The model was described as having one of the 3 bases of social power. A fourth group was taught by a model introduced without the mention of a base of social power.
The results revealed that those in the power groups scored significantly higher on the variables of time elapsed to complete the puzzle, number of pieces correctly placed, and whether the participant finished or not. Implications for the findings of this study such as the use of social power s in a teaching and managerial setting are discussed. Box , Palmerston North , New Zealand. Email: [email protected]. Register Log In.
Toggle navigation Register Log In. For many teachers, this may not be a struggle they have to concern themselves with. The final stage of observational learning is less of a stage and more of a description of one characteristic that is necessary for learning to occur.
Namely, students need to be motivated to learn. Students that are highly motivated are more likely to want to recreate a behavior they observe. This impacts the degree of attention they pay, impacts their retention, and impacts their drive to physically reproduce the behavior.
As such, teachers cannot dismiss the importance of this quality among students. To the extent that they are able to, teachers should do their best to encourage the motivation of their students in order to improve both learning and performance of a task.
Children pick up all sorts of behaviors from their parents, for example. They may observe their parents doing laundry, such as folding clothing, and demonstrate the ability to do the same. Children on a playground may observe other children being punished for playing roughly and avoid that behavior to avoid being punished themselves.
Yet once more, children may observe other children playing a game and learn the rules for themselves by simply observing.
This also holds implications for teaching in the classroom. Take a science experiment, for example. It may be possible to describe how a science experiment might take place, but it may be far more difficult to repeat the experiment itself.
In this case, it would be important for a science instructor to take their students through the experiment for themselves, step by step. Instead, instructors can also support students in the classroom by pairing more advanced learners with those who are struggling with the experiment.
Peers can help to model the experiment to slower learners, taking them through the experiment step by step. The concept of peer learning itself takes on special importance when considering that the degree to which a learner observes and retains information has a lot to do with the degree to which they identify with the instructor. Students may find it hard to identify with their teacher, but they may find it far easier to identify with their peers.
For tasks that can be observed and modeled, it may be beneficial to pair students with other students. By doing so, teachers may increase the likeliness that learners will pay attention during the task and retain information. Students may also feel more motivated when observing their peers. For better or worse, social influence and pressure plays a role in the behavior of almost everyone.
The influence of social peers may drive students to want to perform well on a task, motivating them to pay more attention while the behavior is being modeled. This would in turn lend itself to greater observation, retention, and a stronger desire to repeat the task for themselves. Bandura's social learning theory stresses the power of observational learning.
In the Bobo doll experiment , Bandura demonstrated that young children may imitate the aggressive actions of an adult model. Children observed a film where an adult repeatedly hit a large, inflatable balloon doll and then had the opportunity to play with the same doll later on. Children were more likely to imitate the adult's violent actions when the adult either received no consequences or when the adult was rewarded.
Children who saw the adult being punished for this aggressive behavior were less likely to imitate them. The following are instances that demonstrate observational learning has occurred. There are four stages of observational learning that need to occur for meaningful learning to take place. Keep in mind, this is different than simply copying someone else's behavior.
For an observer to learn, they must be in the right mindset to do so. This means having the energy to learn, remaining focused on what the model is engaging in, and being able to observe the model for enough time to grasp what they are doing. How the model is perceived can impact the observer's level of attention. Models who are seen being rewarded for their behavior, models who are attractive, and models who are viewed as similar to the observer tend to command more focus from the observer.
If the observer was able to focus on the model's behavior, the next step is being able to remember what was viewed. If the observer is not able to recall the model's behavior, they may need to go back to the first stage again. If the observer is able to focus and retains the information, the next stage in observational learning is trying to replicate it. It's important to note that every individual will have their own unique capacity when it comes to imitating certain behaviors, meaning that even with perfect focus and recall, some behaviors may not be easily copied.
In order for the observer to engage in this new behavior, they will need some sort of motivation. Even if the observer is able to imitate the model, if they lack the drive to do so, they will likely not follow through with this new learned behavior. Motivation may increase if the observer watched the model receive a reward for engaging in a certain behavior and the observer believes they will also receive some reward if they imitate said behavior.
Motivation may decrease if the observer had knowledge of or witnessed the model being punished for a certain behavior. According to Bandura's research, there are a number of factors that increase the likelihood that a behavior will be imitated. We are more likely to imitate:. Observational learning has the potential to teach and reinforce or decrease certain behaviors based on a variety of factors. Particularly prevalent in childhood, observational learning can be a key part of how we learn new skills and learn to avoid consequences.
However, there has also been concern about how this type of learning can lead to negative outcomes and behaviors. Some studies, inspired by Bandura's research, focused on the effects observational learning may have on children and teenagers.
Maybe they use a mnemonic device. Or form a daily learning habit. You notice that they are calm, confident, engaging, and use eye contact. You make a list of these attributes and remember them for the next time you give a presentation. Reproduction is the process where the observer must be able to physically perform the behavior in the real-world. Easier said than done. Often, producing a new behavior requires hours of practice to obtain the skills. Those skills take years to craft and perfect.
To be able to perform these skills yourself, you need to deliberately practice these skills. Maybe you hold small team meetings to test your skills. Or you ask team members for feedback on your presenting skills. In a few months, you will have sharpened your presenting skills and may be ready to produce a behavior similar to the current VP.
All learning requires some degree of personal motivation. For observational learning, the observer must be motivated to produce the desired behavior. Sometimes this motivation is intrinsic to the observer. Other times, motivation can come in the form of external reinforcement — rewards and punishments.
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