Social Learning Social Learning TheoryTheory

Our third theory of Our third theory of LearningLearning

P34-35 Orange PackP34-35 Orange PackP339-342 Brain Text BookP339-342 Brain Text Book

By the end of today’s sessionYou will be able to You will learn the meaning

of the following key terms...

DescribeDescribe Social Social Learning TheoryLearning TheorySee page 1 orange packorange packDefine the Approach (iii)Content (D)

ExplainExplain gender development in terms of SLTContent (E)

ImitationModellingObservationVicarious reinforcementIdentificationShaping

What does this advert suggest about children’s attitudes and behaviour?

http://www.youtube.com/watch?v=P8tcnF_Styw

Make sure you have a white board ready

Behaviourism

S R

Behaviourists aren’t interested in what happens in between S and R. They

don’t think it is relevant!

Social learning theory

S RO

Social Learning Theorists say important things take place in the mind of the organism that mediate

between S and R. Human’s aren't the same as animals. They say we do need to know about a person’s mental processes.

Bandura agreed with the behaviourist learning theories……which are….?Classical conditioningOperant conditioningBut He was interested in The mediating processes between stimulus & responseThe role of ObservationObservation in learning

Social learning TheorySocial learning TheoryBandura’s research in the 1960’s suggested that children seem to learn by observation and imitation without being directly reinforced.

He called this ……

He suggested that social He suggested that social learning could be broken down learning could be broken down

into stagesinto stagesModellingModellingIdentificationIdentificationObservationObservationImitationImitationReinforcementReinforcement

ModellingWe model ourselves on other peopleWe choose our own role models This is a COGNITIVE PROCESS. People

actively seek out and decide who they want to be like.

Copying the behaviour of a chosen person - a ‘role model’ depends on a number of factors.

Who makes an effective Who makes an effective role model?role model?

Same genderSame gender Same age/slightly olderSame age/slightly older

Higher status/powerful

Admired or/and respected

PopularPopular

AttractiveAttractive

Someone we can identify withSomeone we can identify with

ObservationObservationWe have to notice the behaviour (GIVE ATTENTION)and remember what we’ve seen(RETENTION)

ImitationImitationThis is simply

copying behaviour and is the fastest type of learning in humans.

Behaviour may be imitated because it is seen as rewarding in some way.

Bandura believed that four criteria need to be met for imitation to occur

1. Attention to the role model

2. Retention of the observed behaviour

3. Reproduction of the target behaviour

4. Motivation to imitate the observed behaviour

Restrictions on imitationSo not all behaviour is likely to be imitated. According to SLT, the two conditions for performing a behaviour are:

ReproductionMotivation

Why do we imitate?

What???

Observe behaviour being reinforced in

other people

Vicarious reinforcements

Vicarious ReinforcementIs a form of indirect

learning

We copy someone's behaviour because of the particular outcome it had for that person.

Thus, we learn from observing other peoples experiences

Self - efficacyIn order to imitate, children need the belief

that they have the capacity to imitate a behaviour they have observed.

They also need Reinforcement of that behaviour to keep them from extinguishing the learned behaviour. Reinforcement strengthens behaviour with positive consequences.

Check your understanding

Write a definition of vicarious vicarious reinforcementreinforcement

What does self-efficacyself-efficacy mean?

According to Bandura what four criteria need to be met for imitation to occur?

CheckA group of students have a disagreement about which of the three definitions below can be applied to the terms

1)1) ModellingModelling2)2) ReinforcementReinforcement3)3) IdentificationIdentification

a) A person’s desire to be like another person or to be part of a particular social group

b) The process by which a response is strengthenedc) A procedure whereby a person observes another

person and then attempts to imitate his or her behaviour.

Discussion pointsWho would you say is a role model for young

boys?Who is a role model for young girls these days?How might parents encourage sex appropriate

behaviours?Do you think mothers and fathers differ in how

concerned they are about sex appropriate behaviour?

What makes children continue to copy certain behaviours?

Do you think other children encourage sex typed behaviours?

Supporting EvidenceAim: Dweck et al (1978) observed teachers use of negative

and positive feedback in the classroom. Method: 79 children were observed in the classroom

twice a week for 5 weeks. Observers were blind to the purpose of the experiment The teacher’s verbal responses to the children were noted:

whether feedback was related to work/behaviour, whether it was positive or negative and whether is was related to content/presentation (i.e. neatness).

Results: Boys tended to receive positive reinforcement for content, whilst girls for neatness. The pattern was reversed for negative comments.

Conclusion: This study demonstrates that teachers responded in different ways to boys and girls.

