Developmental toys and games such as ‘‘Memory’’ are invaluable to a child’s learning process. (Robert
J. Huffman, Field Mark Publications)imitate behavior in some cases and not others. In par-
ticular, children are more likely to imitate a model
when they see the model’s behavior rewarded rather
than punished. In addition, self-efficacy beliefs play
into a child’s choice of imitation. If the child believes
that she does not have the talent necessary to imitate
a particular behavior, she will not attempt to do so.
Thus it seems that both cognitive and social factors
come into play in observational learning, and that is
why Bandura’s theory is also called a social cognitive
theory of learning.
Observational Learning in Practice
Observational learning can be seen in practice in
many settings. First, it seems that children can imitate
behaviors they have seen on television—behaviors
that are often aggressive behaviors. There are many
factors that determine whether a child will imitate an
aggressive model on television. The observing child
must first identify with the model in order to consider
imitating the model. The consequences of the aggres-
sive behavior are also a factor. In addition, if the child
is old enough to realize that aggression on television
does not represent reality, he is less likely to imitate
the behavior. Finally, what the parents tell the child
about the aggressive behavior he is viewing also plays
a role in whether or not the child will imitate the be-
havior.
Observational learning is also important in the
learning of sex roles. It has been found that children
can learn appropriate behaviors for each sex by read-
ing, watching television, or observing real models.
Another type of behavior that has been found to
be learned through observation is prosocial behavior
(positive or helpful behavior). Children increase their
giving and helping behaviors after observing a peer
or adult doing the same and even after viewing such
behavior on a television program. In addition, it has
been found that modeling of prosocial behavior re-
sults in more prosocial behavior in the learner than
simple statements that prosocial behavior is good.LEARNING 239