O BSERVATIONAL L EARNING Year 12 Psychology Unit 4 Area of Study 1 (chapter 10)

Slides:



Advertisements
Similar presentations
Observational Learning pp Learning Intentions Be able to compare Classical and Operant Conditioning How One Trial Learning Occurs How one learns.
Advertisements

Social Learning Theory
OBSERVATIONAL LEARNING Chapter 9 Learning & Behavior (Chance)
Albert Bandura: Social / Observational Learning
By: Kurtis Baker Kelli Fuentes.  Born in 1925 in Alberta, Canada  Grew up in a small town  Enrolled in University of British Columbia  Enrolled an.
Social Learning Theory “One difficulty with many learning theories is their almost exclusive emphasis on the processes of acquisition of behavior and performance,
Social Learning Theory
Albert Bandura- the Bobo doll experiment Paul IM Jennifer Kim.
Social Learning Theory. Three Key Concepts Observational learning can be more than just mimicking Children are self-regulatory Triadic reciprocal causation.
Psychology of Music Learning Miksza Cognitivism Part II Vygotsky, Bandura.
Social Learning Theory
The Social Learning Theory of Aggression
Bandura’s observational model of learning Social learning Theory Jordan Palmer.
AP Psychology Social and Cognitive Learning. Cognitive Learning Cognitive theorist argue that CC / OC have a cognitive component Pavlov’s contiguity model.
LEARNING BY OBSERVING & MODELING OTHERS SOCIAL LEARNING THEORY.
Social Learning Theory
Ed Psych 6604 Modeling and the Social Cognitive View on Reinforcement and Punishment Spenser Artaiz, Lori Calabrese, Andre Celestino, Morgan McClain.
About Albert Bandera Born -December 4, 1925) Nationality- nanadian/American Born -December 4, 1925) Nationality- nanadian/American FieldsPsychology, Philosophy.
Albert Bandura and Observational Learning What things did you have to watch/observe in order to learn? Module 17: Observational Learning.
Learning Theories - Social Learning - Kimberley A. Clow Office Hour: Thursdays 2-3pm Office: S302.
SOCIAL /OBSERVATIONAL LEARNING THEORY
You have ten minutes to teach the person next to you a game that you can do using paper eg tic, tac, toe, design a story, draw a house without taking your.
Miscellaneous stuff about learning That I put in a powerpoint because I’m not in school today.
OBSERVATIONAL LEARNING AND LEARNING SET. OBSERVATIONAL LEARNING & LEARNING SET Learning through watching and listening to someone else. This means we.
A / AS Psychology.. Key Studies Developmental Psychology Key study Bandura, Ross and Ross (1961)
Introduction to Psychology, 7th Edition, Rod Plotnik Module 10: Operant & Cognitive Approaches Module 10 Operant & Cognitive Approaches.
OBSERVATIONAL LEARNING AND BANDURA. Bandura  Learning occurs within a social context.  People learn from one another through observational learning,
 Social Learning Theory assumes that we learn behavior through observational learning.  Observational learning is where people can learn by watching.
Learning movement skills. learning Experience gives us knowledge, which in turn influences the way we behave.Experience gives us knowledge, which in turn.
A / AS Psychology.. Key Studies Developmental Psychology Key study Bandura, Ross and Ross (1961)
Social Learning Theory Explaining Gender PSYB1. Look through the magazines choose just one person you like and explain why…
AS level Psychology The Core Studies The developmental approach Behaviourist & Social Learning perspective.
See Aggression... Do Aggression
 How does society pass down its norms (sets of rules)?  We learn by observing others.
Session 7: Social Learning Theory. Explain social learning theory, making reference to two relevant studies.
A2 PSYCHOLOGYLANA CROSBIE1 Pro & Anti Social Behaviour. PYA4.
 Social cognitive theory is acquiring symbolic representations through observation.  Learning through imitation of observed behaviour.
Cognitive Learning Learning that depends on mental activity that is not directly observable Involves such processes as attention, expectation, thinking,
Operant Conditioning. Learning when an animal or human performs a behavior, and the following consequence increases or decreases the chance that the behavior.
WHS AP Psychology Unit 5: Learning (Behaviorism) Essential Task 5-5: Describe the essential characteristics of insight learning, latent learning, and observational.
 Norm- a Set of rules based on socially or culturally shared beliefs of how an individual ought to behave  Social Learning theory › Created by Albert.
5. Observational Learning
CHS AP Psychology Unit 6: Learning (Behaviorism) Essential Task 6.5: Describe the essential characteristics of insight learning, latent learning, and observational.
Access Psychology Hannah Butler
SOCIAL LEARNING THEORY (SLT) (Observational Learning)
LEARNING BY OBSERVING & MODELING OTHERS SOCIAL LEARNING THEORY.
Social Learning Theory Albert Bandura. Learning Outcomes To describe Social Learning Theory and the stages involved.
Social Learning Theory By: Shuhudha Rizwan (2007).
Social Learning. Classical & operant conditioning does not explain all forms of learning. Observational learning: An organism’s responding is influenced.
Born: December 4, 1925 in Mundare, Alberta, Canada Contributed in these fields of Psychology:  Social Cognitive Theory  Therapy & Personal Psychology.
Getting you thinking: Extension: Use your knowledge of the approaches to develop these suggestions. Discuss with somebody else the reasons why somebody.
Social Learning Process of altering our behavior from observing and imitating the behavior of others.
Approaches AQA A level Origins of psychology slide 2
Social psychological theories of aggression – SOCIAL LEARNING THEORY
Social Learning Theory
How did you learn how to fold the t shirt? How successful were you? What determined your success?
Introductory Psychology Concepts
Results (1) Children from the aggressive model group showed significantly more imitation of the model’s physical & verbal aggression and non-aggressive.
AQA AS and year 1 Approaches Origins of psychology Learning approach
What is observational learning?
Observational Learning
Social Learning (Observational Learning)
What is observational learning?
Unit 6: Learning (Behaviorism)
Research into social learning
Unit 5: Learning (Behaviorism)
I am watching you!.
Observational learning
Learning Psychology Unit 3.
Observational Learning
Presentation transcript:

