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Interpersonal Domain

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From Principles of Learning to Strategies for Instruction

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Conclusion

Interpersonal learning is a powerful and pervasive process that starts from birth, or perhaps in utero. Formal education needs to be aware of and capitalize on this process if students are to achieve. Bandura’s efforts and those of others, such as Andersen and Chen and associates, have shown clearly that observation, modeling, and relating to significant others are the building blocks of templates that shape our development.

As Andersen and Chen (2002) note, “...transference occurs by means of the activation of mental representations of significant others, which accordingly evokes the associated self-with-significant other—or the relational self ... It suggests that significant others are crucial to self-definition and its vicissitudes as well as to affective and motivational experience, self-regulation, and interpersonal behavior” (p. 638). The challenging task for education and training is to capitalize on this knowledge by building curricula that take advantage of the positive templates or schemas and sidestep the negative ones in order to aid the learner to maximize her/his achievement.

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(2005). Interpersonal Domain. In: From Principles of Learning to Strategies for Instruction. Springer, Boston, MA. https://doi.org/10.1007/0-387-23481-0_5

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