Effects Of Observational Learning Research Articles

Downstream Effects of Observational Threat Learning: Generalization and Reversal Learning across Development

Downstream Effects of Observational Threat Learning: Generalization and Reversal Learning across Development

The Effect of Observational Learning and Word of Mouth Learning on Consumer Behaviors

This article explores two learning methods of social interaction in social media and e-commerce environments: observational learning and word-of-mouth learning, and their impact on consumer behavior. This article summarize the influence of two learning methods on consumer behavior in social interaction, and their differences. The article found that both observational learning and word-of-mouth learning have a significant impact on consumer behavior, with positive observational learning having a clear effect on information., Negative word-of-mouth learning information has a stronger influence on consumer decision-making. Observational learning enhances external motivation, while word-of-mouth learning stimulates internal motivation. When highly involved in product decision-making, word-of-mouth details are more critical; Low involvement products allow for more effective observation and learning of information. The impact of word-of-mouth learning on long-term decision-making increases over time. Observing and learning information spreads quickly, while word-of-mouth information spreads slowly. Understanding these mechanisms is crucial for e-commerce platforms and sellers to develop marketing strategies.

Modeling the effect of observational social learning on parental decision-making for childhood vaccination and diseases spread over household networks.

In this paper, we introduce a novel model for parental decision-making about vaccinations against a childhood disease that spreads through a contact network. This model considers a bilayer network comprising two overlapping networks, which are either Erdős-Rényi (random) networks or Barabási-Albert networks. The model also employs a Bayesian aggregation rule for observational social learning on a social network. This new model encompasses other decision models, such as voting and DeGroot models, as special cases. Using our model, we demonstrate how certain levels of social learning about vaccination preferences can converge opinions, influencing vaccine uptake and ultimately disease spread. In addition, we explore how two different cultures of social learning affect the establishment of social norms of vaccination and the uptake of vaccines. In every scenario, the interplay between the dynamics of observational social learning and disease spread is influenced by the network's topology, along with vaccine safety and availability.

VIETNAMESE HIGH SCHOOL STUDENTS’ PERSPECTIVES ON THE EFFECTS OF OBSERVATIONAL LEARNING ON THEIR WRITING PERFORMANCE

The objective of this study was to investigate EFL students’ perspectives on the effects of observational learning in writing classes. This research is an embedded design mixed-methods study including interviews taking place after the survey using a questionnaire to clarify and investigate students’ perspectives on the impact of observational learning on their writing knowledge, writing process, and writing products. The questionnaire based on the literature review on observational learning was designed and delivered to 26 students who took three writing lessons with observational tasks to collect data on their perspectives which were further deepened by an interview with three volunteers. The students reported that learning through observation had a positive impact on their writing knowledge, writing process, and written products. The study offers useful implications for teaching writing through observational learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0358/a.php" alt="Hit counter" /></p>

The Effect of Observational Learning on Self-Efficacy by Sport Competition Condition, Performance Level of Team Members, and Whether You Win or Lose.

This study examined the effect of athletes’ competition conditions, personal performance level, and attributions toward winning or losing on the relationship between observational learning (OL) and self-efficacy (SE) based on social cognitive theory and social comparison theory. Study 1 verified the validity and reliability of the Korean versions of the Functions of Observational Learning Questionnaire (FOLQ) and the SE Questionnaire. Study 2 investigated differences in the degree to which OL predicts SE in different pressure conditions and personal performance levels. The results showed that OL increased SE in high-performing athletes in high-pressure games and better predicted SE in low-performing athletes in low-pressure games. Study 3 tested the double-mediating effects of effect and OL on the effect of attributions about winning or losing on SE. The results showed that a stronger perception that the cause of winning was internal was associated with increased pride, OL, and SE.

Use of Observational Learning to Promote Motor Skill Learning in Physical Education: A Systematic Review.

Observational learning is an effective pedagogical approach that can influence students’ motor skill development at every level of physical education (PE). This study aimed to systematically summarize the evidence on observational learning for motor skill learning in PE and to generalize the evidence on the effect of model formats and verbal cues during observational learning. An electronic search of eight databases was conducted. Eighteen studies were included and their methodological quality was assessed using the Physiotherapy Evidence Database Scale. Best evidence synthesis (BES) was used to assess levels of evidence. Strong evidence supported the effect of observational learning on students’ motor skill learning compared to students who did not participate in observational learning. Moderate evidence suggested that there is no significant difference in the effectiveness of observing an expert model compared to a self-model. Conflicting evidence was identified for the effect of the presence of verbal cues compared to the absence of verbal cues during observational learning. The results suggest that observational learning is useful for students’ motor skill learning in PE. Given the influences of potential factors, we recommend that future studies investigate how observational learning interacts with verbal cues on students’ motor skill learning.

