Observational Learning – Module 20Observational Learning – Module 20

Intro PsychologyIntro Psychology

Mar 26-29, 2010Mar 26-29, 2010Class #25-26Class #25-26

Albert BanduraAlbert Bandura (1925-present)(1925-present)

Pioneering researcher in Pioneering researcher in observational learningobservational learning

Was born in the small town Was born in the small town of Mundare in northern of Mundare in northern Alberta, Canada Alberta, Canada

He received his bachelors He received his bachelors degree in Psychology from degree in Psychology from the University of British the University of British Columbia in 1949Columbia in 1949

He  went on to the University He  went on to the University of Iowa, where he received of Iowa, where he received his Ph.D. in 1952his Ph.D. in 1952

In 1953, he started teaching In 1953, he started teaching at Stanford University and at Stanford University and continues to work at continues to work at Stanford to this dayStanford to this day

Social Learning Theory Social Learning Theory

Also called observational learning, this is Also called observational learning, this is learning that occurs by observing and imitating learning that occurs by observing and imitating others (the person being observed is referred others (the person being observed is referred to as the model)to as the model) Major components involved in Major components involved in

observational learningobservational learning AttentionAttention RetentionRetention ReproductionReproduction MotivationMotivation Self-efficacySelf-efficacy

Major ComponentsMajor Components

AttentionAttention If you are going to learn anything, you have to be paying attention.  If you are going to learn anything, you have to be paying attention. 

Likewise, anything that puts a damper on attention is going to decrease Likewise, anything that puts a damper on attention is going to decrease learning If, for example, you are sleepy, groggy, drugged, sick, nervous, learning If, for example, you are sleepy, groggy, drugged, sick, nervous, etc you will learn less. Likewise, if you are being distracted by competing etc you will learn less. Likewise, if you are being distracted by competing stimuli stimuli

RetentionRetention    Second, you must be able to retain -- remember -- what you have paid Second, you must be able to retain -- remember -- what you have paid

attention to attention to ReproductionReproduction

You have to have the ability to reproduce the behavior in the first place.  You have to have the ability to reproduce the behavior in the first place.  For example: Some people can watch Olympic ice skaters all day long, For example: Some people can watch Olympic ice skaters all day long,

yet not be able to reproduce their jumps, because they can’t ice skate at yet not be able to reproduce their jumps, because they can’t ice skate at all!  On the other hand, if they could skate, their performance would in all!  On the other hand, if they could skate, their performance would in fact improve if they watch skaters who are better than they arefact improve if they watch skaters who are better than they are

Major ComponentsMajor Components MotivationMotivation   

Bandura feels that even with all this you’re still not going Bandura feels that even with all this you’re still not going to do anything unless you are motivated to imitate, i.e. to do anything unless you are motivated to imitate, i.e. until you have some reason for doing it until you have some reason for doing it Bandura mentions a number of motives: Bandura mentions a number of motives:

Past reinforcementPast reinforcement Past rewardsPast rewards

Promised reinforcementsPromised reinforcements Incentives that we can imagineIncentives that we can imagine

Vicarious reinforcementVicarious reinforcement Seeing and recalling the model being reinforced Seeing and recalling the model being reinforced

Self-EfficacySelf-Efficacy Having a sense that you can do it wellHaving a sense that you can do it well

Bandura, Ross, and Ross (1963)Bandura, Ross, and Ross (1963)

The “Bobo" Doll Experiment The “Bobo" Doll Experiment

Note : Bandura did a large number of Note : Bandura did a large number of variations on the “Bobo doll” experiment…variations on the “Bobo doll” experiment…we’ll look at a few we’ll look at a few

Phase 1Phase 1 Pre-schoolers were divided into two Pre-schoolers were divided into two

groups and put into two separate rooms groups and put into two separate rooms and allowed to play with "attractive" toys and allowed to play with "attractive" toys while “Bobo” an unattractive inflatable, while “Bobo” an unattractive inflatable, adult-sized, egg-shaped balloon adult-sized, egg-shaped balloon creature (the kind that bounces back creature (the kind that bounces back after it's been knocked down) sat by after it's been knocked down) sat by itself at the far end of the roomsitself at the far end of the rooms

Bandura, Ross, and Ross (1963)Bandura, Ross, and Ross (1963) The “Bobo" Doll Experiment The “Bobo" Doll Experiment

Phase 2 Phase 2 Group 1: While playing with the Group 1: While playing with the

attractive toys the children attractive toys the children witnessed adults enter the room witnessed adults enter the room and start beating the daylights out and start beating the daylights out of the clownof the clown

Group2: While playing with the Group2: While playing with the attractive toys the children attractive toys the children witnessed adults enter the room witnessed adults enter the room and play nicely with Boboand play nicely with Bobo

Phase 3Phase 3 The attractive toys were taken The attractive toys were taken

away from each groupaway from each group

Results: What happened Results: What happened next?next?

