The first is attention. Before students can produce a model's action, they must pay attention to what the model is doing or saying. The attention to the model is influenced by the characteristics of the host f. For example, warm, powerful, atypical people attract more attention than a cold, weak, typical person. Students are more likely to be more attentive to high-status role models than to low-status role models (Santrock 2011). Next is conservation. Retention consists of reproducing the actions of a model, students must encode the information and keep it in memory so they can retrieve it. A simple verbal description or vivid image of what the model did helps with student retention. For example, a teacher might say, “I'm showing the correct way to do this step by step,” as the teacher models how to solve the math problem. A colorful video that demonstrates the importance of considering other students' feelings may be remembered better than the teacher's instructions. Student retention will improve when teachers provide vivid, logical, and clear demonstrations (Santrock 2011). Then there is the production. Children may be dealing with a model and code in memory of what they have seen, due to limitations in their motor capacity. For example, a teenager can watch a professional basketball or football player and perform his skills perfectly, but if he watches a famous pianist or artist he is unable to reproduce