Our third theory of
Learning
P34-35 Orange Pack
P339-342 Brain Text Book
By the end of today’s session
You will be able to You will learn the meaning of the following key terms...
Describe Social
Learning Theory
See page 1 orange pack
Define the Approach (iii)
Content (D)
Explain gender development in terms of SLT
Content (E)
Imitation
Modelling
Observation
Vicarious reinforcement
Identification
Shaping
Make sure you have a white board ready http://www.youtube.com/watch?v=P8tcnF_Styw
What does this advert suggest about children’s attitudes and behaviour?
S
Behaviourism
R
Behaviourists aren’t interested in what happens in between S and R. They don’t think it is relevant!
S
Social learning theory
O R
Social Learning Theorists say important things take place in the mind of the organism that mediate between S and R.
Human’s aren't the same as animals. They say we do need to know about a person’s mental processes .
Bandura agreed with the behaviourist learning theories……which are….?
Classical conditioning
Operant conditioning
But
He was interested in
The mediating processes between stimulus & response
The role of Observation in learning
Bandura’s research in the 1960’s suggested that children seem to learn by observation and imitation without being directly reinforced.
He called this ……
We model ourselves on other people
We choose our own role models
This is a COGNITIVE PROCESS. People actively seek out and decide who they want to be like.
Copying the behaviour of a chosen person - a ‘role model’ depends on a number of factors.
Same gender
Same age/slightly older
Attractive
Higher status/powerful
Popular
Admired or/and respected
Someone we can identify with
Observation
We have to notice the behaviour
(GIVE ATTENTION) and remember what we’ve seen
(RETENTION)
This is simply
copying behaviour and is the fastest type of learning in humans.
Behaviour may be imitated because it is seen as rewarding in some way.
Bandura believed that four criteria need to be met for imitation to occur
1. Attention to the role model
2. Retention of the observed behaviour
3. Reproduction of the target behaviour
4. Motivation to imitate the observed behaviour
So not all behaviour is likely to be imitated. According to SLT, the two conditions for performing a behaviour are:
Reproduction
Motivation
Why do we imitate?
Vicarious reinforcements
What???
Observe behaviour being reinforced in other people
Vicarious Reinforcement
Is a form of indirect learning
We copy someone's behaviour because of the particular outcome it had for that person.
Thus, we learn from observing other peoples experiences
In order to imitate, children need the belief that they have the capacity to imitate a behaviour they have observed.
They also need Reinforcement of that behaviour to keep them from extinguishing the learned behaviour. Reinforcement strengthens behaviour with positive consequences.
Check your understanding
Write a definition of
What does
mean?
According to Bandura what four criteria need to be met for imitation to occur?
Check
A group of students have a disagreement about which of the three definitions below can be applied to the terms
1) Modelling
2) Reinforcement
3) Identification a) A person’s desire to be like another person or to be part of a particular social group b) The process by which a response is strengthened c) A procedure whereby a person observes another person and then attempts to imitate his or her behaviour.
Discussion points
Who would you say is a role model for young boys?
Who is a role model for young girls these days?
How might parents encourage sex appropriate behaviours?
Do you think mothers and fathers differ in how concerned they are about sex appropriate behaviour?
What makes children continue to copy certain behaviours?
Do you think other children encourage sex typed behaviours?
Supporting Evidence
Aim : Dweck et al (1978) observed teachers use of negative and positive feedback in the classroom.
Method : 79 children were observed in the classroom twice a week for 5 weeks.
Observers were blind to the purpose of the experiment
The teacher’s verbal responses to the children were noted: whether feedback was related to work/behaviour, whether it was positive or negative and whether is was related to content/presentation (i.e. neatness).
Results : Boys tended to receive positive reinforcement for content, whilst girls for neatness. The pattern was reversed for negative comments.
Conclusion : This study demonstrates that teachers responded in different ways to boys and girls.