Poor Bobo…Poor Bobo…

Bandura (1965)Bandura (1965) The “Bobo" Doll Experiment The “Bobo" Doll Experiment

In the 1965, version kids watched films of adults beating on In the 1965, version kids watched films of adults beating on Bobo – but each had different endings…Bobo – but each had different endings…

Film 1: Film 1: Adult praised and rewarded with candy and soda by another Adult praised and rewarded with candy and soda by another

adult who was heard saying, “You’re a strong champion”adult who was heard saying, “You’re a strong champion”

Film 2:Film 2: Adult is scolded by another adult, “You’re very bad” or “Hey Adult is scolded by another adult, “You’re very bad” or “Hey

there, you big bully, you quit picking on that clownthere, you big bully, you quit picking on that clown””

Who cares about what a kid Who cares about what a kid does to a "Bobo" doll?does to a "Bobo" doll?

Well, that’s what the critics said…”those Well, that’s what the critics said…”those things are made to punched aren’t they?”things are made to punched aren’t they?” Responding to criticism that Bobo dolls were Responding to criticism that Bobo dolls were

supposed to be hit, Bandura did a film of a supposed to be hit, Bandura did a film of a young woman beating up a live clown young woman beating up a live clown When the children went into the other room, what When the children went into the other room, what

should they find there but -- the live clown!  should they find there but -- the live clown!  They proceeded to punch him, kick him, hit him with They proceeded to punch him, kick him, hit him with

little hammers, and so on… little hammers, and so on…

Don’t let your husband watch Don’t let your husband watch those violent movies…those violent movies…

Loye, Gorney, & Steele (1977)Loye, Gorney, & Steele (1977) Participants: Participants:

183 married males; 20-70 years old183 married males; 20-70 years old Procedures:Procedures:

Watch one of five TV “diets” for 20 hours over a one week Watch one of five TV “diets” for 20 hours over a one week periodperiod

Unknown to participants, their wives were secretly observing Unknown to participants, their wives were secretly observing and recording their behaviorand recording their behavior

““Helpful” vs. “hurtful” behaviors when not viewing TVHelpful” vs. “hurtful” behaviors when not viewing TV Results:Results:

Viewers of violent programming increased in aggressive mood Viewers of violent programming increased in aggressive mood and “hurtful behavior”and “hurtful behavior”

Viewers of prosocial programs decreased in aggressive mood Viewers of prosocial programs decreased in aggressive mood and demonstrated an increased “emotional arousal” from the and demonstrated an increased “emotional arousal” from the TV viewingTV viewing

LimitationsLimitations

There is one clear limitation to this study…There is one clear limitation to this study…

Is Television To Blame?Is Television To Blame?

Hundreds of studies say yes! Hundreds of studies say yes! Why?Why? Social Learning Theory says:Social Learning Theory says:

People become immune to the horrors of violencePeople become immune to the horrors of violence They gradually come to accept violence as aThey gradually come to accept violence as a

way to solve problemsway to solve problems They imitate the violence they observe onThey imitate the violence they observe on

televisiontelevision They identify with certain charactersThey identify with certain characters

Space BlasterSpace BlasterSpace BlasterSpace Blaster

Doomsday Version Doomsday Version 2.52.5

Social Learning Theory of AggressionSocial Learning Theory of Aggression

Theory that aggressive behavior is Theory that aggressive behavior is learned through:learned through: Direct Reward Direct Reward

(example: father buys son an ice cream after he (example: father buys son an ice cream after he wins a fight)wins a fight)

Observing Others Being Rewarded for Observing Others Being Rewarded for AggressivenessAggressiveness (example: a television character wins the girl of his (example: a television character wins the girl of his dreams as a result of killing several people)dreams as a result of killing several people)

Glamorizing ViolenceGlamorizing Violence

Plagens, et al. (1991)Plagens, et al. (1991) Typical American child sees 200,000 acts of Typical American child sees 200,000 acts of

violence on TV by age 18 violence on TV by age 18 Children who watch a lot of violent TV are Children who watch a lot of violent TV are

more violent towards peersmore violent towards peers Experimental studies, in which violence is Experimental studies, in which violence is

controlled, also find effects of watching controlled, also find effects of watching violenceviolence

Other studies have found…Other studies have found…

By the end of elementary school, a By the end of elementary school, a typical American child will have seen:typical American child will have seen: 8,000 murders 8,000 murders More than 100,000 other acts of violence.More than 100,000 other acts of violence.

2003 study found 534 separate episodes 2003 study found 534 separate episodes of prime-time violence during a 2 week of prime-time violence during a 2 week period.period.

The most violent TV shows are targeted The most violent TV shows are targeted to children (e.g., cartoons).to children (e.g., cartoons).

