Retention: How well the behavior is remembered. The behavior may be noticed but is it not always remembered which obviously prevents imitation. It is important therefore that a memory of the behavior is formed to be performed later by the observer.Much of social learning is not immediate, so this process is especially vital in those cases. Even if the behavior is reproduced shortly after seeing it, there needs to be a memory to refer to.

Reproduction: This is the ability to perform the behavior that the model has just demonstrated. We see much behavior on a daily basis that we would like to be able to imitate but that this not always possible. We are limited by our physical ability and for that reason, even if we wish to reproduce the behavior, we cannot.This influences our decisions whether to try and imitate it or not. Imagine the scenario of a 90-year-old-lady who struggles to walk watching Dancing on Ice. She may appreciate that the skill is a desirable one, but she will not attempt to imitate it because she physically cannot do it.

Motivation: The will to perform the behavior. The rewards and punishment that follow a behavior will be considered by the observer. If the perceived rewards outweigh the perceived costs (if there are any), then the behavior will be more likely to be imitated by the observer. If the vicarious reinforcement is not seen to be important enough to the observer, then they will not imitate the behavior.

◦Performance-approach goals: desire to perform better than others

◦Performance-avoidance goals: desire to avoid doing worse than others
•Situational interest: short-lived attention or curiosity that is generated by the conditions in a specific situation
•Individual interest: an individual’s enduring interest in an activity or domain of knowledge

 Communicate with language

Amygdala
Chief
Emotional
Officer

Hippocampus

Memories