Observational learning

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For other uses, see Social learning.

Observational learning (also known as: vicarious learning or social learning or modeling) is learning that occurs as a function of observing, retaining and, in the case of imitation learning, replicating novel behavior executed by others. It is most associated with the work of psychologist Albert Bandura, who implemented some of the seminal studies in the area and initiated social learning theory. It involves the process of learning to copy or model the action of another through observing another doing it. Further research has been used to show a connection between observational learning and both classical and operant conditioning. [1]

There are 4 key processes of observational learning. 1.) Attention: To learn through observation, you must pay attention to another person's behavior and its consequences. 2.) Retention: Store a mental representation of what you have witnessed in your memory. 3.) Reproduction: Enacting a modeled response depends on your ability to reproduce the response by converting your stored mental images into overt behavior. 4.) Motivation: Finally, you are unlikely to reproduce an observed response unless you are motivated to do so. Your motivation depends on whether you get benefits from responding that action. [2]

Many mistake observational learning with imitation. The two terms are different in the sense that observational learning leads to a change in behavior due to observing a model. This does not mean that the behavior exhibited by the model is duplicated. It could mean that the observer would do the opposite of the model behavior because he or she has learned the consequence of that particular behavior. Consider the case of learning what NOT to do. In such a case, there is observational learning without imitation.

Although observational learning can take place at any stage in life, it is thought to be particularly important during childhood, particularly as authority becomes important. The best role models are those a year or two older for observational learning. Because of this, social learning theory has influenced debates on the effect of television violence and parental role models. Bandura's Bobo doll experiment is widely cited in psychology as a demonstration of observational learning and demonstrated that children are more likely to engage in violent play with a life size rebounding doll after watching an adult do the same. However, it may be that children will only reproduce a model's behavior if it has been reinforced. This may be the problem with television because it was found, by Otto Larson and his coworkers (1968), that 56% of the time children's television characters achieve their goals through violent acts.

Observational learning allows for learning without any change in behavior and has therefore been used as an argument against strict behaviorism which argued that behavior change must occur for new behaviors to be acquired. Bandura noted that "social imitation may hasten or short-cut the acquisition of new behaviors without the necessity of reinforcing successive approximations as suggested by Skinner (1953)."[3]

It is possible to treat observational learning as merely a variation of operant training. According to this view, first proposed by Neal Miller and John Dollard, the changes in an observer's behavior are due to the consequences of the observer's behavior, not those of the model. "[4]"

As an interesting aside, there are a number of variables which have confounded the study of observational learning in animals. One of these is the Venus Effect in which animals are sexually stimulated by the model and this interferes with the ability to observe behavior thereby limiting the ability to make associations based on the behavior of the model. (See Warden and Jackson 1935)

Contents

[edit] Required conditions

 This section does not cite any references or sources. (September 2007)
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Bandura called the process of social learning modeling and gave four conditions required for a person to successfully model the behaviour of someone else:

  • Attention to the model
A person must first pay attention to a person engaging in a certain behavior (the model).
  • Retention of details
Once attending to the observed behavior, the observer must be able to effectively remember what the model has done.
  • Motor reproduction
The observer must be able to replicate the behavior being observed. For example, juggling cannot be effectively learned by observing a model juggler if the observer does not already have the ability to perform the component actions (throwing and catching a ball).
  • Motivation and Opportunity
The observer must be motivated to carry out the action they have observed and remembered, and must have the opportunity to do so. For example, a suitably skilled person must want to replicate the behavior of a model juggler, and needs to have an appropriate number of items to juggle at hand.

[edit] Effect on behavior

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Please help improve this section by adding citations to reliable sources. Unverifiable material may be challenged and removed.

Social learning may affect behavior in the following ways:

  • Teaches new behaviors
  • Increases or decreases the frequency with which previously learned behaviors are carried out
  • Can encourage previously forbidden behaviors
  • Can increase or decrease similar behaviors. For example, observing a model excelling in piano playing may encourage an observer to excel in playing the saxophone.

[edit] See also

[edit] References and external links

  • Bandura, Albert, Ross, Dorothea, & Ross, Sheila A. (1961). Transmission of aggressions through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582 Full text
  • Bandura, A. (1977) Social Learning Theory. New Jersey: Prentice Hall. Hardback: ISBN 0-13-816744-3, Paperback: ISBN 0-13-816751-6
  • Vicarious Learning Blog: Vicarious Learning, Observational Learning, Knowledge Management and eLearning.

[edit] Further reading on animal social learning

  • Galef, B.G. & Laland, K.N. (2005). Social learning in animals: Empirical studies and theoretical models. Bioscience, 55, 489-499. Full text
  • Zentall, T.R. (2006). Imitation: Definitions, evidence, and mechanisms. Animal Cognition, 9, 335-353. (A thorough review of different types of social learning) Full text

[edit] References

  1. ^ Westen, D., Burton, L. & Kowalski, R. (2006) Psychology: Australian and New Zealand Edition. Milton, QLD. John Wiley and Sons.
  2. ^ Wayne Weiten,Thomson Wadsworth.
  3. ^ Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggressions through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582. Full text
  4. ^ Chance, Paul, (2006) Learing and behavior,289-290,