Activity Time 1. Use your text book to read and make notes on Social

Learning Theory (pages 339-342)2. For next lesson be prepared to discuss the strengths

and weaknesses of SLT 3. Complete the gap fill on p36 of your Orange packOrange pack4. Complete the terminology Sorting task onp37 of your

Orange packOrange packExtension Activity: Consider how SLT could be used to

explain gender development - Complete p38 in your pack

Stretch & Challenge: Compare & contrast how the psychodynamic, biological and Learning approach explain gender development

TASK REMINDERTASK REMINDER

1.Use your text book to read and make notes on Social Learning Theory (pages 339-342)2.For next lesson be prepared to discuss the strengths and weaknesses of SLT 3.Complete the gap fill on p36 of your Orange packOrange pack4.Complete the Sorting task on p 37 of your Orange packOrange packExtension Activity: Consider how SLT could be used to explain gender development p38 in your packStretch & Challenge: Compare & contrast how the psychodynamic, biological and Learning approach explain gender development

Learning ObjectivesLearning ObjectivesYou should now be able to

DescribeDescribe Social Learning TheorySocial Learning TheoryYou will be able to define the following key terms...•Imitation•Modelling•Observation•Vicarious reinforcement•IdentificationYou should be able to explain gender You should be able to explain gender identification in terms of SLTidentification in terms of SLT

Top five things you have learned today

1. 2. 3. 4. 5.

HW: Complete today’s learning activities.Read ahead. It’s Bandura’s Bo Bo doll study next (BTB p350).

Learning ApproachKey study

Bandura, Ross and Ross (1961)

Make sure you have a white board ready

By the end of today’s session

You will be able to You will recap ...

Describe Describe (APRC) the ‘Bo Bo’ doll study by Bandura Ross and Ross (1961)

EvaluateEvaluate (GRAVE) the study by Bandura Ross and Ross (1961)See p1 Orange PackOrange Pack

Terminology associated with Laboratory Experiments and experimental design

You will have considered how observation can be used as a way of gathering data

Before we begin….talk to your partner

1.. Come up with 2 behaviours you think couldcould be learned by watching others

2. Come up with 2 behaviours you think could not could not be learned in this way

Be ready to explain your reasoning and be ready to share with the rest of the class

Transmission of aggression through imitation of aggressive models

Bandura, Ross & Ross (1961)

Aims Aims 1. Bandura wanted to find out if children who saw an

adult behave aggressively to a inflatable doll would copy the aggressive acts given the opportunity

2. He also wanted to find out if boys were more predisposed towards imitating aggression than girls

3. He wanted to find outif children are more likely to copy same sexrole models

The participantsThe participants

7272 children (Stanford University nursery school)36 boys & 36 girls36 boys & 36 girlsage range 37 months - 69 monthsMean age 52 months (4 years 4 months4 years 4 months)

Method – Bandura used a controlled Laboratory experimentThere were three conditionsThere were three conditions

24 children in each condition

The THREE CONDITIONS1.Aggressive condition2.Non-aggressive condition3.Control condition

Before being Before being assigned to a assigned to a

conditioncondition

Participants in the experimental and control conditions were matched on ratings of their aggressive behaviour based on observed social interactions in their nursery school

Participants were rated by both the teacher and the experimenter - both of whom knew the children well

Physical

Aggression

1 – 5

Verbal

aggression

1-5

So in order to ensure that each group contained equally aggressive children they were all rated for aggression before the experiment

Children were rated for1.physical aggression2. verbal aggression3.aggression to inanimate objects4.aggression inhibition (self-control)

Confederates

• Two adults: one male, one female served in

the role as the model

• One female experimenter conducted the study

for all 72 children

The Experimental design

6 boysboys saw aggressiveaggressive malemale6 boysboys saw non-aggressive malemale

6 boysboys saw aggressiveaggressive femalefemale6 boysboys saw non-aggressive femalefemale

6 girlsgirls saw aggressiveaggressive femalefemale6 girlsgirls saw non-aggressive femalefemale

6 girlsgirls saw aggressiveaggressive malemale6 girlsgirls saw non-aggressive malemale

Level 1 Independent Variable (IV) aggressive or non-aggressive role modelLevel 2 Independent variable (IV) gender of the role modelLevel 3 Independent variable…?

QuestionQuestionWhat type of experimental/participant design did Bandura use?

What type of research method did Bandura use?

Write a TESTABLE two-tailed hypothesis for the study

Write a TESTABLE one-tailed hypothesis for the study

The Procedure

Phase one of the experiment

Modelling the behaviour Modelling the behaviour phasephase

Children were taken one at a time to a separate part of the building by the female experimenter for…

Phase 1 - Modelling Phase 1 - Modelling

The child was sat in one corner of the room and was encouraged to play with toys – potato printing and tinker toys.