Violent Video GamesViolent Video Games

Several studies have shown Several studies have shown significant results indicating that significant results indicating that playing violent video games is playing violent video games is associated with a history of associated with a history of property destruction and hitting property destruction and hitting other students…other students… Anderson & Dill (2000)Anderson & Dill (2000)

College students randomly College students randomly assigned to play a violent assigned to play a violent video game video game (Wulfenstein)(Wulfenstein) later had more aggressive later had more aggressive thoughts and feelings than thoughts and feelings than those who played a those who played a nonviolent game nonviolent game (Tetrix)(Tetrix)

Dilemma for parents about letting Dilemma for parents about letting children watch television and play children watch television and play video gamesvideo games parents find video a good babysitterparents find video a good babysitter parents believe video can sometimes be parents believe video can sometimes be

educational tooleducational tool Experts suggest parents turn off the TV Experts suggest parents turn off the TV

to avoid exposing children to video to avoid exposing children to video violenceviolence

VideosVideos

Most “good guys” are male white Most “good guys” are male white heroesheroes

Women/females portrayed as victims Women/females portrayed as victims or adoring friends not as leadersor adoring friends not as leaders

Content of video games even worse Content of video games even worse than than that of televisionthan than that of television more violent, sexist, racistmore violent, sexist, racist

VideosVideos

VideosVideos

Content of video games crucial Content of video games crucial reason behind great concern of reason behind great concern of developmental researchersdevelopmental researchers- Research shows that violent TV and Research shows that violent TV and

video games push children to be more video games push children to be more violent than they normally would beviolent than they normally would be Computer games probably worse, as children Computer games probably worse, as children

are doing the virtual killingare doing the virtual killing

Immediate Effects of Media ViolenceImmediate Effects of Media Violence

Aggressive models increase Aggressive models increase aggressive behavior among aggressive behavior among children and adultschildren and adults Models can be live or on filmModels can be live or on film

Violent imagery in the music Violent imagery in the music industry associated feelings of industry associated feelings of hostility and aggressive hostility and aggressive thoughtsthoughts

Playing violent video games can Playing violent video games can increase aggressive thoughts increase aggressive thoughts and behaviorsand behaviors

Long-Term Effects of Media ViolenceLong-Term Effects of Media Violence

Exposure to TV violence at ages 6-9 Exposure to TV violence at ages 6-9 positively correlated with aggression as positively correlated with aggression as adultsadults No gender differenceNo gender difference

Cross-cultural study found relationship Cross-cultural study found relationship between early viewing of TV violence and between early viewing of TV violence and later aggressionlater aggression

Black & Bevan (1992)Black & Bevan (1992)

Movie-goers filled out an aggression Movie-goers filled out an aggression questionnaire as they entered, or left: a questionnaire as they entered, or left: a violent movie, or a nonviolent movie…violent movie, or a nonviolent movie…

DV: aggressionDV: aggression IV: type of movieIV: type of movie

ProceduresProcedures

Subjects were randomly picked as they Subjects were randomly picked as they went to view violent movie or romantic went to view violent movie or romantic filmfilm

In both cases, they were asked to fill out In both cases, they were asked to fill out pretest questionnaire on aggressionpretest questionnaire on aggression

After viewing the movie, they were again After viewing the movie, they were again asked to fill out another questionnaire on asked to fill out another questionnaire on aggression (posttest)aggression (posttest)

Results and ImplicationResults and Implication Those watching the violent movie were more Those watching the violent movie were more

aggressive to begin withaggressive to begin with They became even more aggressive after watching They became even more aggressive after watching

the violent movie the violent movie

Implication:Implication: Watching Violence Magnifies Violent InclinationsWatching Violence Magnifies Violent Inclinations

Can have positive effect…Can have positive effect…

Friedrich and Stein (1972):Friedrich and Stein (1972): The Mister Rogers Study: The Mister Rogers Study:

Showed a preschool group Mister Rogers every Showed a preschool group Mister Rogers every weekday for four weeksweekday for four weeks

During the viewing period, children from less During the viewing period, children from less educated homes became more cooperative, helpful, educated homes became more cooperative, helpful, and more likely to state their feelingsand more likely to state their feelings

Other studies:Other studies: Children, especially males, who watched Children, especially males, who watched

educational television became teens who earned educational television became teens who earned higher grades, read morehigher grades, read more

Cookie Monster is on a diet..Cookie Monster is on a diet..

Sesame Street is doing its Sesame Street is doing its part…part…

All components of observational learning All components of observational learning /operant conditioning are involved /operant conditioning are involved Kudos to the Cookie Monster and his friendsKudos to the Cookie Monster and his friends

Maybe a new name?Maybe a new name?

Conclusion:Conclusion:

Application of Bandura’s TheoryApplication of Bandura’s Theory

Prosocial behaviorProsocial behavior Bandura feels it can be used to promote prosocial Bandura feels it can be used to promote prosocial

behavior – helping behaviorbehavior – helping behavior Violence in schoolsViolence in schools

Bandura feels his theory applies to today’s violent Bandura feels his theory applies to today’s violent times as welltimes as well