http://debianws.lexgopc.com/wiki143/index.php?action=history&feed=atom&title=Observational_learningObservational learning - Revision history2026-05-14T06:53:28ZRevision history for this page on the wikiMediaWiki 1.43.1http://debianws.lexgopc.com/wiki143/index.php?title=Observational_learning&diff=4339698&oldid=previmported>Berrylvr: Spelling2025-12-28T23:33:48Z<p>Spelling</p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 18:06, 23 June 2025</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Indigenous communities provide more [[Learning by Observing and Pitching In|opportunities]] to incorporate [[Child Integration|children]] in everyday life.<ref name="Barbara Rogoff">{{cite journal|last=Rogoff|first=Barbara|author2=Paradise, R. |author3=Arauz, R. |author4=Correa-Chavez, M. |title=Firsthand learning through intent participation|journal=[[Annual Review of Psychology]]|year=2003|volume=54|pages=175–203|doi=10.1146/annurev.psych.54.101601.145118 |pmid=12499516|hdl=10400.12/5953|url=http://www.scielo.mec.pt/scielo.php?script=sci_arttext&pid=S0870-82312004000100003|hdl-access=free}}</ref> This can be seen in some [[Maya peoples|Mayan]] communities where children are given full access to community events, which allows observational learning to occur more often.<ref name="Barbara Rogoff"/> Other children in [[Mazahua people|Mazahua, Mexico]] are known to observe ongoing activities intensely .<ref name="Barbara Rogoff"/> In native northern Canadian and indigenous Mayan communities, children often learn as third-party observers from [[Storytelling|stories]] and conversations by others.<ref>{{cite journal|last1=Rogoff|first1=Barbara|last2=Paradise|first2=Ruth|last3=Correa-Chavez|first3=M|last4=Arauz|first4=R|title=Firsthand Learning through Intent Participation|journal=[[Annual Review of Psychology]]|date=2003|volume=54|pages=175–203|doi=10.1146/annurev.psych.54.101601.145118|pmid=12499516|hdl=10400.12/5953|url=http://www.scielo.mec.pt/scielo.php?script=sci_arttext&pid=S0870-82312004000100003|hdl-access=free}}</ref> Most young Mayan children are carried on their mother's back, allowing them to observe their mother's work and see the world as their mother sees it.<ref>{{cite book|last1=Modiano|first1=Nancy|title=Indian education in the Chiapas Highlands|date=1973|publisher=Holt, Rinehart and Winston|location=New York|isbn=978-0030842375|pages=33–40}}</ref> Often, children in Indigenous American communities assume the majority of the responsibility for their learning. Additionally, children find their own approaches to learning.<ref>{{Cite journal|last1=Paradise|first1=Ruth|last2=Rogoff|first2=Rogoff|date=2009|title=Side By Side: Learning By Observing and Pitching In|url=https://people.ucsc.edu/~brogoff/Scanned-articles/scanned%2012-2008/Side%20by%20Side.pdf|journal=Ethos|volume=37|issue=1|pages=102–138|doi=10.1111/j.1548-1352.2009.01033.x}}</ref> Children are often allowed to learn without restrictions and with minimal guidance. They are encouraged to participate in the community even if they do not know how to do the work. They are self-motivated to learn and finish their chores.<ref>{{cite journal|last1=Gaskins|first1=Suzanne|s2cid=144751184|title=Children's Daily Activities in a Mayan Village: A Culturally Grounded Description|journal=Cross-Cultural Research|date=Nov 1, 2000|volume=34|issue=4|pages=375–389|doi=10.1177/106939710003400405}}</ref> These children act as a second set of eyes and ears for their parents, updating them about the community.<ref>{{cite journal|last1=Rogoff|first1=Barbara|last2=Mosier|first2=Christine|last3=Misty|first3=Jayanthi|last4=Göncü|first4=Artin|title=Toddlers' Guided Participation in Cultural Activity|journal=Cultural Dynamics|date=Jan 1, 1989|volume=2|issue=2 |pages=209–237|doi=10.1177/092137408900200205|s2cid=143971081 }}</ref></div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Indigenous communities provide more [[Learning by Observing and Pitching In|opportunities]] to incorporate [[Child Integration|children]] in everyday life.<ref name="Barbara Rogoff">{{cite journal|last=Rogoff|first=Barbara|author2=Paradise, R. |author3=Arauz, R. |author4=Correa-Chavez, M. |title=Firsthand learning through intent participation|journal=[[Annual Review of Psychology]]|year=2003|volume=54|pages=175–203|doi=10.1146/annurev.psych.54.101601.145118 |pmid=12499516|hdl=10400.12/5953|url=http://www.scielo.mec.pt/scielo.php?script=sci_arttext&pid=S0870-82312004000100003|hdl-access=free}}</ref> This can be seen in some [[Maya peoples|Mayan]] communities where children are given full access to community events, which allows observational learning to occur more often.<ref name="Barbara Rogoff"/> Other children in [[Mazahua people|Mazahua, Mexico]] are known to observe ongoing activities intensely .