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Kohlberg felt that a child's stages of moral development were more complex and that individual development in children simply does not stop at such a simple level. From this assumption, Kohlberg decided to elaborate on Piaget's theory by his interviews with children all the way through adolescence.
What is the relevance of Kohlberg's theory?
While Kohlberg's theory of moral development has been criticized, the theory played an important role in the emergence of the field of moral psychology. Researchers continue to explore how moral reasoning develops and changes through life as well as the universality of these stages.

How does Lawrence Kohlberg recommend interacting with children?

It recommends talking to children when a moral infraction has been committed, asking them to think of how it affected other people and how to make amends. It also suggests allowing children to experience moral conflicts during free play and giving them practice in working democratically to solve the conflicts.
In what ways does Kohlberg's theory of moral reasoning related to adolescent development?
Kohlberg believed that by early adolescence most youth have reached the mid-level of moral reasoning called the Conventional Level. At this level, morality is determined by social norms; i.e., morality is determined by the rules and social conventions that are explicitly or implicitly agreed upon by a group of people.

How does moral development play an important role in our daily interactions?

Moral development is an important part of the socialization process. Moral development prevents people from acting on unchecked urges, instead considering what is right for society and good for others. Lawrence Kohlberg (1927-1987) was interested in how people learn to decide what is right and what is wrong.
Why is moral development important in the classroom?
The task of moral education is support the moral development, that is, to provide the base to enable the person to make self-determined, moral choices that are purely voluntary choices. A consideration of the well-being of others beyond self-interest and self-centredness.

How do you promote moral development in the society?

Ways to Promote Moral Development and Pro-social Behavior

1. Offering a warm, nurturing, empathetic relationship between parent and child.

2. Consistently behaving in a moral manner.

3. Teaching respect through your parenting style.

What is an example of mental development?
Mental development includes such abilities as attending, perceiving, observing, remembering, imagining, thinking, solving problems and growth of intelligence as well as of language. These abilities change, grow and mature with age and decline in old age.

What has the strongest influence on moral development?

According to Kohlberg's theory, which would have the strongest influence on moral development? mental rotation ability.
What are the 3 stages of moral development?
Kohlberg suggested that people move through these stages in a fixed order, and that moral understanding is linked to cognitive development. The three levels of moral reasoning include preconventional, conventional, and postconventional.

How is Kohlberg's theory related to cognitive development?

Kohlberg's theory proposes that there are three levels of moral development, with each level split into two stages. Kohlberg suggested that people move through these stages in a fixed order, and that moral understanding is linked to cognitive development.
How did Lawrence Kohlberg explain moral development to children?
Lawrence Kohlberg expanded on the earlier work of cognitive theorist Jean Piaget to explain the moral development of children. Kohlberg believed that moral development, like cognitive development, follows a series of stages. He used the idea of moral dilemmas-stories that present conflicting ideas about two moral values-to teach 10

Who was Lawrence Kohlberg and what did he do?

Lawrence Kohlberg was a developmental theorist of the mid-twentieth century who is best known for his specific and detailed theory of children's moral development. His work continues to be influential today and contemporary research has generally supported his theory.
Why was Kohlberg's theory based on an all male sample?
According to Gilligan (1977), because Kohlberg's theory was based on an all-male sample, the stages reflect a male definition of morality (it's androcentric). Mens' morality is based on abstract principles of law and justice, while womens' is based on principles of compassion and care.

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How did Kohlberg impact child development? – Wise-Answer

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Piaget's theory speaks that a child from the beginning stage constructs their thoughts and beliefs through their experiences. He highlighted that morality only occurs when a child plays with his peers.he said a child goes through 4 schema
1. Assimilation – children construct understanding
2. Equilibrium – current understanding correspondingly supports to gain of new knowledge.
3. Disequilibrium – new information may challenge the current understanding. Sometimes referred to as a more negative and less confident process.
4. Accommodation –the child modifies their idea by the experience of previous and new challenges.

for instance
At the sensorimotor age that includes from birth to 2 years a child may believe that from 6 months they may organize firm concepts, play with a specific toy , understand what an object is

from 2 to 7 years at preopertional age they may use the toy in imaginary activities or dramatic play

from 7 to 11 years at the concrete operational stage, they may now consider objects in a logical way

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He is an influential social cognitive psychologist who is known for his socila learning theories,He combines both behavioural and cognitive philosophies to form his theory of modelling learning.He sees human personality as an interaction between the environment and person's psychological processes. It was his intention to explain how children learn in social environment by observing and then imitating the behaviour from others.
He created 4 principles of  social learning which are
Attention -we learn when when we are focused on the task.
Retention-we learn by internalising information in our memories
Reproduction-we reproduce previously learned information for example bahaviour ans skills
Motivation-people need motivation to do anything inorder to archive or for correction

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https://m.youtube.com/watch?v=aYCBdZLCDBQ

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Charles Cooley is an American sociologist who studied human beings by understanding how and why they behave the way they do. One of his major contributions is the study of 'primary groups' which is the first group that is introduced and the most influential on developing our ideas, beliefs and ideals.

