1. OBSERVATIONAL LEARNING
LEARNING MODELS
OBSERVATIONAL LEARNING

2. OBSERVATIONAL LEARNING
When someone uses observation of a model’s actions and the consequences of those actions to guide their future actions.

3. MODELS
Model: who/what is being observed
Live model: A real-life person who may be demonstrating, acting out and/or describing or explaining a behaviour
Symbolic model: Real/fictional character displaying behaviour in books, movies, TV programs etc.
AKA – Modelling or Social Learning

4. We are more likely to model, learn and reproduce responses that are observed to be desirable and reinforcing.

5. CONDITIONING
Vicarious conditioning: individual watches a model’s behaviour being either reinforced punished, and then subsequently behaves in exactly the same way or in a modified way, or restrains from the behaviour.

6. Vicarious Conditioning

7. Vicarious Reinforcement
Vicarious Conditioning
Vicarious Reinforcement
- Increases the likelihood of the observer behaving in a similar way
- They don’t personally experience the reinforcement
E.g. A student observes another student leaving class early due to finishing their work, so they behave in a similar way.
Vicarious Punishment
- Decreases the likelihood of the observer behaving in a similar way
- They don’t personally experience the punishment
E.g. A student observes another student getting a detention for being rude, so they refrain from being rude.

8. You do not simply view the actions and then copy
You do not simply view the actions and then copy. You must mentally process the consequences and form a mental representation in your memory.

9. You also need the motivation to then produce the behaviour
So what you learn may remain hidden or latent for some time.

10. Investigated aggression in young children
BANDURA 1970s
Investigated aggression in young children
Preschoolers were required to passively sit and watch a model engaging in aggressive behaviour and then given an opportunity to imitate the model’s behaviour

11. Participants: four-year-old preschoolers
BOBO DOLL
Participants: four-year-old preschoolers
Separated into 3 groups and watched 1 of 3 films – adult punching, hitting, kicking and verbally abusing a large inflated BoBo doll

12. Condition 1
The aggressive model was rewarded with lollies, soft drink and praise by another adult
Condition 2
The aggressive model was punished with a smacking and verbal criticisms
Condition 3
There were no consequences whatsoever for the aggressor’s behaviour

13. Child was then placed in a room with toys and a BoBo doll
Behaviour was observed through a one-way mirror
Some were rewarded for imitating the behaviour

14. RESULTS
The consequences for the adult model in the movie made a difference to the subsequent behaviour displayed by the child
Reward/no consequence had the highest aggressive behaviour shown by the children

15. RESULTS
If the children were offered a reward they became more aggressive – some only showed performance of behaviour if given a reward
Boys were more aggressive than girls (unless a reward was given)

16. Video – BoBo Doll

18. CUP SONG
Let’s have a go!

19. LEARNING V. PERFORMANCE
You can have learning but not perform
E.g. Someone may know the lyrics to a song they hear often, but may not sing-a-long. They demonstrate knowledge when a friend asks what the lyrics are.

21. PROCESSES – OBSERVATIONAL LEARNING
ATTENTION
RETENTION
REPRODUCTION
MOTIVATION
REINFORCEMENT

22. PROCESSES ATTENTION RETENTION REPRODUCTION MOTIVATION REINFORCEMENT
The children watched the models’ aggressive behaviour
ATTENTION
They held the memory of what they had seen
RETENTION
They physically performed the modelled behaviours
REPRODUCTION
When aggressive behaviour was associated with reinforcement or punishment, the children were more or less motivated to imitate the observed behaviour.
MOTIVATION
REINFORCEMENT

23. Attention is influenced by: More likely to imitate models who:

24. Attention is influenced by: More likely to imitate models who:
Perceptual capabilities
Motivation and interest
Situation
Distracters
Characteristics of model (e.g. attractiveness)
More likely to imitate models who:
Are perceived positively, liked, high status
Have perceived similarities
Are known/familiar to the observer
Has behaviour that is visible and stands out
Demonstrates behaviour that the observer sees as being able to imitate S F V A

25. RETENTION After observation we must be able to remember the behaviour
Store a mental representation
The more meaningful the representation is, the more accurately we can replicate behaviour

26. REPRODUCTION
Once it has been observed and retained, we can reproduce the behaviour as long as we are physically able

27. Observer must be motivated to perform behaviour
MOTIVATION
Observer must be motivated to perform behaviour
If the behaviour does not seem useful, it is unlikely it will be learned in the first place.

28. REINFORCEMENT Influences the motivation to perform the behaviour.
External Reinforcement
Learning by consequences
E.g. praise or reward
Vicarious Reinforcement
Indirect
Observer sees the model being reinforced
Self-reinforcement
Meeting certain standards of performance we set for ourselves
E.g. pride, sense of achievement etc.

29. PERSONAL CHARACTERISTICS
We are more likely to imitate a model if we have low self- confidence or low self-esteem
These influence our self- efficacy – our belief in our ability to succeed in particular situations.

30. Apply the processes to the following clips
Heroes
Attention
Retention
Reproduction
Motivation-reinforcement
Limitless
– limitless scene
- heroes