Learning is the process of acquiring knowledge through different methods. This is what interests many academicians and scholars for centuries. Many scholars would like to know which method would foster learning the fastest and which is the most effective. Thus, learning theories had been developed, improved and constantly evaluated to measure its reliability. This paper would like to distinguish Observational learning from the other learning theories that have often been used interchangeably with the subject of this paper.
Observational Learning
Alfred Bandura, a renowned behaviorist proposed a salient technique of learning that does not require reinforcement or the traditional rudimentary precepts in learning. Bandura called this model observational learning, wherein the learner acquires a new knowledge or skill simply by observing a model (Zentall, Perspectives on Observational Learning in Animals, 2012). In this particular theory, the model is the most important variable in learning. Bandura proposed that the model should be someone who plays an influential role in the learner’s life.
In one of Bandura’s experiment, the Bobo Doll Experiment, children have been able to acquire a behavior simply by observing adults do it (Gaskins, 2000). However, Bandura made it very clear that no two children learn at the same rate, and the same thing given the same model because there is no same modeling influence for two children. The rate of learning depends on how strong the influence of the model is to the child.
Observational Learning vs. Imitation vs. Classical Conditioning vs. Operant Conditioning
Imitation is also a form of learning wherein an individual tries to copy and duplicate the action or behavior of another person. However, unlike observational learning, imitation requires reinforcement in order to strengthen the learned behavior. Jean Piaget, a developmental psychologist, suggests that the concept of reward and punishment are used as reinforcement to encourage the learner to continue or stop the learned behavior (Zentall, Imitation: Definitions, evidence, and mechanisms, 2006). A perfect example of this would be how a popular kid at school dyed his hair green. Some of the kids would follow this person because everyone thinks he is cool. The perception of being cool is the positive reinforcement. It further encourages the behavior. This will behavior will continue unless a negative reinforcement is introduced. In this case, it could be an order from the principle that everyone who wears green hair to school will be suspended.
Classical conditioning is a theory of learning formulated by Ivan Pavlov. It specifies that learning happens through the pairing of conditioned and unconditioned stimuli to elicit a response . Classical conditioning supports that a behavior can be learned if one would constantly pair it with a stimulus. The association will eventually be created and formed thereby releasing the response even with just the manifestation of the conditioned stimulus . An example of this would be conditioning your dog to know when it is time to eat. What you do using classical conditioning is to blow a whistle then offer a dog biscuit. Then you blow a whistle, clap your hand then offer a dog biscuit. The next time, you just clap your hand and then offer the biscuit. Repetition of this would condition the dog that every time you clap your hand, food will follow.
On the other hand, operant conditioning is a type of learning where learning happens, as a result, of antecedents and consequences. Proponent of this theory, B.F. Skinner, insists that learners learn from constant exposure known as condition (Domjan, 2003). Through frequent exposure and association, Skinner believes that a learner tends to associate the consequence with the stimulus that comes before it. Thus, if the consequence is something positive, that would encourage learning. If it is something negative, as with punishment, it will discourage the learner. A good example of this would be when teen sneak out to go to a party and gets grounded for doing that.
CONCLUSION
Overall, it can be said that the distinguishing factor for observational learning is the absence of the use of reinforcement or the concepts of reward and punishment to facilitate learning. Instead, the only thing that is necessary for this would be a strong or influential model that the learner relates with or follow.
References
Chance, P. (2014). Learning & Behavior. Belmont, CA: Wadsworth.
Domjan, M. (2003). The Principles of Learning and Behavior, 5/e. Belmont, CA: Thomson/Wadsworth.
Gaskins, S. (2000). Children's Daily Activities in a Mayan Village: A Culturally Grounded Description. Cross-Cultural Research , 375–389.
Medin, D., Ross, B., & Markman, A. (2000). Cognitive Psychology, 3/e. Hoboken, New Jersey: John Wiley & Sons, Publishing.
Zentall, T. R. (2006). Imitation: Definitions, evidence, and mechanisms. Animal Cognition , 335–353.
Zentall, T. R. (2012). Perspectives On Observational Learning In Animals. Journal Of Comparative Psychology , 114-128.
