Learning Theory 4 Observational Learning

Observational Learning: occurs when someone uses observation of another persons actions and their consequences to guide their future actions. Also known as Modelling. Baby dancing to Beyonce. Youtube link: http://www.youtube.com/watch?v=ikTxfIDYx6Q Observational learning is influenced by the personal characteristics of the model and the success or failure of the models behaviour. Studies have shown that aggression is readily learnt by modelling. Learning complex behaviours through observation can be a lot more efficient than learning through trial and error, or waiting until reinforcement or punishment is given. Both classical and operant conditioning can occur vicariously through observational learning. Vicarious reinforcement and vicarious punishment are used to condition the response in vicarious conditioning. Vicarious conditioning: When an individual observe a model displaying behaviour that is either reinforced or punished and later behaves in the same way, in a modified way or refrains from doing so as a result of the observation. Vicarious reinforcement: when an individual observes a model displaying behaviour that is reinforced, which has the effect of increasing the likelihood of the observer performing that behaviour in a modified or identical way. Vicarious punishment: when an individual observes a model displaying behaviour that is punished, which has the effect of reducing the likelihood of the observer performing that behaviour in a modified or identical way. By observing a model, a person may learn: new responses to carry out or avoid previously learnt responses a general rule that can be applied to various situations For observational learning to occur, several factors must be involved: 1. Attention The learner must pay attention to the model; the learner must perceive the model to be interesting in one way or another. 2. Retention The learner must remember (retain) what was done by the model so that the information can be encoded and stored for later use. 3. Reproduction The learner must be able to reproduce (form a reproduction, or copy, of) the modelled behaviour. 4. Motivation The learner must have the desire, or motivation, to repeat the observed behaviour. 5. Reinforcement The behaviour must be useful or provide an incentive or reward for the learner to learn and continue to perform the behaviour. Reinforcement is required. *If the modelled behaviour is reinforced, the learner is motivated to repeat the behaviour.

Banduras studies (1961, 1963a, 1963b)

In the 1960s Albert Bandura and colleagues conducted a series of experiments investigating observational learning of young children.

Bandura, Ross and Ross (1961)

Preschool aged children were exposed to aggressive and non-aggressive models and then tested for the amount of imitative learning in a new situation in the absence of the model. Bandura, Ross and Ross concluded that aggressive behaviour can be learnt through exposure to aggressive models and that there are sex differences in aggressive behaviour. It was also found that behaviour may be learnt through observation, but may not be demonstrated until there is an opportunity to do so.

Bandura, Ross and Ross (1963a)

Preschool aged children were presented with films depicting aggressive real-life and cartoon character models. The children were then tested for aggressive behaviour. Bandura, Ross and Ross concluded that exposure of the children to aggressive models increased the probability that they will respond aggressively when given the opportunity to do so on a later occasion. Children can learn aggressive behaviour through observation of aggression by both real-life and filmportrayed models. Pictorial mass media, particularly television, may serve as an important source of social behaviour.

Bandura, Ross and Ross (1963b)

Preschool aged children were used to investigate the influence of reward and punishment on observational learning. The results indicated that the children who observed the aggressive model being rewarded imitated more aggressive behaviour than other children. The reward was the crucial factor in why the children would model the behaviour.

Learning Activity 10.31 (page 518)