The model was sat in another corner. The model also played with toys. Either in a subdued way or aggressively depending on the experimental condition.

Procedure

Non-aggressive ConditionNon-aggressive ConditionThe model assembled the tinker toys in a non-

aggressive manner and ignored the Bobo doll

Aggressive ConditionAggressive ConditionThe model began by assembling the Tinker Toys

for about a minute.The model then turned to Bobo and spent the

remaining time being aggressive towards it

procedureThe model performed a number of distinctive aggressive actsPhysical AggressionPhysical Aggression

The model lay Bobo on its side and sat on it then punched it repeatedly on the nose

The model hit Bobo on the head with the mallet The model tossed Bobo in the air aggressively then kicked it

around the roomVerbal Aggressive StatementsVerbal Aggressive Statements

‘Sock him in the nose’ ‘Hit him down’ ‘Pow’ ‘Kick him’Verbal Non-Aggressive Statements Verbal Non-Aggressive Statements ‘He sure is a tough fella’ & ‘He keeps coming back for more’

Bandura Ross & Ross The BOBO doll study

What happened then?

Phase two of the experiment

The Arousal phaseThe Arousal phase

This was necessary to provoke the children

The children were intentionally upset

In phase 2 the child was taken into a separate room laid out with a wonderful array of brand new toys.

Once the child had started to play with the toys they were told they had to stop…as these toys were intended for other children.

This upset many of the children

Bandura Ross & Ross The BOBO doll study

• What happened then?

Phase three of the experiment

The Observation The Observation phasephase

What was observed?What was observed?Imitation of physical aggression – kicking Bo BoImitation of verbal aggression ‘pow’Imitative non-aggressive verbal response -‘he

sure is a tough fella’Novel aggressive acts - shooting with a gun

Test for ImitationTest for ImitationParticipants were then taken to the experimental roomThis room contained a variety of toys of Aggressive toysAggressive toys

A mallet and peg boardTwo dart gunsA tether ball with a face painted on it, hung

from the ceiling

Non-aggressive toys

Tea setCrayonsColouring paperDollsFarm animalsCars and trucks

As a control, the toys were placed in a fixed order for each of the sessions

Controlled observation conducted Controlled observation conducted under laboratory conditionsunder laboratory conditions

The participant spent 20 minutes in this experimental room

The participants behaviour was rated using predetermined response categories

It was rated by observers who observed via a one way mirror

Procedure• Behaviour was rated using TIME SAMPLING• Behaviour was rated every 5 seconds during

the 20 minute session (using an electronic timer)

• 240 response units were recorded for each participant

• The male model scored all 72 sessions • Half the participants were also scored by

a second observer• Inter-rater reliability was high – the

correlation coefficient being in the .90s

QuestionWhat was the total number of participants?

How many participants were in the control condition?

How many girls saw a non- aggressive female role model?

http://www.youtube.com/watch?v=Pr0OTCVtHbU&feature=related

The resultsThe resultsIMITATION IMITATION - the children in the aggressive condition imitated many of the modelled physical and verbal aggressive behaviours

The children in the aggressive condition displayed MUCH more non-imitative (non-copied) aggressive behaviour – in other words they just played a lot more aggressively!

ResultsResults

Aggressive female model

Aggressive male model

Non-aggressive female model

Non-aggressive male model

Female pps 5.5 7.2 2.5 0.0Male pps 12.4 25.8 0.2 1.5

Imitation of Physical aggression

ResultsResults

Aggressive female model

Aggressive male model

Non-aggressive female model

Non-aggressive male model

Female pps 13.7 2.0 0.3 0.0Male pps 4.3 12.7 1.1 0.0

Imitation of Verbal Aggression

ResultsResults

Aggressive female model

Aggressive male model

Non-aggressive female model

Non-aggressive male model

Female pps

21.3 8.4 7.2 1.4

Male pps 16.2 36.7 26.1 22.3

Non-imitative aggression

The children in the NON- aggressive condition imitated very few of the modelled behaviour.70% had zero scores.

the children in the non-aggressive condition spent more time playing with the toys (dolls etc.) also more time doing nothing

GENDER RESULTSGENDER RESULTSBoys imitated more physical

aggression (but not verbal) Boys were more aggressive after

watching the MALE aggressive modelGirls were more verbally aggressive

after watching the FEMALE aggressive model

Question

How did they check that the two observers were recording the behaviour in the same way…….

