Insight LearningInsight Learning

What is cognitive psychology? What is cognitive psychology? How does this type of learning contradict How does this type of learning contradict

“behavioralism”?“behavioralism”?What is insight learning? What is insight learning? What is a cognitive map?What is a cognitive map?What is latent learning?What is latent learning?

Insight LearningInsight Learning

Insight learning is form of cognitive Insight learning is form of cognitive learning, originally described by Gestalt learning, originally described by Gestalt psychologists in which problem solving psychologists in which problem solving occurs by means of a sudden reorgnization occurs by means of a sudden reorgnization of perceptions. “Flashes of insight”.of perceptions. “Flashes of insight”. Behavior is explained through thought not Behavior is explained through thought not

Pavlovian reflexes or Skinnerian shaping. Pavlovian reflexes or Skinnerian shaping. Ape Genius: Ape Genius: http://http://www.youtube.com/watch?vwww.youtube.com/watch?v

=ySMh1mBi3cI&feature=related=ySMh1mBi3cI&feature=related Pigeon and the Banana: Pigeon and the Banana:

http://http://www.youtube.com/watch?vwww.youtube.com/watch?v==mDntbGRPeEUmDntbGRPeEU

Cognitive MapsCognitive Maps Roy the Dog demonstrates a cognitive map: Roy the Dog demonstrates a cognitive map:

http://http://www.youtube.com/watch?vwww.youtube.com/watch?v=SBTP7W5c3c8&feature=related=SBTP7W5c3c8&feature=related

A cognitive map is a visual representation A cognitive map is a visual representation of a physical space. of a physical space.

According to Edward Tolman, this showed According to Edward Tolman, this showed learning was a mental process not a learning was a mental process not a behavioral process because animals behavioral process because animals acquire a more abstract mental acquire a more abstract mental representation of space without any representation of space without any reinforcers. reinforcers.

Cognitive maps involve the hippocampus. Cognitive maps involve the hippocampus.

Latent LearningLatent Learning

When learning occurs without any When learning occurs without any apparent award. apparent award.

Close your eyes….Close your eyes…. Name the order of how people sit in the Name the order of how people sit in the

two rows next to you and in your own two rows next to you and in your own row. row.

What will you do if a monster comes What will you do if a monster comes into your room?into your room?

http://http://www.youtube.com/watch?vwww.youtube.com/watch?v==fmhulHedrtI&featurefmhulHedrtI&feature=related=related

Observation Observation LearningLearning

“Social Learning”“Social Learning”What is observational learning?What is observational learning?

What factors must be present for it to What factors must be present for it to work?work?

What is a “Bobo Doll?”What is a “Bobo Doll?”Who is Albert Bandura? Who is Albert Bandura?

Children See, Children Children See, Children DoDo

What habits or behaviors do you What habits or behaviors do you have because of things you have have because of things you have observed? observed?

Children See, Children Do: Children See, Children Do: http://www.youtube.com/watch?http://www.youtube.com/watch?

v=KHi2dxSf9hwv=KHi2dxSf9hw

ModelingModeling Learning by imitation.Learning by imitation. Modeling produces three types of effects: Modeling produces three types of effects:

Behavior of others helps our Behavior of others helps our performance of performance of similar behaviorsimilar behavior that we have already learned. that we have already learned.

(manners/formal dance)(manners/formal dance) Observational Learning: an observer watches a Observational Learning: an observer watches a

model model perform a new task and laterperform a new task and later closely closely reproduces that behavior. (Dancing/putting on reproduces that behavior. (Dancing/putting on makeup)makeup)

When an observer watches someone else When an observer watches someone else engage in threatening activity without being engage in threatening activity without being punished the observer finds it punished the observer finds it easier to engage easier to engage in that behavior later. in that behavior later.

Observational Learning

Bandura hypothesized a four-step pattern that combined a cognitive and operant view of learning.

