ELEMENTS OF OBSERVATIONAL LEARNING
According to Bandura there are four elements that account for observational learning: attention,
retention, reproduction and motivation-reinforcement. All of these elements form part of the
observational learning process and are essential if observational learning is to occur.
ATTENTION
In order to learn through observation we must pay attention to or closely watch the model’s
behaviour.
Attention may be influenced by several factors including:
 Perceptual capabilities of the observer
 Motivation and interest level of the observer
 The situation in which the behaviour is being observed
 Distractions
 Characteristics of the model
 The importance of the behaviour
 Distinctiveness
 The effect it might have on us
According to Bandura we pay closer attention and are more likely to imitate models that have the
following characteristics
 The model is perceived positively, is liked and has a high status
 There are perceived similarities between features and traits of the model and the observer
such as age and sex
 The model is familiar to the observer and is known through previous observation
 The model’s behaviour is visible and stands out clearly against other ‘competing’ models
 The model is demonstrating behaviour that the observer perceives themselves as being able
to imitate
In general: the more similarity between the model and learner, the more attractive and successful
the model is and the higher the status of the model, the more likely we are to follow their example.
RETENTION
Responses learned through modelling aren’t often required until some time after they have been
acquired. We must sore what we have observed in our memory. The more meaningful we make the
mental representation; the more accurately we will be able to replicate the behaviour when needed.
Linking words and pictures of the model’s actions assists greatly in the memory process.
REPRODUCTION
When the model’s behaviour has been attended to a retained in memory, we can attempt to
reproduce / imitate the observed behaviour. To do this we must have the ability to put into practice
what we observed. Similarly we must have to potential to be competent enough or to develop the
necessary skills to reproduce the behaviour.
MOTIVATION-REIFORCEMENT
The learner must be motivated to perform the behaviour. It’s unlikely that the learner will want to
learn behaviour unless the behavioural response is useful or provides incentive or reward for the
learner.
In Bandura’s experiment this is evident with the children who saw the model being punished; the
children only produced the behaviour when they received a reward.
Bandura suggests that there are three aspects of motivation: external reinforcement, vicarious
reinforcement and self-reinforcement.
External Reinforcement: is comparable to learning by consequences (good or bad)
Vicarious Reinforcement: is observing the modelled behaviour being reinforced for other people.
Self Reinforcement: occurs when we are reinforced by meeting certain standards of performance we
set ourselves.