Activity Time
1. Use your text book to read and make notes on
Social Learning Theory (pages 339-342)
2. For next lesson be prepared to discuss the strengths and weaknesses of SLT
3. Complete the gap fill on p36 of your Orange pack
4. Complete the terminology Sorting task onp37 of your Orange pack
Extension Activity: Consider how SLT could be used to explain gender development - Complete p38 in your pack
Stretch & Challenge: Compare & contrast how the psychodynamic, biological and Learning approach explain gender development
TASK REMINDER
1. Use your text book to read and make notes on Social Learning
Theory (pages 339-342)
2. For next lesson be prepared to discuss the strengths and weaknesses of SLT
3. Complete the gap fill on p36 of your Orange pack
4. Complete the Sorting task on p
37 of your Orange pack
Extension Activity: Consider how SLT could be used to explain gender development p38 in your pack
Stretch & Challenge: Compare & contrast how the psychodynamic, biological and
Learning approach explain gender development
Learning Objectives
You should now be able to
Describe Social
Learning Theory
You will be able to define the following key terms...
• Imitation
• Modelling
• Observation
• Vicarious reinforcement
• Identification
You should be able to explain gender identification in terms of
SLT
Top five things you have learned today
1.
2.
3.
4.
5.
HW: Complete today’s learning activities.
Read ahead. It’s Bandura’s Bo Bo doll study next (BTB p350).
Make sure you have a white board ready
By the end of today’s session
You will be able to You will recap ...
Describe
(APRC) the
‘Bo Bo’ doll study by Bandura
Ross and Ross (1961)
Terminology associated with
Laboratory Experiments and experimental design
Evaluate (GRAVE) the study by Bandura Ross and
Ross (1961)
See p1 Orange Pack
You will have considered how observation can be used as a way of gathering data
Before we begin….talk to your partner
1.. Come up with 2 behaviours you think
could be learned by watching others
2. Come up with 2 behaviours you think
could not be learned in this way
Be ready to explain your reasoning and be ready to share with the rest of the class
Transmission of aggression through imitation of aggressive models
Bandura, Ross & Ross (1961)
Aims
1. Bandura wanted to find out if children who saw an adult behave aggressively to a inflatable doll would copy the aggressive acts given the opportunity
2. He also wanted to find out if boys were more predisposed towards imitating aggression than girls
3. He wanted to find out if children are more likely to copy same sex role models
72 children (Stanford University nursery school)
36 boys & 36 girls
age range 37 months - 69 months
Mean age 52 months ( 4 years 4 months )
Before being assigned to a condition
Participants in the experimental and control conditions were matched on ratings of their aggressive behaviour based on observed social interactions in their nursery school
Participants were rated by both the teacher and the experimenter - both of whom knew the children well
So in order to ensure that each group contained equally aggressive children they were all rated for aggression before the experiment
Children were rated for
1. physical aggression
2.
verbal aggression
3. aggression to inanimate objects
4. aggression inhibition (self-control)
Confederates
• Two adults : one male, one female served in the role as the model
• One female experimenter conducted the study for all 72 children
6 boys saw aggressive male
6 boys saw non-aggressive male
6 boys saw aggressive female
6 boys saw non-aggressive female
6 girls saw aggressive female
6 girls saw non-aggressive female
6 girls saw aggressive male
6 girls saw non-aggressive male
Level 1 Independent Variable (IV) aggressive or non-aggressive role model
Level 2 Independent variable (IV) gender of the role model
Level 3 Independent variable…?
Question
The Procedure
Phase one of the experiment
Children were taken one at a time to a separate part of the building by the female experimenter for…
Phase 1 - Modelling
The child was sat in one corner of the room and was encouraged to play with toys – potato printing and tinker toys.
The model was sat in another corner. The model also played with toys. Either in a subdued way or aggressively depending on the experimental condition.
Procedure
Non-aggressive Condition
The model assembled the tinker toys in a nonaggressive manner and ignored the Bobo doll
Aggressive Condition
The model began by assembling the Tinker Toys for about a minute.
