Bandura's Bobo doll experiment involved children viewing adults act aggressively toward the Bobo doll. When left alone with the Bobo doll, the children acted in the same manner toward the doll as they had observed the adults doing. This supported the idea of children observing, then imitating, a certain behavior, which are two key factors in observational learning.

Seligman's work on learned helplessness began as a traditional classical conditioning study pairing the ringing of a bell with an electric shock. What surprised Seligman and his team was what occurred in the later part of the study, when the team changed the dogs' environment to give them a chance to escape the area administering the shock: because the dogs had been conditioned to understand that a shock would always follow the bell's ringing, they did not even try to exit the dangerous area. That is to say, they had learned helplessness.

Evolving the theory of behaviorism to include a social component, Albert Bandura introduced the concept of observational learning. He declared that humans are quite capable of learning by observing the sequence of behaviors and consequences in others. For example, if a young lad watches his older brother receive a reprimand from his mother for picking flowers from the flowerbed, he will learn that the same consequences would apply to him if he were to do the same.

Self-efficacy is a concept introduced by Albert Bandura as part of his theory on observational learning. While much of his theory focused on social learning, he also described aspects of learning that involved just the individual. Personal determination and self-knowledge are not Bandurian terms. Reciprocal determinism is a term introduced by Bandura but is associated with the interaction between the individual and the social environment.

Bandura’s experiment demonstrated that children who observe aggressive behavior that is praised or encouraged are more likely to mimic what they see. Scientist reached this conclusion by comparing these aggressive behaviors with the relatively unaggressive behaviors of children who witnessed aggressive actions that were not praised and negatively reinforced. 

In the 1970s, Mary Ainsworth formulated the Strange Situation procedure to observe and study the attachment relationships between mothers (or caregivers) and children. This model of classification applies to children between ages 9 and 18 months and includes "attachment styles," such as secure, anxious-avoidant, and anxious-ambivalent.

Mary Ainsworth is a developmental psychologist who came up with the Strange Situation paradigm to observe how children react when their caregiver re-enters the room after having left prior. The four main attachment styles are secure, avoidant, disorganized, and resistant.

The Apgar Scale is composed of five measures, each graded with an integer from 0 through 2; in total, there is a total possible range of 0 to 10, with a higher score indicating better health. Though it is not often attained, a 10 is the highest possible score on this scale.

Secure, avoidant, ambivalent, and disorganized are the four categories of attachment determined by Mary Ainsworth. As revealed by "the strange situation," children with secure attachments are upset when the mother leaves and soothed when she returns. Children with avoidant attachments ignore the mother when she leaves and ignore her when she returns. Children with ambivalent attachments are upset when the mother leaves and aren't soothed when she returns. Children with disorganized attachments react to the strange situation in ways not covered by the other three categories.

Mary Ainsworth conducted the "strange situation" experiment, in which young babies were briefly separated from their mothers in an unfamiliar laboratory environment. She used this scenario to assess the infants' responses to separation, and out of these responses she came up with 4 attachment styles. These styles of attachment continue to be used by psychologists today.