<ref name="Barbara Rogoff"/> In native northern Canadian and indigenous Mayan communities, children often learn as third-party observers from [[Storytelling|stories]] and conversations by others.<ref>{{cite journal|last1=Rogoff|first1=Barbara|last2=Paradise|first2=Ruth|last3=Correa-Chavez|first3=M|last4=Arauz|first4=R|title=Firsthand Learning through Intent Participation|journal=[[Annual Review of Psychology]]|date=2003|volume=54|pages=175–203|doi=10.1146/annurev.psych.54.101601.145118|pmid=12499516|hdl=10400.12/5953|url=http://www.scielo.mec.pt/scielo.php?script=sci_arttext&pid=S0870-82312004000100003|hdl-access=free}}</ref> Most young Mayan children are carried on their mother's back, allowing them to observe their mother's work and see the world as their mother sees it.<ref>{{cite book|last1=Modiano|first1=Nancy|title=Indian education in the Chiapas Highlands|date=1973|publisher=Holt, Rinehart and Winston|location=New York|isbn=978-0030842375|pages=33–40}}</ref> Often, children in Indigenous American communities assume the majority of the responsibility for their learning. Additionally, children find their own approaches to learning.<ref>{{Cite journal|last1=Paradise|first1=Ruth|last2=Rogoff|first2=Rogoff|date=2009|title=Side By Side: Learning By Observing and Pitching In|url=https://people.ucsc.edu/~brogoff/Scanned-articles/scanned%2012-2008/Side%20by%20Side.pdf|journal=Ethos|volume=37|issue=1|pages=102–138|doi=10.1111/j.1548-1352.2009.01033.x}}</ref> Children are often allowed to learn without restrictions and with minimal guidance. They are encouraged to participate in the community even if they do not know how to do the work. They are self-motivated to learn and finish their chores.<ref>{{cite journal|last1=Gaskins|first1=Suzanne|s2cid=144751184|title=Children's Daily Activities in a Mayan Village: A Culturally Grounded Description|journal=Cross-Cultural Research|date=Nov 1, 2000|volume=34|issue=4|pages=375–389|doi=10.1177/106939710003400405}}</ref> These children act as a second set of eyes and ears for their parents, updating them about the community.<ref>{{cite journal|last1=Rogoff|first1=Barbara|last2=Mosier|first2=Christine|last3=Misty|first3=Jayanthi|last4=Göncü|first4=Artin|title=Toddlers' Guided Participation in Cultural Activity|journal=Cultural Dynamics|date=Jan 1, 1989|volume=2|issue=2 |pages=209–237|doi=10.1177/092137408900200205|s2cid=143971081 }}</ref></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Children aged 6 to 8 in an indigenous heritage community in [[Guadalajara|Guadalajara, Mexico]] participated in hard work, such as cooking or running errands, thus benefiting the whole family, while those in the city of Guadalajara rarely did so. These children participated more in adult regulated activities and had little time to play, while those from the indigenous-heritage community had more time to play and initiate in their after-school activities and had a higher sense of belonging to their community.<ref>Children's Initiative in Contributions to Family Work in Indigenous-Heritage and Cosmopolitan Communities in Mexico. (2014). 57(2-3).</ref> Children from formerly indigenous communities are more likely to show these aspects than children from cosmopolitan communities are, even after leaving their childhood community<ref>{{Cite journal|last1=Rogoff|first1=Barbara|last2=Najafi|first2=Behnosh|last3=Mejía-Arauz|first3=Rebeca|s2cid=144340470|date=2014|title=Constellations of Cultural Practices across Generations: Indigenous American Heritage and Learning by Observing and Pitching In|url=https://www.karger.com/Article/FullText/356761|journal=Human Development|language=en|volume=57|issue=2–3|pages=82–95|doi=10.1159/000356761|issn=0018-716X}}</ref></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Children aged 6 to 8 in an indigenous heritage community in [[Guadalajara|Guadalajara, Mexico]] participated in hard work, such as cooking or running errands, thus benefiting the whole family, while those in the city of Guadalajara rarely did so. These children participated more in adult regulated activities and had little time to play, while those from the indigenous-heritage community had more time to play and initiate in their after-school activities and had a higher sense of belonging to their community.<ref>Children's Initiative in Contributions to Family Work in Indigenous-Heritage and Cosmopolitan Communities in Mexico. (2014). 57(2-3).