The model then turned to Bobo and spent the remaining time being aggressive towards it
procedure
The model performed a number of distinctive aggressive acts
Physical Aggression
The model lay Bobo on its side and sat on it then punched it repeatedly on the nose
The model hit Bobo on the head with the mallet
The model tossed Bobo in the air aggressively then kicked it around the room
Verbal Aggressive Statements
‘Sock him in the nose’
‘Hit him down’
‘Pow’
‘Kick him’
Verbal Non-Aggressive Statements
‘He sure is a tough fella’ & ‘He keeps coming back for more’
Bandura Ross & Ross
The BOBO doll study
What happened then?
This was necessary to provoke the children
The children were intentionally upset
In phase 2 the child was taken into a separate room laid out with a wonderful array of brand new toys.
Once the child had started to play with the toys they were told they had to stop …as these toys were intended for other children.
This upset many of the children
Bandura Ross & Ross
The BOBO doll study
• What happened then?
Imitation of physical aggression – kicking Bo Bo
Imitation of verbal aggression ‘pow’
Imitative non-aggressive verbal response -‘he sure is a tough fella’
Novel aggressive acts - shooting with a gun
Participants were then taken to the experimental room
This room contained a variety of toys of
Aggressive toys
A mallet and peg board
Two dart guns
A tether ball with a face painted on it, hung from the ceiling
Non-aggressive toys
Tea set
Crayons
Colouring paper
Dolls
Farm animals
Cars and trucks
As a control, the toys were placed in a fixed order for each of the sessions
Controlled observation conducted under laboratory conditions
The participant spent 20 minutes in this experimental room
The participants behaviour was rated using predetermined response categories
It was rated by observers who observed via a one way mirror
Procedure
• Behaviour was rated using TIME SAMPLING
• Behaviour was rated every 5 seconds during the 20 minute session (using an electronic timer)
• 240 response units were recorded for each participant
• The male model scored all 72 sessions
• Half the participants were also scored by a second observer
• Inter-rater reliability was high – the correlation coefficient being in the .90s
Question
What was the total number of participants?
How many participants were in the control condition?
How many girls saw a non- aggressive female role model?
http://www.youtube.com/watch?
v=Pr0OTCVtHbU&feature=relat ed
IMITATION the children in the aggressive condition imitated many of the modelled physical and verbal aggressive behaviours
The children in the aggressive condition displayed MUCH more non-imitative (noncopied) aggressive behaviour – in other words they just played a lot more aggressively!
Imitation of Physical aggression
Female pps
Male pps
Aggressive female model
Aggressive male model
Non-aggressive female model
Non-aggressive male model
5.5
12.4
7.2
25.8
2.5
0.2
0.0
1.5
Imitation of Verbal Aggression
Female pps
Male pps
Aggressive female model
13.7
4.3
Aggressive male model
Non-aggressive female model
2.0
0.3
12.7
1.1
Non-aggressive male model
0.0
0.0
Non-imitative aggression
Female pps
Aggressive female model
21.3
Aggressive male model
8.4
Male pps 16.2
36.7
Non-aggressive female model
7.2
26.1
Non-aggressive male model
1.4
22.3
The children in the NON- aggressive condition imitated very few of the modelled behaviour.
70% had zero scores.
the children in the non-aggressive condition spent more time playing with the toys (dolls etc.) also more time doing nothing
Boys imitated more physical aggression (but not verbal)
Boys were more aggressive after watching the MALE aggressive model
Girls were more verbally aggressive after watching the
FEMALE aggressive model
Question
How did they check that the two observers were recording the behaviour in the same way…….
A) by testing for inter-rater reliability
B) by testing for experimenter bias
C) by testing for demand characteristics
D) By testing for extraneous variables
Answer
A) inter-rater reliability
Question
Which of the following are aims of the experiment?
a) To investigate whether participants exposed to aggressive models would reproduce aggressive acts resembling those of their models b) To investigate if boys would be more predisposed towards imitating aggression than girls c) To investigate whether children enjoy observing and imitating aggressive behaviour
Answers a & b
Analysing the data
Which statistical test could Bandura have used?