O BSERVATIONAL L EARNING Year 12 Psychology Unit 4 Area of Study 1 (chapter 10)

O BSERVATIONAL L EARNING When an individual uses observation of another person’s actions (and their consequences) to guide their own future actions. E.g. See older brother get rewarded for doing well at school; younger sibling is more likely to try hard at school. Also known as modelling because the person being observed is referred to as a ‘model’. Not just observing someone and then copying them. Imitating is influenced by a number of factors; such as perceived importance of that person. Extremely useful for complex behaviours, as it is more efficient.

O BSERVATIONAL L EARNING IN M EDIA ‘Children See…’

D ISTURBING … Activity: 10.30

O BSERVATIONAL L EARNING : A LBERT B ANDURA (1960 S ) We learn many behaviours just by observing our surrounding environment: Don’t actually need to carry out behaviour and experience consequences, it’s enough to simply watch the behaviour and its consequences being experienced by someone else. Modelling is not a totally separate form of learning from conditioning, but rather a variation of conditioning. Bandura’s experiments demonstrated that both classical and operant conditioning can occur vicariously. Vicarious conditioning: individual watches another person displaying behaviour (that is either reinforced or punished), then subsequently behaves exactly the same way, a modified way or refrains from the behaviour, as a result of what they observed. Vicarious reinforcement: increases the likelihood of the observer behaving in a similar way to a model whose behaviour is reinforced. Vicarious punishment: decreases the likelihood of the observer behaving in a similar way to a model whose behaviour is punished.

O BSERVATIONAL L EARNING : B ANDURA B OBO D OLL E XPERIMENT #1 (1961) Demonstrated influence of observational learning on aggression in four-year-old children. Experimental Group 1: Watched adult play aggressively. Experimental Group 2: Watched adult play non- aggressively. Control Group: No adult model. After watching the adults, each child was subjected to ‘mild aggression arousal’ (told they couldn’t play with toys), then placed into another room with toys and a BoBo doll. Each child’s behaviour was observed.

O BSERVATIONAL L EARNING : B ANDURA B OBO D OLL E XPERIMENT #1 (1961) To control individual participant differences, children were pre-tested for aggressiveness and rated on 5-point rating scales. Matched-participants design was used to create ‘triplets’ of similarly aggressive children. Aggressive model condition - sub groups 6 boys with male model 6 boys with female model 6 girls with male model Non aggressive model condition – sub groups 6 boys with male model 6 boys with female model 6 girls with male model Control condition – no sub groups 24 children, each with no model in the room

O BSERVATIONAL L EARNING : B ANDURA B OBO D OLL E XPERIMENT #1 - RESULTS Children who saw aggressive model performed more aggressive acts: Boys were more aggressive overall; Boys imitated aggression more from male models; Girls imitated physical aggression more from male models rather than female; Girls imitated verbal aggression from female models rather than male. Children already had sex role expectations about male and female aggression – “ That’s not the way for a lady to behave…she was acting like a man”, “‘that man is a strong fighter.” These expectations influenced how much they imitated male vs female aggression. Behaviour learned through observation may not be demonstrated unless opportunity presented.