Cooler's theory of self is about what we learn about ourselves through our interactions with other people. This concept is known as the looking glass self.

Looking glass self has three parts/phases to the development of self:
1. How do I appear to others?
2. What must others think of me?
3. Developing our self through what others perceive of us

Source:
https://study.com/academy/lesson/charles-horton-cooley-theory-microsociology.html

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https://theeducationhub.org.nz/the-steiner-approach/

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Edward John Bowlby was a British psychologist, psychiatrist and psychoanalyst, notable for his interest in child development and his pioneering work in attachment theory.

Understanding attachment - Attachment is an emotional bond with another person. Bowlby believed that the earliest bonds formed by children with their caregivers have a tremendous impact that continues throughout life. He suggested that attachment also serves to keep the infant close to the mother, thus improving the child's chances of survival.

His Theory - Bowlby's evolutionary theory of attachment suggests that children come into the world biologically pre-programmed to form attachments with others, because this will help them to survive.
His studies in childhood development and "temperament" led him to the conclusion that a strong attachment to a caregiver provides a necessary sense of security and foundation. Without such relationships in place, he found out that a great deal of development energy is expected in the search for stability and security.

(4) Science Bulletins: Attachment Theory—Understanding the Essential Bond - YouTube

His views - Bowlby believed that children have an innate need to develop a close relationship with one main figure, usually the mother.
What is Attachment Theory? Bowlby's 4 Stages Explained (positivepsychology.com)

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Attachment theory focuses on relationships and bonds (particularly long-term) between people, including those between a parent and child and between romantic partners. It is a psychological explanation for the emotional bonds and relationships between people.

This theory suggests that people are born with a need to forge bonds with caregivers as children. These early bonds may continue to have an influence on attachments throughout life.

History of the Attachment Theory

British psychologist John Bowlby was the first attachment theorist. He described attachment as a "lasting psychological connectedness between human beings." Bowlby was interested in understanding the anxiety and distress that children experience when separated from their primary caregivers.

Thinkers like Freud suggested that infants become attached to the source of pleasure. Infants, who are in the oral stage of development, become attached to their mothers because she fulfills their oral needs.

Some of the earliest behavioral theories suggested that attachment was simply a learned behavior. These theories proposed that attachment was merely the result of the feeding relationship between the child and the caregiver. Because the caregiver feeds the child and provides nourishment, the child becomes attached.

Bowlby observed that feedings did not diminish separation anxiety. Instead, he found that attachment was characterized by clear behavioral and motivation patterns. When children are frightened, they seek proximity from their primary caregiver in order to receive both comfort and care.

Understanding Attachment

Attachment is an emotional bond with another person. Bowlby believed that the earliest bonds formed by children with their caregivers have a tremendous impact that continues throughout life. He suggested that attachment also serves to keep the infant close to the mother, thus improving the child's chances of survival.

Bowlby viewed attachment as a product of evolutionary processes. While the behavioral theories of attachment suggested that attachment was a learned process, Bowlby and others proposed that children are born with an innate drive to form attachments with caregivers.

Throughout history, children who maintained proximity to an attachment figure were more likely to receive comfort and protection, and therefore more likely to survive to adulthood. Through the process of natural selection, a motivational system designed to regulate attachment emerged.

The central theme of attachment theory is that primary caregivers who are available and responsive to an infant's needs allow the child to develop a sense of security. The infant learns that the caregiver is dependable, which creates a secure base for the child to then explore the world.

So what determines successful attachment? Behaviorists suggest that it was food that led to forming this attachment behavior, but Bowlby and others demonstrated that nurturance and responsiveness were the primary determinants of attachment.

Ainsworth's "Strange Situation"

In her research in the 1970s, psychologist Mary Ainsworth expanded greatly upon Bowlby's original work. Her groundbreaking "strange situation" study revealed the profound effects of attachment on behavior. In the study, researchers observed children between the ages of 12 and 18 months as they responded to a situation in which they were briefly left alone and then reunited with their mothers.

