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Portland State University , Department of Psychology

PSY 311U: HUMAN DEVELOPMENT

LECTURES 6 AND 7

Learning Theorists (Mechanists):

  • Respondent learning - Pavlov
  • Operant learning - Skinner
  • Observational learning - Bandura

Synonyms for Observational Learning:

  • Modeling
  • Imitation
  • Social learning
  • Vicarious learning

Effects of Observation of Modeled Stimuli:

1. Modeling Effect - acquisition of topographically novel responses through observation

  • novel response - any behavior that has a very low or zero probability of occurrence in that setting

2. Response Inhibition/Disinhibition Effect

  • response is already in person's repertoire
  • response is socially disapproved

Inhibition occurs when we see a model punished and as a result we are less likely to imitate

Disinhibition occurs when we see a model rewarded (or given no consequences) and as a result we are more likely to imitate

3. Response Facilitation Effect:

  • response is already in person's repertoire
  • response is either neutral or socially approved

Facilitation occurs whenever the behavior of others serves as a discriminative stimulus for the observer

Infant Observational Learning:

  • 9 mo-old & 14 mo-old infants shown model exhibiting novel behavior
  • Half of each group given an immediate test, half given deferred test (24 hrs. later)
  • Results: Modeling effect shown immediately and after 24 hours
  • Modeling effect shown for both 9- and 14-mo olds

Bandura "Bobo Doll" Study
Independent Variable:

Consequences to Model

  • Model rewarded
  • Model punished
  • Model receives no consequences


Dependent Variables:

  • Child's aggressive behavior and verbalizations when left alone in "surprise playroom"
  • Child's aggressive behavior and verbalizations when offered incentive

Bandura "Bobo Doll"
Study

Results

When Left Alone in "Surprise Playroom":

  • Boys in all conditions imitated more (were more aggressive) than girls
  • Both boys & girls imitated least (were least aggressive) in model-punished condition


When Offered Incentive to Imitate Model's Behavior:

  • All previous differences wiped out
  • Children in all conditions could imitate aggression
  • Girls, as well as boys, could imitate aggression

Basic Developmental Pattern of TV Viewing:

  • With age, viewing time increases, reaches a peak in early adolescence, and then declines
  • But there is much variability

Viewing Violent TV Produces Significant Increases in Children's Aggression and Antisocial Behaviors:

  • Correlational evidence
  • Experimental evidence

TV Violence and Aggression: Correlational Evidence

  • Longitudinal study of 63 girls and boys followed for 5 years (from age 4 to 9)
  • Showed children who watched the most TV as preschoolers were:
  • Most aggressive at age 9
  • Most restless & least able to show self-restraint at age 9
  • Most likely to believe the world is a mean, scary place

TV Violence and Aggression:
Correlational Evidence (Cont)

  • Longitudinal study of 758 U.S. children & 220 Finnish children followed for 3 years showed:
  • For boys in both countries & girls in U.S., the more TV violence they watched, the more aggressive they were with peers
  • Effects were cumulative

TV Violence and Aggression:
Correlational Evidence (Cont)

  • Long-term longitudinal study of 875 boys and girls (from age 8 to age 30) showed:
  • Clear & significant relationship between exposure to TV violence at age 8 & seriousness of criminal acts performed by age 30

Correlation Does Not Tell Us About Causation:

Does TV violence cause aggression?

Or, do more aggressive children prefer more violent TV?

TV Violence and Aggression:
Experimental Evidence

Friedrich & Stein

9-week experiment in

nursery school

First 3 Weeks = Baseline:

·   No TV programs

·   Baseline observations of 3 dependent variables during free play:

  • Aggression
  • Prosocial behavior
  • Self-regulatory behavior

Middle 4 Weeks =
Experimental Treatment:

·   Continued observations of 3 dependent variables while....

·   Children were randomly assigned to one of the following groups:

  • Aggressive TV programs
  • Prosocial TV programs
  • Neutral TV programs

Final 2 Weeks = Return
to Baseline

·   No TV programs

·   Continued observation of 3 dependent variables

Results:

·   Aggressive TV led to higher levels of interpersonal aggression ...

but only for children who were above average during baseline

·   Prosocial TV led to increased prosocial interpersonal behavior ...

but only for children from the lower half of the SES (socioeconomic status) distribution

·   Aggressive TV led to decreases in self-regulation

  • Less willingness to tolerate delay
  • Less obedience to rules
  • Less task persistance

Other "Effects" of TV:

  • Impedes acquisition of reading skills
  • Inhibits imaginative and creative abilities
  • Desensitizes to violence
  • Produces more stereotyped views of masculinity and femininity
  • Puts viewer at risk for obesity

END

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