Social Learning Theory Explain Social Learning Theory making
- Slides: 23
Social Learning Theory • Explain Social Learning Theory, making reference to TWO relevant studies
Social-Learning theory • http: //www. youtube. com/watch? v=fpwfbo. VWjfw • Most Behaviorists explain behavior with the ABCs – A Antecedents (Events preceding behavior) – B Behavior itself – C Consequences of behavior • Social-Learning theorists emphasize observing others in a social setting
Dollard and Miller (1950) • Theory: most learning is the result of observation, not standard conditioning • Why? – Humans have attitudes, beliefs and expectations • Impact the way we make decisions, reason and solve problems • Soft Determinism – BUT…still not investigating ‘cognition’
Albert Bandura Social Cognitive Theory • behavior is learned and maintained through observation and imitation of others – positive consequences – cognitive processes • Plans, expectations, and beliefs. • Observational Learning – A process in which an individual learns new responses by observing the behavior of another (a model) • rather than through direct experience – Conditioning
Attention: paying attention to the model is a condition of learning Retention: Remembering what the model did Reproduction: People must have the capacity for imitating Motivation: People must be motivated to imitate (importance of model or reward)
Bandura and Aggression
Bandura’s Hypothesis 1. Aggressive models – imitated more than nonaggressive 2. Nonaggressive models – less aggressive than those who observed aggression and the control group (no model) 3. Same Sex Model – Imitate more than opposite sex 4. Gender of Participant – Males are more predisposed than girls toward imitating aggression
Method (Experimental) • Subjects – 36 boys and 36 girls (ranging from 3 – 6 years old) • Experimental Conditions – 24 => control group without model – 48 => two groups (one without aggressive model and one with) • Gender and Model Conditions – 8 experimental group and one control group • Dependent Variable: Level of Aggression – Through Observation
• Experimental Procedure – Observation Stage • Brought children into playroom • invited adult model to join the game – adult was taken into a corner with tinker toy set, mallet, and bobo doll (10 minute period) » Aggressive Model attack the Bobo doll » Nonaggressive Model ignored Bobo doll – Modeling Stage • Create anger and frustration – taking away their toys – lead them into another room » aggressive toys (Bobo doll) » nonaggressive toys (Tea set)
Data measurement • Observation – Measure of Aggression • Eight responses measured – – Imitate physical aggression of model Imitation of verbal aggression of model Mallet aggression Nonimitative aggression
Results (put with hypothesis info) • 3 of the 4 hypothesis supported 1. Aggressive models – imitated more than nonaggressive 2. Nonaggressive models (Inconclusive) – less aggressive than those who observed aggression and the control group 3. Same Sex Model – Imitate more than opposite sex • • Boys: 104 vs. 48. 4 Girls: 57. 7 vs 36. 3 4. Gender of Participant – Males are more predisposed than girls toward imitating aggression • 270 vs. 128 Acts of Violence
Method Analysis • Strength – Controlled Experimental Observation – Highly controlled IV and DV • 8 structured items being observed • Limitation – Too much control impacts external validity • BUT…the students did not know it was an experiment – Deception (Ethics)
Gender/Culture Application • Gender – Males were more aggressive • Culturally accepted? – Separated data into specific gender • applies to both gender (Strength) – Model those that are similar (Girl Models Girl) • Strengthens culturally accepted behavior • Culture – Applies only to children the US – Results cannot be applied outside the school setting • Less external validity
Bandura’s Study supports SLT • Vicarious (observational) Learning – Children clearly learned specific aggressive behavior • Children were not rewarded or punished – Vicarious learning • Criticism – Is this real aggression? – Demand characteristics: “expected to show aggression” – Doesn’t explain aggressive behavior that isn’t learned
Link to Biology • Definition of mirror neurons – Motor neurons fire when observing behavior • How does this link to SLT? • What mental disorder has limited mirror neurons? – How would this impact SLT?
Social Learning Begins Early!
Gergely et al. , 2002 • Theory: SLT and selective imitation in infants • Two conditions (viewed an adult model) – Hands-free condition • Hands on table, press light with head • 69% used their head – Hands occupied condition • Hands holding blanket, press light with head • ONLY 21% used their head • Implications – Support cognition part of Social Learning Theory • Used abstract and complex forms of cognition
Charlton et al. , 2002 • Aim: investigate whether children in St. Helena would exhibit more aggressive behavior after the introduction of television in 1995 • Method: Field Study (Nothing was manipulated or controlled by experimenters) • Procedure: – Participants: 3 -8 • Aggressive television matched UK exposure – Observation • Cameras observed behavior at school playgrounds – Interviews • Parents, teachers, children
• Results: no increase in aggressive or antisocial behavior – Same after 5 years • Implications – No apparent change in behavior after TV exposure – Interview results • Anitsocial behavior was not permitted • High degree of social control in community – May learn behavior but not show it • Social and cultural factors play a role in what is acceptable (expressed)
Evaluation of Charlton et al. , 2002 • High ecological validity – Real life event • Does not limit SLT – Limits Bandura’s research • Confirm the motivation component of SLT
Zimbardo Film • Assignment: – Take Notes – Theory, aim, procedure, results, ethics
How is Social Learning Changing? • Technology – http: //www. youtube. com/watch? v=NIlw. GYY 0_ AA • Gender roles…so simple – http: //www. youtube. com/watch? v=fpwfbo. VWjf w
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