Based on the responses the researchers observed, Ainsworth described three major styles of attachment: secure attachment, ambivalent-insecure attachment, and avoidant-insecure attachment. Later, researchers Main and Solomon (1986) added a fourth attachment style called disorganized-insecure attachment based on their own research.

A number of studies since that time have supported Ainsworth's attachment styles and have indicated that attachment styles also have an impact on behaviors later in life.

Maternal Deprivation Studies

Harry Harlow's infamous studies on maternal deprivation and social isolation during the 1950s and 1960s also explored early bonds. In a series of experiments, Harlow demonstrated how such bonds emerge and the powerful impact they have on behavior and functioning.﻿﻿

In one version of his experiment, newborn rhesus monkeys were separated from their birth mothers and reared by surrogate mothers. The infant monkeys were placed in cages with two wire-monkey mothers. One of the wire monkeys held a bottle from which the infant monkey could obtain nourishment, while the other wire monkey was covered with a soft terry cloth.

While the infant monkeys would go to the wire mother to obtain food, they spent most of their days with the soft cloth mother. When frightened, the baby monkeys would turn to their cloth-covered mother for comfort and security.

Harlow's work also demonstrated that early attachments were the result of receiving comfort and care from a caregiver rather than simply the result of being fed.

The Stages of Attachment

Researchers Rudolph Schaffer and Peggy Emerson analyzed the number of attachment relationships that infants form in a longitudinal study with 60 infants. The infants were observed every four weeks during the first year of life, and then once again at 18 months.

Based on their observations, Schaffer and Emerson outlined four distinct phases of attachment, including:

Pre-Attachment Stage

From birth to 3 months, infants do not show any particular attachment to a specific caregiver. The infant's signals, such as crying and fussing, naturally attract the attention of the caregiver and the baby's positive responses encourage the caregiver to remain close.

Indiscriminate Attachment

Between 6 weeks of age to 7 months, infants begin to show preferences for primary and secondary caregivers. Infants develop trust that the caregiver will respond to their needs. While they still accept care from others, infants start distinguishing between familiar and unfamiliar people, responding more positively to the primary caregiver.

Discriminate Attachment

At this point, from about 7 to 11 months of age, infants show a strong attachment and preference for one specific individual. They will protest when separated from the primary attachment figure (separation anxiety), and begin to display anxiety around strangers (stranger anxiety).

Multiple Attachments

After approximately 9 months of age, children begin to form strong emotional bonds with other caregivers beyond the primary attachment figure. This often includes a second parent, older siblings, and grandparents.

Factors That Influence Attachment

While this process may seem straightforward, there are some factors that can influence how and when attachments develop, including:

Opportunity for attachment: Children who do not have a primary care figure, such as those raised in orphanages, may fail to develop the sense of trust needed to form an attachment.

Quality caregiving: When caregivers respond quickly and consistently, children learn that they can depend on the people who are responsible for their care, which is the essential foundation for attachment. This is a vital factor.

Attachment Styles

There are four patterns of attachment, including:

Ambivalent attachment: These children become very distressed when a parent leaves. Ambivalent attachment style is considered uncommon, affecting an estimated 7% to 15% of U.S. children. As a result of poor parental availability, these children cannot depend on their primary caregiver to be there when they need them.

Avoidant attachment:Children with an avoidant attachment tend to avoid parents or caregivers, showing no preference between a caregiver and a complete stranger. This attachment style might be a result of abusive or neglectful caregivers. Children who are punished for relying on a caregiver will learn to avoid seeking help in the future.

Disorganized attachment: These children display a confusing mix of behavior, seeming disoriented, dazed, or confused. They may avoid or resist the parent. Lack of a clear attachment pattern is likely linked to inconsistent caregiver behavior. In such cases, parents may serve as both a source of comfort and fear, leading to disorganized behavior.

Secure attachment: Children who can depend on their caregivers show distress when separated and joy when reunited. Although the child may be upset, they feel assured that the caregiver will return. When frightened, securely attached children are comfortable seeking reassurance from caregivers. This is the most common attachment style.

The Lasting Impact of Early Attachment

Children who are securely attached as infants tend to develop stronger self-esteem and better self-reliance as they grow older. These children also tend to be more independent, perform better in school, have successful social relationships, and experience less depression and anxiety.

Research suggests that failure to form secure attachments early in life can have a negative impact on behavior in later childhood and throughout life.

Children diagnosed with oppositional defiant disorder (ODD), conduct disorder (CD), or post-traumatic stress disorder (PTSD) frequently display attachment problems, possibly due to early abuse, neglect, or trauma. Children adopted after the age of 6 months may have a higher risk of attachment problems.

