One of the biggest challenges to behaviorism came from studies of observational learning conducted by Albert Bandura and colleagues. (Schunk, 2012) In contrast to Skinner Bandura's social cognitive theory, people learn new actions simply by observing others perform them. Observers did not have to perform the actions at the time of learning. (Schunk, 2012) For example, new employees watch their employer demonstrate how to package a knife and ship it. The employee would not necessarily have to do the task to learn how to do it. The heart of observational learning is modeling, which is more than simple imitation, because it involves adding and subtracting from behavior. Bandura recognized four processes that govern observational learning; paying attention or noticing what a model does, teachers often make the model more distinctive by using bright colors or oversized features. Representation that requires cognitive organization, rehearsal, encoding, and transformation of modeled information for storage in memory (Schunk, 2012). Production of the behavior or production of the behavior that is observed and motivation, i.e. the observer must be motivated to perform the observed behavior. (Glaring Facts, 2011) They perform those actions that they believe will lead to rewarding results. People learn not only from their own experience but by observing the behaviors of others. Vicarious learning allows individuals to learn a new behavior without undergoing the process of trial and error to perform it. (Pajares, 2002) Enactive learning involves learning from the consequences of one's actions. Every behavior is followed by some consequence, but whether that consequence reinforces the behavior depends on the person's knowledge... middle of the paper... someone else is rewarded or punished for it. In essence, behaviorists believe that learning must be represented by a permanent change in behavior. Social learning theorists, on the other hand, believe that people can learn without showing it in their behavior. References: Burton, D. L. (1999). An Examination of Social Cognitive Theory with Differences between Slyly Aggressive, Physically Aggressive, and Nonaggressive Children in State Custody. Violence and victims, 14,2,161-178.docprintview/208556067/131141http://www.ehow.com/about_5421206_limitations-social-cognitive -theory.htmlhttp://www.glaringfacts.com/social-cognitive-theory-bandura/ Pajares (2002).Overview of social cognitive theory and self-efficacy. August 9, 2011, from http://emory.edu/education/mfp/eff.htmlSchunk, D.H. (2012).Learning Theories: An Educational Perspective. Boston, MA: Pearson.6th edition.