Mann-Whitney U test
Name the conditions required for this test to be used
1. Test of difference
2. Ordinal data
3. Independent Measures design
Write down the statement of significance if
Bandura tested at the 5% level of significance
P<0.05
Learning can take place by observation no classical or operant conditioning was required!
Also that children are more likely to copy same sex models!
Bandura suggested that Freud’s theory of identification may be used to explain how learning took place.
The child first identifies with the same sex role model and then copies their behaviour.
Thinking about the participants
To whom can we generalise the findings?
Thinking about the methodology
Is the study reliable?
Thinking about methodology
Does this study have ecological validity?
Does the study have internal validity?
Thinking about BPS guidelines……..
WAS THIS STUDY ETHICAL?
This study started the debate about children learning aggressive behaviour from watching violence on TV.
How might watching TV differ from the experience of the children in the Bandura experiment?
Activity Time
1. Use your text book (pages 350-354) to help you complete pages 28-30 in your Orange
Pack
2. Complete the gap fill on p32 of your Orange
Pack
3. Stretch & Challenge: Collect a ‘spot the mistake’ sheet from me
Extension Activity: Read the original study.
See Stretch & Challenge box
See the blog
Activity Time
1. Use your text book (pages
350-354) to help you complete pages 28-30 in your
Orange Pack
2. Complete the gap fill on p32 of your Orange Pack
3. Stretch & Challenge: Collect a ‘spot the mistake’ sheet from me
Extension Activity: Read the original study.
See Stretch & Challenge box
See the blog
Learning objectives
You should now be able to….
Describe
(APRC) the study by Bandura Ross and Ross
(1961)
Evaluate (GRAVE) the study by Bandura Ross and Ross
(1961)
Have practiced using terminology associated with
Laboratory Experiments and experimental design
Top five things you have learned today
1.
2.
3.
4.
5.
Direct learning – behaviour is strengthened or weakened (repeated/not repeated) due to a particular response (i.e. reward/punishment)
Rewards can be Internal (feelings) and external (materialistic)
Positive reinforcement – A behaviour is followed by something pleasant
Negative reinforcement – A behaviour is followed by the removal of something unpleasant
Positive Punishment – The likelihood of a behaviour is reduced when followed by something unpleasant
Negative Punishment - The likelihood of a behaviour is reduced by the removal something pleasant
SLT
• Identification – with a role model PPA
• Attention – pay attention, notice the behaviour
• Retention – remember what you saw
• Reproduction – have the means to copy it
• Motivation – have the desire to copy it
Imitation – copy it
• Reinforcement – can be internal or external
(vicarious learning)
Exam questions
1. Define reinforcement (2 marks)
2. Define imitation (2 marks)
3. Define modelling and give two examples of why someone chooses to have particular role models. (3 marks)
4. Distinguish between the terms imitation and identification. (3 marks)
Copy and complete – a later study by Bandura
Modelling involves learning through ________. The adults behaviour was ______ in this study. The likelihood of imitation depended on the __________ of the adults actions. If the child saw the adults behaviour __________, this acted as _________
(indirect) learning/reinforcement ,because the child then proceeded to imitate it. If the child saw the adult
________ for their actions, they were less likely to imitate them.
observation imitated consequences rewarded vicarious punished
Supporting Evidence
Aim : Dweck et al (1978) observed teachers use of negative and positive feedback in the classroom.
Method : 79 children were observed in the classroom twice a week for 5 weeks.
Observers were blind to the purpose of the experiment
The teacher’s verbal responses to the children were noted: whether feedback was related to work/behaviour, whether it was positive or negative and whether is was related to content/presentation (i.e. neatness).
Results : Boys tended to receive positive reinforcement for content, whilst girls for neatness. The pattern was reversed for negative comments.
Conclusion : This study demonstrates that teachers responded in different ways to boys and girls.