Multilevel Analysis of the Effects of Experiential and Observational Learning on Team Performance

In spite of competing in an increasingly large number of tournaments, do e-Sports players have the ability to learn and improve on a continuous basis? This question is deeply connected with experiential learning theory because players could acquire experience through repetitive participation with diminishing marginal gains. Observational learning serves as a complementary learning mechanism, allowing players to utilize external sources of knowledge (or others) to accelerate their learning process. This study hence advances a dynamic and integrated research model that scrutinizes peer- and rival-based observational learning as moderators of the influences exerted by experiential learning on incremental absorptive capability and team performance. Analyzing data collected from 78,645 teams and 36,422 players involved in e-Sports games, we revealed that peer- and rival-based observational learning steepen the inverted U-shaped relationship between experiential learning and players’ incremental absorptive capability. In addition, peer-based observational learning flattens the U-shaped relationship between experiential learning and team performance, whereas rival-based observational learning steepens the U-shaped relationship between experiential learning and team performance. It is also found that a player’s incremental absorptive capability enhances team performance.

Seeing others is believing-analgesic placebo effects through observational learning?

HintergrundEs gibt viele Studien zur Placeboanalgesie und deren zugrundliegenden Wirkmechanismen, die eine Behandlung von Patient:innen mit chronischen Schmerzen signifikant verbessern können. Beobachtungslernen als ein Wirkmechanismus wurde hingegen noch wenig untersucht.FragestellungDas Ziel der Arbeit ist es, einen Überblick über die aktuelle Forschungslage zu Placeboanalgesie durch Beobachtungslernen zu geben. Dabei soll geklärt werden, ob Beobachtungslernen überhaupt einen signifikanten Placeboeffekt auslösen kann und durch welche Faktoren dieses Lernen beeinflusst wird.Material und MethodenDafür wurden die Forschungsdatenbanken nach Studien zur Placeboanalgesie durch Beobachtungslernen durchsucht.ErgebnisseNach der Anwendung der Ein- und Ausschlusskriterien verblieben 12 Studien. Es gab nur eine Studie, die an Patient:innen mit chronischen Schmerzen durchgeführt wurde. Die geringe Anzahl an Studien lässt noch keine allgemeingültigen Aussagen zu, aber es gibt erste Hinweise für die folgenden Aussagen: Beobachtungslernen von Placeboeffekten ist unter Laborbedingungen möglich und eine Aufmerksamkeitslenkung ist wichtig. Die Effektstärken reichen von klein bis groß. Die Effekte von klassischer Konditionierung und Beobachtungslernen sind vergleichbar. Live-Modelle, Videoaufnahmen und Bilder lösen ähnliche Effekte aus. Beobachtungslernen führt zu einer Erwartungsänderung.DiskussionDie vorliegende Evidenz liefert die Grundlage dafür, dass theoretisch und auch praktisch klinisch signifikante Effekte möglich sind. Weitere Studien sind nötig, um diese Aussagen verlässlich auch auf chronische Schmerzpatient:innen zu beziehen.

In-Store Use of Mobile Technology and Observational Learning Effects

In-Store Use of Mobile Technology and Observational Learning Effects

Pricing and observational learning in crowdfunding: The moderate effect of target

This paper studies pricing and observational learning in a reward-based crowdfunding campaign context. The creator sets a funding target and uses different pricing strategies in order to make the project successful: menu price and other static or dynamic price strategies, such as low price, high price, and intertemporal price. In a sequential game, the creator needs to choose the optimal pricing strategy with or without information disclosure. With information disclosure, the follower can infer the quality of the product by observing the former’s decision. We found that this observational learning effect is a double-edged sword and is positively moderated by the target when different pricing strategies are adopted: on one hand, it will benefit the creator from an intertemporal pricing strategy or high price strategy if the target is very high; on the other hand, it has an adverse effect on the profit if menu price (high price) is adopted when the target is relatively (very) low. In some conditions, menu price (high price) without information disclosure will be optimal when the target is relatively (very) low.