Attention

Retention

Reproduction

Motivation

remembers what was noticed

produces an action that is a copy of what was noticed

consequence changes the probability the behavior will be emitted again

notices something in the environment

Booty Rockin it Very Well! :

http://www.theeter.com/babydancing

Step 1: Attentional Step 1: Attentional ProcessesProcesses

Developing cognitive processes to Developing cognitive processes to pay attention to a model- more pay attention to a model- more developed processes allow for better developed processes allow for better attentionattention

Must observe the model accurately Must observe the model accurately enough to imitate behaviorenough to imitate behavior

Step 2: Retention Step 2: Retention ProcessesProcesses

To later imitate behavior, must To later imitate behavior, must remember aspects of the behaviorremember aspects of the behavior

Retain information in 2 ways:Retain information in 2 ways: Imaginal internal representation: Visual Imaginal internal representation: Visual

image Ex: Forming a mental pictureimage Ex: Forming a mental picture Verbal system: Verbal description of Verbal system: Verbal description of

behavior Ex: Silently rehearsing steps behavior Ex: Silently rehearsing steps in behaviorin behavior

Step 3: Production Step 3: Production ProcessesProcesses

Taking imaginal and verbal Taking imaginal and verbal representations and translating into representations and translating into overt behavior- practice behaviorsovert behavior- practice behaviors

Receive feedback on accuracy of Receive feedback on accuracy of behavior- how well have you behavior- how well have you imitated the modeled behavior?imitated the modeled behavior?

Important in mastering difficult Important in mastering difficult skillsskills Ex: Driving a carEx: Driving a car

Step 4: Incentive and Step 4: Incentive and Motivational ProcessesMotivational Processes

With incentives, observation more With incentives, observation more quickly becomes action, pay more quickly becomes action, pay more attention, retain more informationattention, retain more information

Incentive to learn influenced by Incentive to learn influenced by anticipated reinforcementsanticipated reinforcements

Observational Learning

In a set of well-known experiments, called the "Bobo doll" studies, Bandura showed that children (ages 3 to 6) would change their behavior by simply watching others.

• One group of children saw the child praised for aggressive behavior

• A second group saw the child told to go sit down in a corner and was not allowed to play with the toys.

•A third group saw a film with the child simply walking out of the room.

He observed three different groups of children:

Bobo Doll ExperimentBobo Doll Experiment

http://www.theeter.com/albertbandurahttp://www.theeter.com/albertbandura

Observational Learning

Observational Learning

Bandura and his colleagues also demonstrated that viewing aggression by cartoon characters produces more aggressive behavior than viewing live or filmed aggressive behavior by adults.

Additionally, they demonstrated that having children view pro-social behavior can reduce displays of aggressive behavior.

Observational Learning

Stop here…Stop here…

AP Students Stop HERE for AP Students Stop HERE for Studying Test!!Studying Test!!

Review in Zimmbardo’s book pgs. Review in Zimmbardo’s book pgs. 223-227223-227

Aspects of the Self: Aspects of the Self: Self-reinforcement and Self-reinforcement and

Self-efficacySelf-efficacy Self-reinforcement: Rewards or Self-reinforcement: Rewards or

punishments given to oneself for punishments given to oneself for reaching, exceeding or falling short of reaching, exceeding or falling short of personal expectationspersonal expectations Ex: Pride, shame, guiltEx: Pride, shame, guilt

Self-efficacy: Belief in ability to cope with Self-efficacy: Belief in ability to cope with lifelife Meeting standards: Enhances self-efficacyMeeting standards: Enhances self-efficacy Failure to meet standards: Reduces self-Failure to meet standards: Reduces self-

efficacyefficacy

Self-EfficacySelf-Efficacy

High self-efficacyHigh self-efficacy Belief you can deal effectively with life eventsBelief you can deal effectively with life events Confident in abilitiesConfident in abilities Expect to overcome obstacles effectivelyExpect to overcome obstacles effectively

Low self-efficacyLow self-efficacy Feel unable to exercise control over lifeFeel unable to exercise control over life Low confidence, believe all efforts are futileLow confidence, believe all efforts are futile