Attachment Disorders

In some cases, children may also develop attachment disorders. There are two attachment disorders that may occur: reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED).

Reactive attachment disorder occurs when children do not form healthy bonds with caregivers. This is often the result of early childhood neglect or abuse and results in problems with emotional management and patterns of withdrawal from caregivers.

Disinhibited social engagement disorder affects a child's ability to form bonds with others and often results from trauma, abandonment, abuse, or neglect. It is characterized by a lack of inhibition around strangers, often leading to excessively familiar behaviors around people they don't know and a lack of social boundaries.

Adult Attachments

Although attachment styles displayed in adulthood are not necessarily the same as those seen in infancy, early attachments can have a serious impact on later relationships. Adults who were securely attached in childhood tend to have good self-esteem, strong romantic relationships, and the ability to self-disclose to others.

A Word From Verywell

Our understanding of attachment theory is heavily influenced by the early work of researchers such as John Bowlby and Mary Ainsworth. Today, researchers recognize that the early relationships children have with their caregivers play a critical role in healthy development.

Such bonds can also have an influence on romantic relationships in adulthood. Understanding your attachment style may help you look for ways to become more secure in your relationships.

Additional Reading

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Attachment theory is centered on the emotional bonds between people and suggests that our earliest attachments can leave a lasting mark on our lives.

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Kohlberg's theory focuses on the thinking process that occurs when one decides whether a behavior is wrong wrong or wright

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Lawrence Kohlberg’s stages of moral development | Definition & Framework

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Lawrence Kohlberg’s stages of moral development, comprehensive theory developed by Kohlberg in 1958 based on Jean Piaget’s theory of moral judgment for children. Kohlberg’s theory focuses on the thinking process that occurs when deciding whether a behaviour is right or wrong.

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Rudolf Steiner was an Austrian philosopher and teacher
According to Steiner's theory, early childhood, middle childhood, and adolescence represent the three developmental phases of the human being's development on the way to adulthood.
A method of education that draws heavily on Rudolf Steiner's ideas is known as Waldorf Education.
Following World War I, Steiner focused on imaginative, artistic, and holistic teaching strategies to help students realize their full potential as creative, intelligent, and well-rounded individuals. Although this research review primarily focuses on early childhood education, Steiner education serves students from early childhood (kindergarten) through the conclusion of secondary education.

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Erikson argued that personality develops through eight stages of psychosocial development, from birth to adulthood, in a set order.

A psychological crisis occurs during each stage, which may or may not have an impact on how the person develops their personality.

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Albert Bandura's social learning theory places a strong emphasis on the value of seeing, modeling, and copying other people's behaviors, attitudes, and emotional responses. The interaction of environmental and cognitive influences on human cognition and behavior is taken into account by the social learning hypothesis. The works of Alber Bandura promote the independence of infants and young children. Therefore, practitioners are encouraged to provide kids options, let them participate in their education, and give them enjoyable experiences so they'll be motivated. As opposed to merely saying "excellent work," it is also a good idea for adults to give children feedback so they will know what they need to do to succeed. Children are encouraged to assume responsibility and create their own objectives via the Key Stage 1 framework.

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What are the 4 stages of social learning theory?

The social learning theory proposes that individuals learn through observation, imitation, and reinforcement. According to the theory, there are four stages of social learning:

1. Attention: In this stage, individuals must first pay attention to the behavior they are observing. This requires focus and concentration on the model's behavior.

2. Retention: In this stage, individuals must remember the behavior they observed. This involves cognitive processing and memory storage.

3. Reproduction: In this stage, individuals attempt to reproduce the behavior they observe. This may involve practicing and refining the behavior until it can be performed accurately.

4. Motivation: In this stage, individuals must have a reason or motivation to perform the behavior. This may involve reinforcement, punishment, social approval, disapproval, or other incentives.

What is the main idea of social learning theory?

Social Learning Theory, proposed by Albert Bandura, posits that people learn through observing, imitating, and modeling others' behavior. This theory posits that we can acquire new behaviors and knowledge by watching others, a process known as vicarious learning.

Bandura emphasized the importance of cognitive processes in learning, which set his theory apart from traditional behaviorism.

He proposed that individuals have beliefs and expectations that influence their actions and can think about the links between their behavior and its consequences.

Why is social learning theory important?

Social learning theory helps us understand how our environment and the people around us shape our behavior. It helps explain how individuals develop new skills and behaviors by paying attention to the behavior of others and then trying to reproduce that behavior themselves.

