Stimulus-Response bindings and their relation to social learning

刺激-反应绑定及其与社会学习的关系

• 批准号: 418866775
• 负责人: Professorin Dr. Carina Giesen
• 金额: --
• 依托单位: Klinik und Poliklinik für Kinder- und Jugendpsychiatrie und -psychotherapie
• 依托单位国家: 德国
• 项目类别: Research Units
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/418866775?language=en
• 关键词: Stimulus; Response; bindings; their; relation

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.

本项目旨在通过观察研究短暂刺激-反应绑定是否可以被理解为社会学习的认知基础（Bandura, 1986）。事实上，刺激-反应结合和检索（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，观察性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、animacy； Giesen等人，2014,2016,2018;2021）。此外，基本的SRBR原则解释了由于用特征码表示自我和他人而产生的社会现象（态度形成、人际信任、从从性等）（例如，Hommel & Stevenson, 2018; Hommel & Colzato, 2015; Kim & Hommel, 2015; Hommel, 2018）。有趣的是，尽管社会学习理论对观察学习现象（即注意、记忆保留、动作再现和动机；Bandura, 1986）中涉及的宏观过程提供了合理的分析，但观察到的动作被纳入一个人的行为调节库的潜在认知微过程仍未明确。反过来，行动控制中的绑定和检索（BRAC）框架（Frings等人，2020）准确地规定了这些涉及行为自动化和行动计划的微过程，但迄今为止忽略了通过观察进行社会学习的影响。因此，该项目将填补这一空白，并将观察获得的SRBR研究与社会学习理论统一起来。最终，这将提供洞察BRAC框架在多大程度上允许通过建立SRBR作为社会学习的认知基础来重新制定社会学习理论。该项目将通过(I)进一步明确BRAC框架的核心思想并拓宽其方法库，以及（II）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，从而有助于实现研究单位的总体目标，这将深刻扩展BRAC框架的范围。