Observational learning is induced onto a person by a third party in all cases. This learning takes place by way of a person looking at a third party performing an action. Observational learning can and will occur in any age bracket. The beauty of observational learning is that of interest generated by the observer and the subsequent internalization of the concept learned to serve the individual’s intended motive (Chance, 2008, p. 23).
At a local competition in a game of handball, sidestepping is one among several moves that are used to penetrate the defensive wall of opponents. In any game, high scores translate to winning. Unfortunately, since my sidestep was poor I couldn’t score. I generated interest by observing how easy it was to score once I observed an opponent performing the move that subsequently translated to him scoring many goals. The essence of this illustration is that by observing how the move was performed on several occasions I was able to master this beautiful skill and eventually would be able to dislodge any defense and create chances of scoring.
There are a number of steps that are involved in observational learning and attention is one of them. The observer ought to be keen to and pay attention to details where necessary. Lack of the observer being attentive would out rightly lead to failure to grasp the underlying concepts in what is being observed. It also calls for the observer to pay attention to the major aspects of what is being observed. Failure to this learning would be deemed to have not taken place or there was little learning. The emotion of the observer also plays a role in the eventual internalization (Chance, 2008, p. 31).
The observer’s retentional processes swing into action after observation. This entails a brief imitation of what was being observed. The essence of this is that it aids the observer to recall some of the aspects of what was being observed. In the first place, it would be hard to perfectly carry out the move hence the observer would do it in his own way, immediately following what was observed. The perfection depends heavily on the observer because it is by doing it in his own way and comparing this against what was being done and identifying flaws in what he has done and that need to be done in order to attain perfection (Chance, 2008, p. 34).
An individual must have the motor reproductive processes required to perform the required processes. It translates to the individual’s ability to perform what was observed. While we may grudgingly accept that some people may observe the third party performing an action they may not be able to perform the same yet others would perform what has been observed with a lot of ease and in fact a lot better. This boils down to the fact that the motor reproductive processes vary (Knowles & McLean 1992, p. 66).
Motivation plays a major role in observational learning. it comes in several forms depending on what is being observed. Quite often they are the rewards that motivate an individual. It could come in various forms but it’s always relevant to the subject (Knowles & McLean 1992, p. 66).
By observing other players make those special moves, it dawns on me that I can perform them too and possibly give it my own personal touch and maybe do it much better. The significance of this is that it gives people a chance to learn from each other and it also gives us the opportunity to teach others what we know.
References
Chance, P. (2008).Learning and Behavior: Active Learning Edition. Belmont, USA: Cengage Learning
Knowles, R & McLean, G. (1992). Psychological Foundations of Moral Education and Character Development: An Integrated Theory of Moral Development. Washington DC: CRVP