Observational learning

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Observational learning or social learning is learning that occurs as a function of observing, retaining and replicating behavior observed in 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.

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.

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.

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.

Contents 1 Required conditions 2 Effect on behavior 3 Forms of social learning 4 See also 5 References & Bibliography 6 Key texts 6.1 Books 6.2 Papers 7 Additional material 7.1 Books 7.2 Papers 8 External links

[edit] Required conditions

Bandura called the process of social learning modelling 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 to hand.

[edit] Effect on behavior

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] Forms of social learning

• Local enhancement
• Mimicry
• Emulation
• Imitation

[edit] See also

• Albert Bandura
• Bobo doll experiment
• learning
• social cognition
• inference
• machine learning
• Educational technology

[edit] References & Bibliography

[edit] Key texts

[edit] Books

• Bandura, A. (1977) Social Learning Theory. New Jersey: Prentice Hall. Hardback: ISBN 0138167443 - Paperback: ISBN 0138167516

[edit] Papers

• 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

[edit] Additional material

[edit] Books

• Bjorklund, D.F., & Pellegrini, A.D. (2002). The Origins of Human Nature: Evolutionary Developmental Psychology. Washington, D.C.: American Psychological Association. (pp. 194-202) ISBN 1557988781

[edit] Papers

• Byrne, R.W. & Russon, A.E. (1998). Learning by imitation: A hierarchical approach. Behavioral and Brain Sciences, 21, 667-721. Full text

• Caldwell, C.A. & Whiten, A. (2002). Evolutionary perspectives on imitation: is a comparative psychology of social learning possible? Animal Cognition, 5:193-208. Full text

[edit] External links

Learning
Types of learning
Avoidance conditioning | Classical conditioning | Discrimination learning | Expierential learning | Escape conditioning | Incidental learning |Intentional learning | Latent learning | Maze learning | Mastery learning | Mnemonic learning | Nonassociative learning | Nonreversal shift learning | Nonsense syllable learning | Nonverbal learning | Observational learning | Omission training | Operant conditioning | Paired associate learning | Perceptual motor learning | Place conditioning | Probability learning | Rote learning | Reversal shift learning | Second-order conditioning | Sequential learning | Serial anticipation learning | Serial learning | Skill learning | Sidman avoidance conditioning | Social learning | Spatial learning | State dependent learning | Social learning theory | State-dependent learning | Trial and error learning | Verbal learning |
Concepts in learning theory
Chaining | Cognitive hypothesis testing | Conditioning | Conditioned responses | Conditioned stimulus | Conditioned suppression | Constant time delay | Counterconditioning | Covert conditioning | Counterconditioning | Delayed alternation | Delay reduction hypothesis | Discriminative response | Distributed practice |Extinction | Fast mapping | Generalization (learning) | Generation effect (learning) | Habits | Habituation | Imitation (learning) | Implicit repetition | Interference (learning) | Interstimulus interval | Intermittent reinforcement | Latent inhibition | Learning schedules | Learning rate | Learning strategies |Massed practice | Modelling | Overlearning | Practice | Premack principle | Preconditioning | Primacy effect | Primary reinforcement | Prompting | Punishment | Recall (learning) | Recency effect | Recognition (learning) | Reconstruction (learning) | Reinforcement | Relearning | Rescorla-Wagner model | Response | Reinforcement | Secondary reinforcement | Sensitization | Serial position effect | Serial recall | Shaping | Stimulus | Reinforcement schedule | Spontaneous recovery | State dependent learning | Stimulus control | Stimulus generalization | Transfer of learning | Unconditioned responses | Unconditioned stimulus |
Animal learning
Cat learning | Rat learning |
Neuroanatomy of learning
[[]] |
Neurochemistry of learning
Adenylyl cyclase  |
Learning in clinical settings
Applied Behavior Analysis |Behaviour therapy | Behaviour modification | Delay of gratification | CBT | Desensitization |Exposure Therapy | Exposure and response prevention | Flooding | Graded practice | Habituation | Learning disabilities | Reciprocal inhibition therapy | Systematic desensitization | Task analysis | Time out |
Learning in education
Adult learning |Cooperative learning | Constructionist learning | Experiential learning | Foreign language learning | Individualised instruction | Learning ability | Learning disabilities | Learning disorders | Learning Management | Learning styles | Learning theory (education) | School learning | Study habits |
Machine learning
Temporal difference learning | Q-learning |
Philosophical context of learning theory
Behaviourism | Connectionism | Constructivism | Functionalism | Logical positivism |Radical behaviourism |
Prominant workers in Learning Theory|-
Pavlov | Hull | Tolman  | Skinner | Bandura | Thorndike  | Skinner | Watson
Miscellaneous|-
Category:Learning journals | Melioration theory |
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This page uses content from the English-language version of Wikipedia. The original article was at Observational learning. The list of authors can be seen in the page history. As with Psychology Wiki, the text of Wikipedia is available under the GNU Free Documentation License.