The paradoxical effect of prior operating experience and observational learning on new market entry

AbstractWe study how prior operating experience interacts with observational learning to exert paradoxical effects on market entry. When a new market disrupts a firm’s standing routines, greater operating experience with these routines complicates adaptation and increases the firm’s uncertainty about the feasibility of entering, thereby delaying its entry. Yet, this entry uncertainty simultaneously prompts the firm to rely more heavily on learning from the observation of others entering which, in turn, hastens its entry. Patterns are opposite for firms that can leverage their standing routines into the new market. Here, greater operating experience and resultant momentum to extrapolate existing routines reduce a firm’s uncertainty about the feasibility of entry. This directly accelerates their entry but also diminishes the indirect, accelerating influence of observational learning. Because of these opposite dynamics, entry rates between firms with these different types of prior operating experience begin to diminish. Empirical analysis of entry patterns into the deregulation-created electric power trading market supports our theory and calls for modifications to previous expectations of prior operating experience exerting either a purely delaying or accelerating effect on entry, and, further, draws attention to the indirect pathways through which prior experience shapes entry patterns.

The Role of the Observers’ Perception of a Model's Self-Confidence in Observationally Induced Placebo Analgesia

The aim of this study was to investigate the effect of a model's self-confidence as well as the observer's self-esteem and self-efficacy on observationally acquired placebo analgesia. In addition, we aimed to verify the stability of the placebo effect induced by observational learning. Participants (n = 60) were randomly assigned to one of three groups: a self-confident model, an unself-confident model, and a control group. In the experimental groups, participants watched a videotaped model who rated the intensity of electrocutaneous pain stimuli applied in the placebo condition as lower than those applied in the non-placebo condition. The different levels of self-confidence in these groups were manifested in the body posture and facial expressions of the model as well as in specific behavior that accompanied the assessment of pain. Then, 16 electrocutaneous pain stimuli of the same intensity, preceded by the placebo or non-placebo, were applied to participants. In both experimental groups, in contrast to the control group, participants experienced less pain in the placebo than in the non-placebo condition. Although the magnitude of placebo analgesia did not differ between the experimental groups, multiple regression analysis revealed that the perceived self-confidence of the model, but not the self-efficacy or self-esteem of the observer, was a significant predictor of the placebo effect. Moreover, placebo analgesia induced by observational learning did not extinguish over the course of the experiment. These results support the premise that the observers’ perception of a model's self-confidence plays a significant role in placebo effects. PerspectiveThe results of this study open the discussion on the role of model's features in the effectiveness of observational learning in the induction of placebo effects. The study provides the very first suggestion that the perceived self-confidence of the model may be related to the magnitude of the observationally induced placebo analgesia. It suggests that self-confidence of other patients and medical staff might affect individual pain experiences.

The power of social learning: How do observational and word-of-mouth learning influence online consumer decision processes?

Observational learning (OL) and word-of-mouth learning (WOML), two main types of social learning, can influence online consumer decisions. The consumer decision process is not limited to consumption decisions; it may be viewed as a problem-solving process that includes three stages: search, evaluation, and purchase. To date, the effects and the mechanisms of OL and WOML on the purchase process remain unclear for both researchers and marketers. In this study, we examined the differences between the effects of OL and WOML on consumers’ decisions at three online shopping stages through the theoretical route of motivation reinforcement. This approach revealed the influencing mechanisms, and we further investigated the moderating role of product involvement. We found that WOML has a greater influence on the consumer decision process than OL when consumers purchase high-involvement products, while OL has a greater influence on the consumer decision process than WOML when consumers purchase low-involvement products. Furthermore, OL will reinforce consumers’ extrinsic motivations, while WOML will reinforce consumers’ intrinsic motivations, which are negatively moderated by product involvement and sequentially affect the consumer decision process. This study enhances the theoretical understanding of the effects and mechanisms of social learning on the consumer decision process. Our findings provide meaningful insights for platform managers and sellers on how to effectively assist consumers from the beginning to the end of the purchase process.