</ref> Children from formerly indigenous communities are more likely to show these aspects than children from cosmopolitan communities are, even after leaving their childhood community<ref>{{Cite journal|last1=Rogoff|first1=Barbara|last2=Najafi|first2=Behnosh|last3=Mejía-Arauz|first3=Rebeca|s2cid=144340470|date=2014|title=Constellations of Cultural Practices across Generations: Indigenous American Heritage and Learning by Observing and Pitching In|url=https://www.karger.com/Article/FullText/356761|journal=Human Development|language=en|volume=57|issue=2–3|pages=82–95|doi=10.1159/000356761|issn=0018-716X<ins style="font-weight: bold; text-decoration: none;">|url-access=subscription</ins>}}</ref></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Within certain indigenous communities, people do not typically seek out explanations beyond basic observation. This is because they are competent in learning through astute observation and often nonverbally encourage to do so. In a Guatemalan footloom factory, amateur adult weavers observed skilled weavers over the course of weeks without questioning or being given explanations; the amateur weaver moved at their own pace and began when they felt confident.<ref name="Barbara Rogoff"/> The framework of learning how to weave through observation can serve as a model that groups within a society use as a reference to guide their actions in particular domains of life.<ref name="J. Gee">{{cite journal|last=Gee|first=J.|author2=Green, J|title=Discourse analysis, learning and social practice: A methodological study|journal=Review of Research in Education|year=1998}}</ref> Communities that participate in observational learning promote tolerance and mutual understand of those coming from different cultural backgrounds.<ref>Often, children in Indigenous American communities find their own approach to learning and assume most of the responsibility for their learning.</ref></div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Within certain indigenous communities, people do not typically seek out explanations beyond basic observation. This is because they are competent in learning through astute observation and often nonverbally encourage to do so. In a Guatemalan footloom factory, amateur adult weavers observed skilled weavers over the course of weeks without questioning or being given explanations; the amateur weaver moved at their own pace and began when they felt confident.<ref name="Barbara Rogoff"/> The framework of learning how to weave through observation can serve as a model that groups within a society use as a reference to guide their actions in particular domains of life.<ref name="J. Gee">{{cite journal|last=Gee|first=J.|author2=Green, J|title=Discourse analysis, learning and social practice: A methodological study|journal=Review of Research in Education|year=1998}}</ref> Communities that participate in observational learning promote tolerance and mutual understand of those coming from different cultural backgrounds.<ref>Often, children in Indigenous American communities find their own approach to learning and assume most of the responsibility for their learning.</ref></div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Observational learning in everyday life ==</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Observational learning in everyday life ==</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Observational learning allows for new skills to be learned in a wide variety of areas. Demonstrations help the modification of skills and behaviors.<ref name=":1">{{Citation|last1=McCullagh|first1=Penny|title=Observational learning: The forgotten psychological method in sport psychology.|date=2002|url=http://content.apa.org/books/10465-007|work=Exploring sport and exercise psychology (2nd ed.).|pages=131–149|editor-last=Van Raalte|editor-first=Judy L.|publisher=American Psychological Association|language=en|doi=10.1037/10465-007|isbn=978-1-55798-886-7|access-date=2020-05-05|last2=Weiss|first2=Maureen R.|editor2-last=Brewer|editor2-first=Britton W.}}</ref></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Observational learning allows for new skills to be learned in a wide variety of areas. Demonstrations help the modification of skills and behaviors.<ref name=":1">{{Citation|last1=McCullagh|first1=Penny|title=Observational learning: The forgotten psychological method in sport psychology.|date=2002|url=http://content.apa.org/books/10465-007|work=Exploring sport and exercise psychology (2nd ed.).|pages=131–149|editor-last=Van Raalte|editor-first=Judy L.|publisher=American Psychological Association|language=en|doi=10.1037/10465-007|isbn=978-1-55798-886-7|access-date=2020-05-05|last2=Weiss|first2=Maureen R.|editor2-last=Brewer|editor2-first=Britton W.<ins style="font-weight: bold; text-decoration: none;">|url-access=subscription</ins>}}</ref></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== Learning physical activities ===</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>=== Learning physical activities ===</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>When learning skills for physical activities can be anything that is learned that requires physical movement, this can include learning a sport, learning to eat with a fork, or learning to walk.