Editing Observational learning (section)

===Peer model influences===
Observational learning is very beneficial when there are positive, reinforcing peer models involved. Although individuals go through four different stages for observational learning: attention; retention; production; and motivation, this does not simply mean that when an individual's attention is captured that it automatically sets the process in that exact order. One of the most important ongoing stages for observational learning, especially among children, is motivation and [[Reinforcement|positive reinforcement]].<ref>{{Cite book |last1=Shaffer |first1=D.R. |title=Developmental psychology: Childhood and adolescence |last2=Kipp |first2=K. |publisher=Cengage Learning |year=2013}}</ref>

Performance is enhanced when children are positively instructed on how they can improve a situation and where children actively participate alongside a more skilled person. Examples of this are scaffolding and guided participation. Scaffolding refers to an expert responding contingently to a novice so the novice gradually increases their understanding of a problem. Guided participation refers to an expert actively engaging in a situation with a novice so the novice participates with or observes the adult to understand how to resolve a problem.<ref>Schaffer, David et al. (2010). Developmental Psychology, Childhood and Adolescence. 284</ref>