A) by testing for inter-rater reliabilityB) by testing for experimenter biasC) by testing for demand characteristicsD) By testing for extraneous variables

AnswerA) inter-rater reliability

QuestionWhich of the following are aims of the experiment?a)To investigate whether participants exposed to aggressive models would reproduce aggressive acts resembling those of their modelsb)To investigate if boys would be more predisposed towards imitating aggression than girls c)To investigate whether children enjoy observing and imitating aggressive behaviourAnswers

a & b

Analysing the dataAnalysing the dataWhich statistical test could Bandura have used?Mann-Whitney U testMann-Whitney U testName the conditions required for this test to be used1.1.Test of difference Test of difference 2.2.Ordinal data Ordinal data 3.3.Independent Measures designIndependent Measures designWrite down the statement of significance if Bandura tested at the 5% level of significanceP<0.05P<0.05

Bandura et al concluded Bandura et al concluded that…that…

Learning can take place by observation

no classical or operant conditioning was required!Also that children are more likely to copy same sex models!

Bandura suggested that Freud’s theory of identification may be used to explain how learning took place.

The child first identifies with the same sex role model and then copies their behaviour.

EvaluationEvaluationThinking about the participants

To whom can we generalise the findings?

Thinking about the methodology

Is the study reliable?

EvaluationEvaluationThinking about methodology

Does this study have ecological validity?

Does the study have internal validity?

EvaluationEvaluationThinking about BPS guidelines……..

WAS THIS STUDY ETHICAL?

ApplicationApplicationThis study started the debate about children learning aggressive behaviour from watching violence on TV.

How might watching TV differ from the experience of the children in the Bandura experiment?

Activity Time 1. Use your text book (pages 350-354) to help

you complete pages 28-30 in your Orange Orange PackPack

2. Complete the gap fill on p32 of your Orange Orange PackPack

3.3. Stretch & Challenge: Stretch & Challenge: Collect a ‘spot the mistake’ sheet from me

Extension ActivityExtension Activity: Read the original study. See Stretch & Challenge boxSee the blog

1. Use your text book (pages 350-354) to help you complete pages 28-30 in your Orange PackOrange Pack

2. Complete the gap fill on p32 of your Orange PackOrange Pack

3.3. Stretch & Challenge: Stretch & Challenge: Collect a ‘spot the mistake’ sheet from me

Extension ActivityExtension Activity: Read the original study.

See Stretch & Challenge boxSee the blog

Learning objectives

You should now be able to….

Describe Describe (APRC) the study by Bandura Ross and Ross (1961)

EvaluateEvaluate (GRAVE) the study by Bandura Ross and Ross (1961)

Have practiced using terminology associated with Laboratory Experiments and experimental design

Activity Time

Top five things you have learned today

1. 2. 3. 4. 5.

Recap reinforcement Direct learning – behaviour is strengthened or weakened (repeated/not

repeated) due to a particular response (i.e. reward/punishment)

Rewards can be Internal (feelings) and external (materialistic)

Positive reinforcement – A behaviour is followed by something pleasant

Negative reinforcement – A behaviour is followed by the removal of something unpleasant

Positive Punishment – The likelihood of a behaviour is reduced when followed by something unpleasant

Negative Punishment - The likelihood of a behaviour is reduced by the removal something pleasant

SLT• Identification – with a role model PPAPPA• Attention – pay attention, notice the

behaviour• Retention – remember what you saw• Reproduction – have the means to copy it• Motivation – have the desire to copy it

Imitation – copy it• Reinforcement – can be internal or external

(vicarious learning)

Exam questions1. Define reinforcement (2 marks)

2. Define imitation (2 marks)

3. Define modelling and give two examples of why someone chooses to have particular role models. (3 marks)

4. Distinguish between the terms imitation and identification. (3 marks)

5. Distinguish between positive reinforcement and negative reinforcement (3 marks)

Copy and complete – a later study by Bandura

Modelling involves learning through ________. The adults behaviour was ______ in this study. The likelihood of imitation depended on the __________ of the adults actions. If the child saw the adults behaviour __________, this acted as _________ (indirect) learning/reinforcement ,because the child then proceeded to imitate it. If the child saw the adult ________ for their actions, they were less likely to imitate them.

observation imitated vicarious

consequences rewarded punished

Supporting EvidenceAim: Dweck et al (1978) observed teachers use of negative

and positive feedback in the classroom. Method: 79 children were observed in the classroom

twice a week for 5 weeks. Observers were blind to the purpose of the experiment The teacher’s verbal responses to the children were noted:

whether feedback was related to work/behaviour, whether it was positive or negative and whether is was related to content/presentation (i.e. neatness).

Results: Boys tended to receive positive reinforcement for content, whilst girls for neatness. The pattern was reversed for negative comments.

Conclusion: This study demonstrates that teachers responded in different ways to boys and girls.