Researchers found that children were more likely to mimic violent behaviors when they observed the model receiving a reward, or when no consequences occurred. On the flip side — children that observed the model being punished for violence showed less actual violence toward the doll.
He helps companies develop thoughtful and creative learning programs, infusing marketing principles into each step of the design process. Give him a shout on Linkedin to learn more. What is Observational Learning? As humans, we start learning on our first day of existence. What Is Observational Learning? What is a model? What makes a good model? Most often, we mimic people that: Are similar to us Are in high-status positions Are experts or knowledgeable Are rewarded for their behaviors Provide us with nurturing parents or guardian-figures.
Attention To learn, an observer must pay attention to something in the environment. Retention Simple attention is not enough to learn a new behavior. The behavior must be easily remembered so the action can be performed with little or no effort. Reproduction The behavior is remembered. But can it be performed in real-life? Motivation All learning requires some degree of personal motivation. What does the science say? Examples Here are a few real-world examples of observational learning: A child watches their mother eat dinner with a fork.
They observe the behavior and quickly learn how to use a fork themselves. A high-school basketball player watches Stephen Curry shoot free-throws. They observe details such as the number of ball dribbles and hand follow through patterns, then try to mimic the behavior themselves. Search for:. With that said, children were generally less likely to change their action based on punishments.
The implication of this was that children instead responded more strongly to rewards. For anyone in a social model role, this meant that to most strongly encourage changes in a child, rewards should be the focus of the model, rather than punishment. For educators, observational learning has two be considered in two distinct ways: learning and performance.
Learning refers to the cognitive model that a person forms, while performance refers to the actual ability to repeat the task. When testing whether modeling is working among students, instructors should assess their students first by asking them to verbally describe the task.
The greater the ability for a student to describe the steps, the greater amount of learning that has occurred. Afterward, students should be actually asked to repeat the task themselves, which indicates their performance level. Although there are correlations between the ability to describe a task and repeat it, those correlations are not always perfect. There may at times be a gap between how well a student has learned a task versus how well they can perform the task.
Returning to the value of rewards versus punishments, researchers found that there was a gap between how well participants were able to repeat a task based on rewards versus punishments.
In observations of children, researchers found that those who were rewarded and punished for learning a task could both describe how to do the task at about equal levels.
In other words, both those who were rewarded and punished experienced a similar level of learning. However, in actual practice, there was superior performance among the reward group.
These findings implied once again that rewarding learners was a superior approach to instructing students, though in this case specifically when it came to performance of the task. As such, teachers may find that students can similarly describe how to perform a task but may not be able to equally perform that task in practice.
This may be related to the rewards and punishments system that the teacher has used. Researchers indicated that there were four stages to observational learning. Early in the development of this learning model, Albert Bandura formulated these stages to create a theoretical system by which students progressed from initial observation to actual practice. At the earliest stage of learning, students first needed to pay attention.
Teachers should take note the importance of attention to learning. This is no different in observational learners. How much attention the learner pays, though, can depend on a few different factors. Researchers found that the degree to which an observer identified with the model impacted the degree of learning that occurred.
This suggested that teachers should try to cultivate good relationships with their students that would help encourage increased observations during the learning process.
The second stage of the observational learning model included retention. This stage should be simple enough for students to understand. How much an observer retains goes back to the fact that they needed to have paid attention, which itself relied on how much they identified with the model. However, other factors also impact retention. There are sometimes inherent characteristics that impacted how much a student retained.
At other times, different learners had different retention strategies that helped them to more effectively retain what they had learned. Retention would rarely be equal between learners, given the diversity of the population, which may require models to model a behavior more than once for some learners. Remembering that there is a difference between learning versus performance , at this stage, the degree of learning could be tested for by asking students to repeat the steps of the task.
The third stage of the observational learning process was the initiation stage. Keep reading for examples of observational learning for both children and adults. So what is observational learning and what is imitation? Imitation occurs when a person copies another person's behavior as they're doing it. Observational learning occurs as a result of witnessing another person, but is performed later and cannot be explained as having been taught in any other way.
This type of learning also encompasses the concept of behavior avoidance. When an observer sees another person behave in a certain way and receive a negative consequence, they learn not to perform that behavior to avoid the same consequence. If you walk into a preschool play kitchen or outdoor tricycle track, you'll see the results of observational learning at work.
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