel &史蒂文森，2018; Hommel & Colzato，2015; Kim & Hommel，2015; Hommel，2018）。有趣的是，尽管社会学习理论对观察性学习现象中涉及的宏观过程提供了合理的分析（即，注意力，记忆保持，动作再现和动机;班杜拉，1986），潜在的认知微过程，观察到的行动成为纳入一个人的行动调节剧目仍然不明。动作控制中的绑定和检索（BRAC）框架（Frings等人，2020），反过来，具体说明了这些微观过程，涉及行为自动化和行动规划，但到目前为止，忽视了社会学习的影响，通过观察。因此，该项目将填补这一空白，并将统一研究观察获得SRBR与社会学习理论。最终，这将提供洞察力，在何种程度上BRAC框架允许通过建立SRBR作为社会学习的认知基础，重新制定社会学习理论。该项目将有助于研究单位的总体目标，（一）进一步明确BRAC框架的核心思想，并扩大其方法库，（二）将BRAC框架转移到现实生活和在线互动中的社会和观察学习领域，这将大大扩展BRAC框架的范围。

This project aims to investigate whether transient stimulus-response bindings can be understood as the cognitive basis of social learning by observation (Bandura, 1986). Indeed, stimulus-response binding and retrieval (SRBR) processes occur also between stimuli and merely observed responses. Similar to social learning, observational SRBR is strongly affected by the social relevance between models and observers (e.g., cooperation/competition, chronic interdependency, positive vicarious feedback; animacy; Giesen et al., 2014, 2016, 2018; 2021). Also, basic SRBR principles account for social phenomena (attitude formation, interpersonal trust, conformity, etc.) due to representing self and others in terms of feature codes (e.g., Hommel & Stevenson, 2018; Hommel & Colzato, 2015; Kim & Hommel, 2015; Hommel, 2018). Intriguingly, whereas social learning theory provides a sound analysis of the macro-processes involved in observational learning phenomena (i.e., attention, memory retention, action reproduction, and motivation; Bandura, 1986), the underlying cognitive micro-processes by which observed actions become incorporated into one’s action regulation repertoire remain unspecified. The Binding and Retrieval in Action Control (BRAC) framework (Frings et al., 2020), in turn, specifies exactly these micro-processes that are involved in behaviour automatization and action planning, but so far neglects the influence of social learning by observation. Thus, the project will fill this gap and will unify research on observationally acquired SRBR with social learning theory. Ultimately, this will provide insight to which extent the BRAC framework allows for a re-formulation of social learning theory via establishing SRBR as the cognitive basis of social learning. The project will contribute to the overarching aims of the research unit by (I) further specifying core ideas of the BRAC framework and by broadening its methodological arsenal and by (II) transferring the BRAC framework to the field of social and observational learning in real-life and online interactions, which will profoundly extend the scope of the BRAC framework.