<ref name=":1" /> There are multiple important variables that aid in modifying physical skills and psychological responses from an observational learning standpoint. Modeling is a variable in observational learning where the skill level of the model is considered. When someone is supposed to demonstrate a physical skill such as throwing a baseball the model should be able to execute the behavior of throwing the ball flawlessly if the model of learning is a mastery model.<ref name=":1" /> Another model to utilize in observational learning is a coping model, which would be a model demonstrating a physical skill that they have not yet mastered or achieved high performance in.<ref>{{Citation|last1=McCullagh|first1=Penny|chapter=Modeling: Is what you see, what you get?|title=Exploring sport and exercise psychology |edition=3rd |pages=139–162|publisher=American Psychological Association|isbn=978-1-4338-1357-3|last2=Ste-Marie|first2=Diane|last3=Law|first3=Barbi|year=2014|doi=10.1037/14251-007}}</ref> Both models are found to be effective and can be utilized depending on the what skills is trying to be demonstrated.<ref name=":1" /> These models can be used as interventions to increase observational learning in practice, competition, and rehabilitation situations.<ref name=":1" />Observational learning is also dependent on the learner's intentions and goals where performance can be enhanced by increasing instruction and beneficial feedback depending on the individual's age, personality, and abilities.<ref>{{Cite journal |last1=Hodges |first1=Nicola J. |last2=Williams |first2=A. Mark |last3=Hayes |first3=Spencer J. |last4=Breslin |first4=Gavin |date=2007 |title=What is modelled during observational learning? |url=http://dx.doi.org/10.1080/02640410600946860 |journal=Journal of Sports Sciences |volume=25 |issue=5 |pages=531–545 |doi=10.1080/02640410600946860 |pmid=17365540 |issn=0264-0414}}</ref></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>When learning skills for physical activities can be anything that is learned that requires physical movement, this can include learning a sport, learning to eat with a fork, or learning to walk.<ref name=":1" /> There are multiple important variables that aid in modifying physical skills and psychological responses from an observational learning standpoint. Modeling is a variable in observational learning where the skill level of the model is considered. When someone is supposed to demonstrate a physical skill such as throwing a baseball the model should be able to execute the behavior of throwing the ball flawlessly if the model of learning is a mastery model.<ref name=":1" /> Another model to utilize in observational learning is a coping model, which would be a model demonstrating a physical skill that they have not yet mastered or achieved high performance in.<ref>{{Citation|last1=McCullagh|first1=Penny|chapter=Modeling: Is what you see, what you get?|title=Exploring sport and exercise psychology |edition=3rd |pages=139–162|publisher=American Psychological Association|isbn=978-1-4338-1357-3|last2=Ste-Marie|first2=Diane|last3=Law|first3=Barbi|year=2014|doi=10.1037/14251-007}}</ref> Both models are found to be effective and can be utilized depending on the what skills is trying to be demonstrated.<ref name=":1" /> These models can be used as interventions to increase observational learning in practice, competition, and rehabilitation situations.<ref name=":1" />Observational learning is also dependent on the learner's intentions and goals where performance can be enhanced by increasing instruction and beneficial feedback depending on the individual's age, personality, and abilities.<ref>{{Cite journal |last1=Hodges |first1=Nicola J. |last2=Williams |first2=A. Mark |last3=Hayes |first3=Spencer J. |last4=Breslin |first4=Gavin |date=2007 |title=What is modelled during observational learning? |url=http://dx.doi.org/10.1080/02640410600946860 |journal=Journal of Sports Sciences |volume=25 |issue=5 |pages=531–545 |doi=10.1080/02640410600946860 |pmid=17365540 |issn=0264-0414<ins style="font-weight: bold; text-decoration: none;">|url-access=subscription </ins>}}</ref></div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Neuroscience==</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Neuroscience==</div></td></tr>
</table>imported>OAbothttp://debianws.lexgopc.com/wiki143/index.php?title=Observational_learning&diff=34824&oldid=prev95.239.167.248: /* developmental psychopathology perspective */2025-05-28T04:31:01Z<p><span class="autocomment">developmental psychopathology perspective</span></p>
<a href="http://debianws.lexgopc.com/wiki143/index.php?title=Observational_learning&diff=34824">Show changes</a>95.239.167.248