OBSERVATIONAL LEARNING
Observational learning, method of learning that consists of observing and modeling another
individual’s behavior, attitudes, or emotional expressions. Although it is commonly believed that
the observer will copy the model, American psychologist Albert Bandura stressed that
individuals may simply learn from the behavior rather than imitate it. Observational learning is a
major component of Bandura’s social learning theory. He also emphasized that four conditions
were necessary in any form of observing and modeling behavior: attention, retention,
reproduction, and motivation.
Stages for observational learning
1. Attention
If an organism is going to learn anything from a model, he or she must be paying attention to it
and the behavior it exhibits. Many conditions can affect the observer’s attention. For instance, if
the observer is sleepy, ill, or distracted, he or she will be less likely to learn the modeled
behavior and imitate it at a later date. In addition, the characteristics of the model have an
influence on the observer’s attention. Bandura and others have shown that humans pay more
attention to models that are attractive, similar to them, or prestigious and are rewarded for their
behaviors. This explains the appeal that athletes have on the behavior of young children and that
successful adults have on college students. Unfortunately, this aspect of modeling can also be
used in detrimental ways. For example, if young children witness gang members gaining status
or money, they may imitate those behaviors in an effort to gain similar rewards.
2. Retention
The second requirement of observational learning is being able to remember the behavior that
was witnessed. If the human or animal does not remember the behavior, there is a less than
probable chance that they will imitate it.
3. Reproduction
This requisite of behavior concerns the physical and mental ability of the individual to copy the
behavior he or she observed. For instance, a young child may observe a college basketball player
dunk a ball. Later, when the child has a basketball, he or she may attempt to dunk a ball just like
the college player. However, the young child is not nearly as physically developed as the older
college player and, no matter how many times he or she tries, will not be able to reach the basket
to dunk the ball. An older child or an adult might be able to dunk the ball but likely only after
quite a bit of practice. Similarly, a young colt observes another horse in the herd jump over the
creek while running in the pasture. After observing the model’s jumping behavior, the colt
attempts to do the same only to land in the middle of the creek. He simply was not big enough or
did not have long enough legs to clear the water. He could, however, after physical growth and
some practice, eventually be able to replicate the other horse’s jump.
4. Motivation
Perhaps the most important aspect of observational learning involves motivation. If the human or
animal does not have a reason for imitating the behavior, then no amount of attention, retention,
or reproduction will overcome the lack of motivation. Bandura identified several motivating
factors for imitation. These include knowing that the model was previously reinforced for the
behavior, being offered an incentive to perform, or observing the model receiving reinforcement
for the behavior. These factors can also be negative motivations. For instance, if the observer
knew that the model was punished for the behavior, was threatened for exhibiting the behavior,
or observed the model being punished for the behavior, then the probability of mimicking the
behavior is less.
Appl
ications of observational learning
Modeling has been used successfully in many therapeutic conditions. Many therapists have used
forms of modeling to assist their patients to overcome phobias. For example, adults with
claustrophobia may observe a model in a video as they move closer and closer to an enclosed
area before entering it. Once the model reaches the enclosed area, for instance a closet, he or she
will open the door, enter it, and then close the door. The observer will be taught relaxation
techniques and be told to practice them anytime he or she becomes anxious while watching the
film. The end result is to continue observing the model until the person can enter the closet
himself or herself.
Bobo Doll Experiment
Bandura's Bobo doll experiment is one of the most famous examples of observational learning.
In the Bobo doll experiment, Bandura demonstrated that young children may imitate the
aggressive actions of an adult model. Children observed a film where an adult repeatedly hit a
large, inflatable balloon doll and then had the opportunity to play with the same doll later on.
Children were more likely to imitate the adult's violent actions when the adult either received no
consequences or when the adult was rewarded. Children who saw the adult being punished for
this aggressive behavior were less likely to imitate them.
Uses for Observational Learning
Observational learning can be used in the real world in a number of different ways. Some
examples include:
Learning new behaviors: Observational learning is often used as a real-world tool
for teaching people new skills. This can include children watching their parents
perform a task or students observing a teacher engage in a demonstration.
Strengthening skills: Observational learning is also a key way to reinforce and
strengthen behaviors. For example, if a study sees another student getting a reward
for raising their hand in class, they will be more likely to also raise their hand the next
time they want to ask a question.
Minimizing negative behaviors: Observational learning also plays an important role
in reducing undesirable or negative behaviors. For example, if you see a coworker get
reprimanded for failing to finish a task on time, it means that you may be more likely
to finish your work more quickly.
