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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