Page 513

O BSERVATIONAL L EARNING : B ANDURA B OBO D OLL E XPERIMENT #2 (1963 A ) Explored influence of live-action films & cartoons on aggression in four-year-old children. Experimental Group 1: ‘Real-life’ aggressive models. Experimental Group 2: Live-action aggressive models. Experimental Group 3: Cartoon aggressive models (actor dressed as cartoon cat). Control Group: No model. Matched-participants design used again. Following the screening, each child was placed in a room with toys and a BoBo doll. Each child’s behaviour was observed.

O BSERVATIONAL L EARNING : B ANDURA B OBO D OLL E XPERIMENT #2 - RESULTS Exposure to aggressive models increases the probability that children will behave aggressively. This is true both for real-life models & models in live-action films or cartoons: Children who watched films/cartoons showed almost twice as much aggression as the control group children. Sex differences were again found. Highlights significant influence of the media.

O BSERVATIONAL L EARNING : B ANDURA B OBO D OLL E XPERIMENT #3 (1963 B ) Demonstrated influence of reward & punishment on observational learning of aggression. Experimental Group 1: Aggressive model rewarded. Experimental Group 2: Aggressive model punished. Control Group 1: Non-aggressive model, no consequences. Control Group 2: No model. Following the screening, each child was placed individually in a room with toys and a BoBo doll. Each child’s behaviour was observed.

O BSERVATIONAL L EARNING : B ANDURA B OBO D OLL E XPERIMENT #3 - R ESULTS The consequences influenced the behaviour of the children who saw them: Children who watched the model being reinforced (rewarded) imitated aggressive behaviour more than children in the other three conditions. No significant difference between other three conditions. Boys more aggressive than girls except when model was rewarded, in which case there was little difference.

O BSERVATIONAL L EARNING : B ANDURA B OBO D OLL E XPERIMENT #3 - R ESULTS When asked, children in experimental group 1 said that they would prefer to be like the most aggressive model: The individual model they identified as being most successful in achieving the rewarded behaviour. Supports Bandura’s proposal that observational learning is not totally separate from conditioning (involves some processes). Learning can take place without actually performing/demonstrating it. We learn by observation not only how to acquire or modify behaviour but also about what behaviours can be expected to lead to particular consequences. i.e. Observation allows to learn behaviour AND when to use it (or not).

S O... WHAT DID WE LEARN FROM THESE EXPERIMENTS ? Summarise the findings

May be influenced by: perceptual capabilities of observer motivation & interest level situation being observed distracters that are present characteristics of model importance of behaviour distinctiveness of behaviour effect it may have on us. Pay closer attention to (and are more likely to imitate) models who have: high status, perceived positively perceived similar features and traits familiar qualities visible behaviour (stands out) behaviour able to be imitated successfully E LEMENTS OF O BSERVATIONAL L EARNING Attention: to learn through observation we must closely watch the model’s behaviour.

E LEMENTS OF O BSERVATIONAL L EARNING Retention: once we observe the model we must be able to remember the model’s behaviour. Need to store memory; The more meaningful we make that mental representation, the more accurately we will be able to replicate the behaviour when necessary. Reproduction: imitating what we observed. Must have the ability to put into practice what we observed. Must have the potential to be competent enough to develop the necessary skills to imitate the behaviour.

E LEMENTS OF O BSERVATIONAL L EARNING Motivation-Reinforcement: must be motivated (by reinforcement) to perform the behaviour. If modelled behaviour is reinforced: increase motivation and vice versa. External reinforcement: learning by consequences. Vicarious reinforcement: observing the modelled behaviour being reinforced for other people. Self-reinforcement: reinforced by meeting certain standards of performance we set for ourselves (can be positive or negative). Activity: 10.34

Page 521

T HAT ’ S A LL F OLKS …! We have now finished the ‘Learning’ Area of Study. Make sure you complete: All Learning Activities; Glossaries for Ch. 9 & 10; True/False quizzes for Ch. 9 & 10; Chapter tests for Ch. 9 & 10; Worksheets booklet; Folio (SAC Preparation); Start making tables/mind-maps, etc. to help you revise concepts from this topic.