Editing Observational learning (section)

===Comparisons with imitation===
Observational learning is presumed to have occurred when an organism copies an improbable action or action outcome that it has observed and the matching behavior cannot be explained by an alternative mechanism. Psychologists have been particularly interested in the form of observational learning known as imitation and in how to distinguish imitation from other processes. To successfully make this distinction, one must separate the degree to which behavioral similarity results from (a) [[Genetic predisposition|predisposed behavior]], (b) increased motivation resulting from the presence of another animal, (c) attention drawn to a place or object, (d) learning about the way the environment works, as distinguished from what we think of as (e) imitation (the copying of the demonstrated behavior).<ref>{{cite journal | last1 = Zentall | first1 = Thomas R | year = 2012 | title = Perspectives On Observational Learning In Animals | journal = Journal of Comparative Psychology | volume = 126 | issue = 2| pages = 114–128 | doi=10.1037/a0025381| pmid = 21895354 | citeseerx = 10.1.1.401.6916 }}</ref>

Observational learning differs from [[imitative learning]] in that it does not require a duplication of the behavior exhibited by the model. For example, the learner may observe an unwanted behavior and the subsequent consequences, and thus learn to refrain from that behavior. For example, Riopelle (1960) found that monkeys did better with observational learning if they saw the "tutor" monkey make a mistake before making the right choice.<ref>{{cite journal | last1 = Riopelle | first1 = A.J. | year = 1960 | title = Observational learning of a position habit by monkeys | journal = Journal of Comparative and Physiological Psychology | volume = 53 | issue = 5| pages = 426–428 | doi=10.1037/h0046480| pmid = 13741799 }}</ref> Heyes (1993) distinguished imitation and non-imitative social learning in the following way: imitation occurs when animals learn about behavior from observing conspecifics, whereas non-imitative social learning occurs when animals learn about the environment from observing others.<ref>{{cite journal | last1 = Heyes | first1 = C. M. | s2cid = 53164177 | year = 1993 | title = Imitation, culture and cognition | journal = Animal Behaviour | volume = 46 | issue = 5| pages = 999–1010 | doi=10.1006/anbe.1993.1281}}</ref>

Not all imitation and learning through observing is the same, and they often differ in the degree to which they take on an active or passive form. [[John Dewey]] describes an important distinction between two different forms of imitation: imitation as an end in itself and imitation with a purpose.<ref>{{cite book|last1=Dewey|first1=John|title=Democracy and Education|url=https://archive.org/details/in.ernet.dli.2015.219789|date=1916|publisher=Macmillan Co.|location=New York}}</ref> Imitation as an end is more akin to mimicry, in which a person copies another's act to repeat that action again. This kind of imitation is often observed in animals. Imitation with a purpose utilizes the imitative act as a means to accomplish something more significant. Whereas the more passive form of imitation as an end has been documented in some European American communities, the other kind of more active, purposeful imitation has been documented in other communities around the world.

Observation may take on a more active form in children's learning in multiple [[Child development of the indigenous peoples of the Americas|Indigenous American communities]]. [[Ethnographic]] [[anthropological]] studies in Yucatec Mayan and Quechua Peruvian communities provide evidence that the home or community-centered economic systems of these cultures allow children to witness first-hand, activities that are meaningful to their own livelihoods and the overall well-being of the community.<ref name="Alta Mira Press">{{cite book|last1=Gaskins|first1=Paradise|title=The Anthropology of Learning in Childhood|publisher=Alta Mira Press|pages=Chapter 5}}</ref> These children have the opportunity to observe activities that are relevant within the context of that community, which gives them a reason to sharpen their attention to the practical knowledge they are exposed to. This does not mean that they have to observe the activities even though they are present. The children often make an active decision to stay in attendance while a community activity is taking place to observe and learn.<ref name="Alta Mira Press"/> This decision underscores the significance of this learning style in many indigenous American communities. It goes far beyond learning mundane tasks through rote imitation; it is central to children's gradual transformation into informed members of their communities' unique practices. There was also a study, done with children, that concluded that Imitated behavior can be recalled and used in another situation or the same.<ref>{{cite journal | last1 = McLaughlin | first1 = L. J. | last2 = Brinley | first2 = J. F. | year = 1973 | title = Age and observational learning of a multiple-classification task | journal = Developmental Psychology | volume = 9 | issue = 1| pages = 9–15 | doi = 10.1037/h0035069 }}</ref>