It is an important theory for psychologists, educators, and anyone interested in human behavior and development.

Who is Albert Bandura?

Albert Bandura was a prominent Canadian-American psychologist known for his work in social learning theory and the concept of self-efficacy.

His groundbreaking research on observational learning, through experiments such as the Bobo Doll experiment, shifted the focus of psychological theory from behaviorism to cognitive processes.

Bandura's work significantly influenced the understanding of how individuals learn within social contexts.

Albert Bandura is best known for his contributions to the field of psychology, particularly in the areas of social learning theory, self-efficacy, and aggression. He is considered one of the most influential psychologists of the 20th century.

Bandura's work has significantly impacted our understanding of human behavior and has informed fields such as education, psychology, and social work.

References

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Bagès, C., Verniers, C., & Martinot, D. (2016). Virtues of a hardworking role model to improve girls' mathematics performance. Psychology of Women Quarterly, 40(1), 55-64

Bandura, A. Ross, D., & Ross, S. A. (1961). Transmission of aggression through the imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582

Bandura, A. (1965). Behavioral modification through modeling procedures. In L. Krasner & L. P. Ullman (Eds.), Research in behavior modification. New York, NY: Holt, Rinehart & Winston.

Bandura, A. (1969). Principles of behavior modification. New York, NY: Holt, Rinehart & Winston.

Bandura, A. (1971). Social learning theory. New York: General Learning Press.

Bandura, A. (1972). Modeling theory: Some traditions, trends, and disputes. In R. D. Parke (Ed.), Recent trends in social learning theory (pp. 35-61). New York: Academic Press.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.

Bennett, S., Farrington, D. P., & Huesmann, L. R. (2005). Explaining gender differences in crime and violence: The importance of social cognitive skills. Aggression and Violent Behavior, 10(3), 263-288.

Cheryan, S., Siy, J. O., Vichayapai, M., Drury, B. J., & Kim, S. (2011). Do female and male role models who embody STEM stereotypes hinder women's anticipated success in STEM? Social Psychological and Personality Science, 2(6), 656-664.

Dasgupta, N. (2011). Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model. Psychological Inquiry, 22(4), 231-246.

Deaton, S. (2015). Social learning theory in the age of social media: Implications for educational practitioners. Journal of Educational Technology, 12(1), 1-6.

Fryling, M. J., Johnston, C., & Hayes, L. J. (2011). Understanding observational learning: An interbehavioral approach. The Analysis of verbal behavior, 27, 191-203.

Grusec, J. E. (1994). Social learning theory and developmental psychology: The legacies of Robert R. Sears and Albert Bandura.

Huesmann, L. R., & Kirwil, L. (2007). . Cambridge University Press.

Lin-Siegler, X., Ahn, J. N., Chen, J., Fang, F. F. A., & Luna-Lucero, M. (2016). Even Einstein struggled: Effects of learning about great scientists' struggles on high school students' motivation to learn science. Journal of Educational Psychology, 108(3), 314-328.

Lockwood, P., & Kunda, Z. (1997). Superstars and me: Predicting the impact of role models on the self. Journal of Personality and Social Psychology, 73(1), 91-103.

Marx, D. M., & Ko, S. J. (2012). Superstars "like" me: The effect of role model similarity on performance under threat. European Journal of Social Psychology, 42(7), 807-812.

Nabavi, R. T. (2012). Bandura's social learning theory & social cognitive learning theory. Theory of Developmental Psychology, 1(1), 1-24.

Overskeid, G. (2018). Do we need the environment to explain operant behavior?. Frontiers in Psychology, 9, 302037.

Rosenthal, L., Levy, S. R., London, B., Lobel, M., & Bazile, C. (2013). In pursuit of the MD: The impact of role models, identity compatibility, and belonging among undergraduate women. Sex Roles, 68(7-8), 464-473.

Schunk, D. H. (2012). Learning theories an educational perspective (6th ed.). Boston, MA: Pearson Education Inc.

Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STEMing the tide: Using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100(2), 255-270

Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71(1), 3-25.

Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education

Associate Editor for Simply Psychology

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

Saul Mcleod, PhD
Educator, Researcher

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, Ph.D., is a qualified psychology teacher with over 18 years experience of working in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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Albert Bandura's Social Learning Theory In Psychology

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Social Learning Theory, proposed by Albert Bandura, posits that people learn through observing, imitating, and modeling others' behavior. This theory posits that we can acquire new behaviors and knowledge by watching others, a process known as vicarious learning.

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Introduction to Sociology: Charles Cooley: Looking glass self