Which theorist view learning as the process of observing and imitating behavior?

Observational learning, also referred to as modeling or social learning, occurs by observing, retaining, and replicating behavior seen in others. The individuals performing the imitated behavior are called models. While this type of learning can take place at any stage in life, it is thought to be particularly important during childhood, when authority is important. Stemming from Albert Bandura's social learning theory, observational learning allows for learning without any direct change to behavior; because of this, it has been used as an argument against strict behaviorism, which argues that behavior must occur for learning to have taken place.

Observational learning can teach completely new behaviors or can affect the frequency of previously learned behaviors. This type of learning can also encourage previously forbidden behaviors. In some cases, observational learning can have an impact on behaviors that are similar to, but not identical to, the ones being modeled. For example, seeing a model excel at playing the piano may motivate an observer to play the saxophone. The observational theory of learning implies that behavior is not simply shaped by immediate consequences, but rather by considering the implications of an action.

Albert Bandura and the Bobo-Doll Experiment

One of the first recorded instances of observational learning in research was the 1961 study performed by Albert Bandura. This experiment demonstrated that children can learn merely by observing the behavior of a social model, and that observing reinforcement of the model's behavior could affect whether or not a behavior was emulated. Bandura believed that humans are cognitive beings who, unlike animals, are (1) likely to think about the links between their behavior and its consequences, and (2) more likely to be influenced by what they believe will happen than by actual experience.

In his experiment, Bandura studied the responses of nursery-school-aged children to the actions of adults. The children were presented with a short film in which an adult model directed aggression towards an inflatable Bobo doll. Three main conditions were included: a) the model-reward condition, in which the children saw a second adult give the aggressive model candy for a "championship performance"; b) the model-punished condition, in which the children saw a second adult scold the model for their aggression; and c) the no-consequence condition, in which the children simply saw the model behave aggressively.

Results indicated that after viewing the film, when children were left alone in a room with the Bobo doll and props used by the adult aggressor, they imitated the actions they had witnessed. Those in the model-reward and no-consequence conditions were more willing to imitate the aggressive acts than those in the model-punished condition. Further testing indicated that children in each condition had equal amounts of learning, and it was only the motivation factor that kept behaviors from being similar in each condition

Four Conditions for Observational Learning

According to Bandura's social learning theory, four conditions, or steps, must be met in order for observational or social learning to occur: 

Attention

Observers cannot learn unless they pay attention to what is happening around them. This process is influenced by characteristics of the model, as well as how much the observer likes or identifies with the model. It is also influenced by characteristics of the observer, such as the observer's expectations or level of emotional arousal.

Retention or Memory

Observers have to not only recognize the observed behavior, but also remember it. This process depends on the observer's ability to code or structure the information so that it is easily remembered.

Initiation or Reproduction

Observers must be physically and intellectually capable of producing the act. In many cases the observer possesses the necessary responses, but sometimes reproducing the observed actions may involve skills the observer has not yet acquired. You will not be able to become a champion juggler, for example, just by watching someone else do it.

Motivation

An observer must be motivated to reproduce the actions they have seen. You need to want to copy the behavior, and whether or not you are motivated depends on what happened to the model. If you saw that the model was reinforced for her behavior, you will be more motivated to copy her; this is known as vicarious reinforcement. On the other hand, if you observed the model being punished, you would be less motivated to copy her; this is called vicarious punishment. In addition, the more an observer likes or respects the model, the more likely they are to replicate the model's behavior. Motivation can also come from external reinforcement, such as rewards promised by an experimenter. 

Who said learning occurs through observing and imitating?

What is Bandura's theory of learning?

Who are the main theorists in observational learning?