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Domain VI: Professional Growth and Responsibility
Published in Nicole M. Augustine, Prevention Specialist Exam Study Guide, 2023
The Social Learning Theory of Albert Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Social Learning Theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. There are four stages of observational learning:AttentionRetentionMotor Reproduction, andMotivation
Action Evaluation and Discrimination as Indexes of Imitation Fidelity in Autism
Published in Elizabeth B. Torres, Caroline Whyatt, Autism, 2017
Certain types of observational learning are superficially similar, yet theoretically distinct from imitation. Whiten (2006) describes an experiment (Custance et al. 1999) with capuchin monkeys that observe other monkeys opening containers of prize food items. The monkeys might learn to operate the opening mechanism (e.g., removal of a bolt) by observing another monkey, but they would not use the same technique to achieve it (e.g., they would push the bolt out instead of pulling it). This is a form of emulation that is concerned with copying the object movements but not the actions. They termed this “object movement reenactment” (OMR), which requires the recreation of object movements caused by an action without necessarily requiring the action to be copied (Custance et al. 1999) This distinction was introduced by Heyes et al. (1994), who compared an imitation condition where the subject observed an action with an object (a rat pressing a lever to obtain a reward) with one where the object underwent identical movements with no actor (lever depression only—also leading to reward), as if controlled by a ghost.
Using Goal-Oriented Counseling and Peer Support to Reduce HIV/AIDS Risk
Published in Dennis G. Fisher, Richard Needle, AIDS and Community-Based Drug Intervention Programs, 2014
Social learning theory (Bandura,1986,1977a) emphasizes observational learning as the primary mechanism for acquisition of skills and behaviors in humans. Observational learning occurs through observing and copying the behavior of others, who are said to be modeling the behavior being learned. The role of reinforcement in social learning is also paramount–behaviors must be reinforced to be acquired and maintained. According to social learning theory, the learner can be reinforced vicariously through observing a model being rewarded for appropriate behavior. The learner may also be reinforced by direct praise or approval from the model or other source. Self-reinforcement, representing the learner’s satisfaction in correctly performing a behavior being learned, is another reward mechanism considered by social learning theory.
Student-resourced service delivery of occupational therapy rehabilitation groups: patient, clinician and student perspectives about the ingredients for success
Published in Disability and Rehabilitation, 2022
Freyr Patterson, Emmah Doig, Jenny Fleming, Jenny Strong, Stephen Birch, Mary Whitehead, Sue Laracy, Cate Fitzgerald, Giovanna Tornatore, Amy McKenzie, Jacqueline Searles, Amanda Pigott
All four participants groups identified the importance of supporting students to develop group facilitation skills, and that this required greater clinician time initially to provide close supervision. This was described as both supporting student skill building but also clinician knowledge of students’ ability. With regards to opportunities for support between clinicians and students. Students emphasised the value of observing clinicians carrying out group rehabilitation for their learning, as well as systems which supported communication between students and clinicians (i.e., supervision, debriefing, group meetings, written feedback). The value of observational learning was explained by one student “at first I found (running groups) a bit confronting but I think once you kind of saw an example of a group run by a therapist for the first time, we got a better idea” (SE1).
Learning How to Throw Darts. Effects of Modeling Type and Reflection on Novices’ Dart-Throwing Skills
Published in Journal of Motor Behavior, 2021
Janneke van der Loo, Emiel Krahmer, Marije van Amelsvoort
Observational learning is the process of learning a new task by watching someone else performing this task. It relies on multiple capabilities: learners should be able to infer the intentions of others from action observation, process others’ action outcomes and combine these sources of information in order to select behaviors leading to desired outcomes later on (e.g., Bandura, 1977; Monfardini et al., 2013; Rak, Bellebaum, & Thoma, 2013). With action observation, the learner does not have to generate a simulated representation of the movement, as the key perceptual information is provided in the form of an external stimulus being observed (Ram, Riggs, Skaling, Landers, & McCullagh, 2007). Arguably, this reduces the complexity of the learning task, since the observer is not as cognitively engaged in the task compared to a performer of that same task. Therefore, the observer can more easily break the whole task in subcomponents, selecting essential information and constructing appropriate strategies to reconstruct the task (Cordovani & Cordovani, 2016; Wulf, Shea, & Lewthwaite, 2010).
Multiple Learning Contexts and the Development of Life Skills Among Canadian Junior National Team Biathletes
Published in Journal of Applied Sport Psychology, 2020
Helene Jørgensen, Pierre-Nicolas Lemyre, Nicholas Holt
In fact, observational learning was described as “the best kind of teaching. … Someone setting an example or showing you how to actually do something, that’s just the biggest help I think” (A5). A5 further explained, “I think a lot of it [life skills] you can just observe. … You can see what they are doing and then you can try to copy that or imitate it to a certain extent.” A4 believed it was particularly helpful to see how different situations affect others. She said, “I think you see how it affects different people and yourself and you can be like ‘OK,’ obviously training all the time is not a great idea.” Notably, many of these examples of observational learning reflected the idea of learning how to balance biathlon with involvement in other life contexts, which again speaks to the interconnectedness of life skills learning contexts.