Sources of Information Sources of Information in Determining Self-in Determining Self-

efficacyefficacy Performance attainmentPerformance attainment

Most influentialMost influential Role of feedbackRole of feedback More we achieve, more we believe we More we achieve, more we believe we

can achievecan achieve Leads to feelings of competency and Leads to feelings of competency and

controlcontrol

Sources of Information Sources of Information in Determining Self-in Determining Self-

efficacyefficacy Vicarious experienceVicarious experience Seeing others perform successfullySeeing others perform successfully If they can, I can tooIf they can, I can too

Verbal persuasionVerbal persuasion Verbal reminders of abilitiesVerbal reminders of abilities

Physiological and emotional arousalPhysiological and emotional arousal Related to perceived ability to copeRelated to perceived ability to cope Calm, composed feelings: Higher self-efficacyCalm, composed feelings: Higher self-efficacy Nervous, agitated feelings: Lower self-efficacyNervous, agitated feelings: Lower self-efficacy

Developmental Stages of Developmental Stages of Modeling and Self-efficacyModeling and Self-efficacy

ChildhoodChildhood Infancy: Direct modeling immediately Infancy: Direct modeling immediately

following observation, develop self-efficacy following observation, develop self-efficacy with control over environmentwith control over environment

By age 2: Developed attentional, retention and By age 2: Developed attentional, retention and production processes to model behavior some production processes to model behavior some time after observation, not immediatelytime after observation, not immediately

What will you do if a monster comes into your What will you do if a monster comes into your room? room? http://http://www.youtube.com/watch?vwww.youtube.com/watch?v==fmhulHedrtI&featurefmhulHedrtI&feature=related=related

Developmental Stages of Developmental Stages of Modeling and Self-efficacyModeling and Self-efficacy

AdolescenceAdolescence Involves coping with new demandsInvolves coping with new demands Success depends on level of self-efficacy Success depends on level of self-efficacy

established during childhoodestablished during childhood

Developmental Stages of Developmental Stages of Modeling and Self-efficacyModeling and Self-efficacy

Adulthood: 2 PeriodsAdulthood: 2 Periods Young adulthood:Young adulthood:

Adjustments: Career, marriage, parenthoodAdjustments: Career, marriage, parenthood High self-efficacy to adjust successfullyHigh self-efficacy to adjust successfully

Middle adulthood:Middle adulthood: Adjustment: Reevaluate career, family lifeAdjustment: Reevaluate career, family life Need to find opportunities to continue to Need to find opportunities to continue to

enhance self-efficacyenhance self-efficacy

Developmental Stages of Developmental Stages of Modeling and Self-efficacyModeling and Self-efficacy

Old age:Old age: Decline in mental/physical function, Decline in mental/physical function,

retirementretirement Requires reappraisal of abilitiesRequires reappraisal of abilities Belief in ability to perform a task is key Belief in ability to perform a task is key

throughout the lifespanthroughout the lifespan

Application of Social Application of Social Learning Theory: Behavior Learning Theory: Behavior

ModificationModification Fears and phobiasFears and phobias

Guided participation: Observe and Guided participation: Observe and imitateimitate

Covert modeling: ImaginalCovert modeling: Imaginal AnxietyAnxiety

Fear of medical treatmentFear of medical treatment Test anxietyTest anxiety

Assessment of Bandura’s Assessment of Bandura’s Theory: Self-efficacyTheory: Self-efficacy

Age and gender differencesAge and gender differences Physical appearancePhysical appearance Academic performanceAcademic performance Career choice and job performanceCareer choice and job performance Physical healthPhysical health Mental healthMental health Coping with stressCoping with stress

Assessment of Bandura’s Assessment of Bandura’s Theory: Television and Theory: Television and Aggressive BehaviorsAggressive Behaviors

Relationship between watching Relationship between watching violence and imitating violenceviolence and imitating violence

Assessment of Bandura’s Assessment of Bandura’s TheoryTheory

Strengths:Strengths: Focus on observable behavior- research Focus on observable behavior- research

supportsupport Practical application to real-world Practical application to real-world

problemsproblems Large-scale changesLarge-scale changes

The End

Citation: teach.valdosta.edu/WHuitt/edpsyppt/Theory/soccog.p

pt

ourses.wcupa.edu/ttreadwe/courses/02courses/theorist/

bandura.ppt