On This Page:ToggleBackgroundStagesBobo Doll ExperimentExamplesOutcomesClassical Conditioning
On This Page:Toggle
On This Page:
Key TakeawaysObservational learning involves acquiring skills or new or changed behaviors through watching the behavior of others.The person or actor performing the action that the observational learner replicates is called a model.The educational psychologistAlbert Bandurawas the first to recognize observational learning through his Bobo Doll experiment.Observational learning consists of attentive, retentive, reproductive, and motivational processes.Observational learning pervades how children, as well as adults, learn to interact with and behave in the world.
Key Takeaways
Observational learning involves acquiring skills or new or changed behaviors through watching the behavior of others.The person or actor performing the action that the observational learner replicates is called a model.The educational psychologistAlbert Bandurawas the first to recognize observational learning through his Bobo Doll experiment.Observational learning consists of attentive, retentive, reproductive, and motivational processes.Observational learning pervades how children, as well as adults, learn to interact with and behave in the world.
Observational learning, a concept studied in psychology, occurs when an individual watches others perform behaviors and then copies those actions, often acquiring new skills and knowledge through observing models.
Background
Observational learning, otherwise known as vicarious learning, is the acquisition of information, skills, or behavior through watching others perform, either directly or through another medium, such as video.
Those who do experiments on animals alternatively define observational learning as the conditioning of an animal to perform an act that it observes in a member of the same or a different species.
For example, a mockingbird could learn to imitate the song patterns of other kinds of birds.
The Canadian-American psychologist Albert Bandura was one of the first to recognize the phenomenon of observational learning (Bandura, 1985).
His theory, social learning theory, stresses the importance of observation and modeling of behaviors, attitudes, and the emotional reactions of others.
Bandura (1985) found that humans, who are social animals, naturally gravitate toward observational learning. For example, children may watch their family members and mimic their behaviors.
Even infants may start imitating the mouth movements and facial expressions of the adults around them.
There are four processes that Bandura’s research identified as influencing observational learning: attention, retention, reproduction, and motivation (Debell, 2021).
Attention
Retention
Motor Reproduction
Motivation
The Bobo Doll Experiment
The end of the video had three different outcomes. Either the model was punished for their behavior, rewarded for it, or there were no consequences.
After watching this behavior, the researchers gave the children a Bobo doll identical to the one in the video.
The researchers found that children were more likely to mimic violent behaviors when they observed the model receiving a reward or when no consequences occurred.
Alternatively, children who observed the model being punished for their violence showed less violence toward the doll (Debell, 2021).
Observational Learning Examples
There are numerous examples of observational learning in everyday life for people of all ages.
Nonetheless, observational learning is especially prevalent in the socialization of children. For example:
Bandura concluded that people and animals alike watch and learn and that this learning can have both prosocial and antisocial effects.
Meanwhile, parents who want their children to eat healthily can in themselves eat healthily and exercise, as well as spend time engaging in physical fitness activities together.
Observational learning argues that children tend to copy what parents do above what they say (Daffin, 2021).
Observational learning has also been used to explain how antisocial behaviors develop. For example, research suggests that observational learning is a reason why many abused children grow up to become abusers themselves (Murrel, Christoff, & Henning, 2007).
Abused children tend to grow up witnessing their parents deal with anger and frustration through violent and aggressive acts, often learning to behave in that manner themselves.
Some studies have also suggested that violent television shows may also have antisocial effects, though this is a controversial claim (Kirsh, 2011).
Observational Learning and Behavioral Modification
Observational learning can be used to change already learned behaviors, both positive and negative.
Banduras suggested showing people a model in a situation that usually causes them some anxiety.
By seeing the model interact nicely with the fear-evoking stimulus, the fear should subside. This method of behavioral modification is widely used in clinical, business, and classroom situations (Daffin, 2021).
In the classroom, a teacher may use modeling to demonstrate how to do a math problem for a student. Through a prompt delay, that teacher may then encourage the students to try the problem for themselves.
If the student can solve the problem, no further action is needed; however, if the student struggles, a teacher may use one of four types of prompts — verbal, gestural, modeling, or physical — to assist the student. Similarly, a trainer may show a trainee how to use a computer program to run a register.
As before, the trainer can use prompt delays and prompts to test the level of learning the employee has gained.
Reinforcers can then be delivered through social support after the trainee has successfully completed the task themself (Daffin, 2021).
Observational Learning vs. Operant and Classical Conditioning
Classical conditioning, also known asPavlovianor respondent conditioning, is a type of learning in which an initially neutral stimulus — the conditioned stimulus — is paired with a stimulus that elicits a reflex response — the unconditioned stimulus.
This results in a learned, or conditioned, response when the conditioned stimulus is present. Perhaps the most famous example of classical conditioning is that of Pavlov’s dogs.
Observational learning extends the effective range of both classical and operant conditioning.
In contrast to classical and operant conditioning, in which learning can only occur through direct experience, observational learning takes place through watching others and then imitating what they do.
While classical and operant conditioning may rely on trial and error alone as a means of changing behavior, observational conditioning creates room for observing a model whose actions someone can replicate.
This can result in a more controlled and ultimately more efficient learning process for all involved (Daffin, 2021).
Bandura, A. (1986).Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Bandura, A. (1977).Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change.Psychological Review, 84(2), 191.
Bandura, A. (1985). Model of causality in social learning theory. In Cognition and psychotherapy(pp. 81-99). Springer, Boston, MA.
Bandura, A. (1986).Fearful expectations and avoidant actions as coeffects of perceived self-inefficacy.
Bandura, A. (1989). Human agency in social cognitive theory.American psychologist, 44(9), 1175.
Bandura, A. (1998). Health promotion from the perspective of social cognitive theory.Psychology and health, 13(4), 623-649.
Bandura, A. Ross, D., & Ross, S. A. (1961). Transmission of aggression through the imitation of aggressive models.Journal of Abnormal and Social Psychology, 63, 575-582.
Debell, A. (2021).What is Observational Learning?
Daffin, L. (2021).Principles of Learning and Behavior.Washington State University.
Kirsh, S. J. (2011).Children, adolescents, and media violence: A critical look at the research.
LaMort, W. (2019).The Social Cognitive Theory.Boston University.
Murrell, A. R., Christoff, K. A., & Henning, K. R. (2007). Characteristics of domestic violence offenders: Associations with childhood exposure to violence.Journal of Family violence, 22(7), 523-532.
Reed, M. S., Evely, A. C., Cundill, G., Fazey, I., Glass, J., Laing, A., … & Stringer, L. C. (2010). What is social learning?.Ecology and society, 15(4).
Schunk, D. H. (2012).Social cognitive theory.
Skinner, B. F. (1950). Are theories of learning necessary?.Psychological Review, 57(4), 193.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
Charlotte NickersonResearch Assistant at Harvard UniversityUndergraduate at Harvard UniversityCharlotte Nickerson is a student at Harvard University obsessed with the intersection of mental health, productivity, and design.
Charlotte NickersonResearch Assistant at Harvard UniversityUndergraduate at Harvard University
Charlotte Nickerson
Research Assistant at Harvard University
Undergraduate at Harvard University
Charlotte Nickerson is a student at Harvard University obsessed with the intersection of mental health, productivity, and design.