Reward‐Based Crowdfunding: The Role of Information Disclosure

ABSTRACTThis article studies the role and value of information disclosure in a reward‐based crowdfunding campaign for a new product development (NPD) project under quality uncertainty. The creator sets a funding target that is subject to a minimum capital requirement and prices for a leading backer and a following backer arriving in two sequential periods. The backers form a prior belief about the quality of the product and update their valuation according to their private signals before they decide whether to bid for the products. The leading backer's bid, if disclosed, may be used by the subsequent backer to infer the former's private signal. We identify two interacting effects that drive the bidding decisions and the profitability of the campaign: an observational learning effect driven by information disclosure and a targeting effect. When the target is relatively high, information disclosure can always benefit the creator. When the target is relatively low, information disclosure may hurt the creator. The optimal target level is always equal to the minimum capital requirement. We further extend the analysis to a setting with a forward‐looking leading backer who may strategically wait and identify the conditions under which information disclosure can also increase the profitability of the campaign. Interestingly, to counteract the strategic delay, the optimal target can be set higher than the minimum capital requirement in the presence of information disclosure.

The Implication of Bandura’s Vicarious Reinforcement in Observational Learning for Christian Education

This study reviews Bandura’s vicarious reinforcement in observational learning process and implies this concept into Christian education in terms of spiritual role modeling. The first part of this study answers three questions: “what is vicarious reinforcement?” “how does vicarious reinforcement take place in observational learning?” and “how does vicarious reinforcement affect observer’s behavior change?” Bandura conceptualizes the learning process with observational learning and imitative or non-imitative performance. Based on this concept, Bandura define the roles of vicarious reinforcement in the four steps of observational learning process: attention, retention, motor reproduction, and motivational process. Also, the three effects of vicarious reinforcements are explained in the following categories: the observational learning effect, inhibitory or disinhibitory effects, and eliciting effect. Adapting the structure of observational learning theory in terms of the effect of vicarious reinforcement and the function of role models, the second part of this study examines the biblical concept of imitation of Christ and the modeling strategy of discipleship. Especially Paul’s spiritual role model serves as positive vicarious reinforcement for the Christian believers to perform the desired behaviors. Also, Paul’s condemnation serves as explicit negative vicarious reinforcement. Then, the last part of this study covers the implication of these findings from observational learning and empirical studies in terms of spiritual role modeling to Christian education.

Reward-based Crowdfunding: The Role of Information Disclosure

This paper studies the role and value of information disclosure in a reward-based crowdfunding campaign for a new product development project under quality uncertainty. The creator sets a funding target that is subject to a minimum capital requirement and prices for a leading backer and a following backer arriving in two sequential periods. The backers form a prior belief about the quality of the product and update their valuation according to their private signals before they decide whether to bid for the products. The leading backer's bid, if disclosed, may be used by the subsequent backer to infer the former's private signal. We identify two interacting effects that drive the bidding decisions and the profitability of the campaign: an observational learning effect driven by information disclosure and a targeting effect. When the target is relatively high, information disclosure can always benefit the creator. When the target is relatively low, information disclosure may hurt the creator. The optimal target level is always equal to the minimum capital requirement. We further extend the analysis to a setting with a forward-looking leading backer who may strategically wait and identify the conditions under which information disclosure can also increase the profitability of the campaign. Interestingly, to counteract the strategic delay, the optimal target can be set higher than the minimum capital requirement in the presence of information disclosure.

숙련자의 주시행동에 근거한 시각적 안내 단서 관찰학습이 초보자의 골프 퍼팅 학습에 미치는 영향

[목적] 본 연구의 목적은 숙련 선수의 주시행동에 근거한 시각적 안내 단서가 초보자의 주시행동 및 골프 퍼팅의 수 행 결과에 미치는 영향을 분석함으로써 시각적 안내 단서 제공에 따른 골프 퍼팅의 학습 효율성을 검토하는 것이다. [방법] 30명의 초보 남자 골퍼가 참여하였으며, 관찰 집단, 시각적 안내 단서 관찰 집단, 그리고 통제 집단에 무작위 로 배정되었다. 사전검사 다음날부터 10일간 참여자들은 집단별로 배정된 방식으로 실험 중재를 받았다. 사후검사와 지연된 사후검사는 각각 실험 중재 종료 다음날과 3일 후에 실시하였으며, 사전검사와 동일한 방식으로 진행되었다. [결과] 시각적 안내 단서 관찰 집단은 사후검사와 3일 후에 실행된 지연된 사후검사에서 우수한 수행을 보였다. 게다 가 시각적 안내 단서 관찰 집단은 다른 두 집단 보다 네 가지 국면 모두에서 중요 정보에 대한 주의 처리가 요구되는 영역에서는 증가된 주시 기간을 불필요한 영역에는 감소된 주시 기간과 빈도를 나타내었다. [결론] 이러한 결과는 활 동관찰 동안 숙련 선수의 주시행동에 기반한 시각적 안내 단서의 제공이 복잡한 운동기능의 습득을 가속화 시킬 수 있음을 시사한다.

When to Broadcast? An Analysis of Inventory Disclosure Policies for Online Flash Sales

The extant literature on sales of limited inventory has provided evidence for the impact of disclosing inventory on the expected sales. However, an important question still remains: when is the best timing for the disclosure? In this paper, we analyze common disclosure policies: always-to-disclose, never-to-disclose, and fixed threshold policies. We also propose and analyze a time-dependent threshold policy, which is optimal under certain assumptions. We first derive the expected total sales under a given threshold and then develop a dynamic-programming-based algorithm to optimize the parameters of the proposed policy. We also develop a customer choice model under a Bayesian updating framework, which captures the observational learning and scarcity effects. Through a numerical study, we find that both threshold policies outperform the two simple policies when the learning effect dominates the scarcity effect, and the fixed threshold policy is near optimal in such cases. However, when the scarcity effect dominates, employment of a threshold policy may backfire, as the customers may interpret not disclosing as a signal of slow sales. Moreover, when both effects are weak, there is clearly room for improvement in the fixed threshold policy, and it is desirable for the platform to employ the proposed policy. Therefore, our study provides not only efficient procedures for policy optimization but valuable guidelines for policy selection under different customer behaviors.

115 How does Model Identity Influence Observational Learning in Information Technology? Insights from Older Adults

Abstract Introduction Older people are known as digital immigrants who are not born in the digital age and face many difficulties to effectively use information technology (IT). Therefore, the role of behavioral intervention such as observational learning becomes increasingly salient to assist older people to learn IT skills for better technology adoption. This study aimed to investigate the effectiveness of observational learning through behavior modeling in enhancing older adults’ IT acceptance. It is also expected that model identity from generational perspective (i.e., child, young, peer) would moderate the observational learning outcomes. Method Drawing from the social cognitive theory, observational learning experiment was conducted using a between-group design, wherein 59 community-dwelling Chinese older adults from Hong Kong completed all tasks. Three learning groups with different behavior models were set, viz, a child model group (21 older learners), a young model group (19 older learners), and a peer model group (19 older learners). Training outcomes were measured through objective quiz and subjective questionnaire. The pre and post learning differences, between group differences, and the effects of learning outcomes on usage intention were analyzed using paired t-test, ANOVA test, and multiple linear regression, respectively. Results This study affirmed the effectiveness of observational learning in improving older adults’ technology knowledge, self-efficacy, outcome expectations, and sense of social connectedness of using IT (all with p < 0.01). From generational perspectives, peer model is more influential than young or child model in increasing older adults’ self-efficacy (F = 3.878; p < 0.05) and willingness regarding using IT (F = 6.031; p < 0.01). Conclusion Results of this study contribute to the innovation of behavior intervention techniques for older adults to enhance their IT adoption. From the practical aspect, the results offer fresh insights for practitioners and trainers who design and deliver technology training programs for older adults.

Physical and observational practices of unusual actions prime action verb processing

Numerous studies have highlighted a strong relationship between language and sensorimotor processes, showing, for example, that perceiving an action influences subsequent language processing. Moreover, previous studies have demonstrated that the context in which actions are perceived is crucial to enable this action-language relationship. In particular, action verb processing is facilitated when an action is perceived in its usual context (e.g., someone watering a plant) but not in an unusual context (e.g., someone watering a computer). This difference could be explained in terms of experience; because people always practice actions in accordance with the context, they have no (visual or motor) experience related to the unusual context. The aim of the present study was to test this assumption by assessing and comparing the effect of physical practice and observational learning on the action-language relationship. The results of two experiments showed a facilitation effect of both training methods. Whereas usual actions systematically prime action verb processing, the link between action and language appears for unusual actions only after training by practicing (experiment 1, physical practice) or observing (experiment 2, observational learning). Overall, these findings support the role of experience in the activation of sensorimotor representations during action verb processing.