Thinking About Psychology

Charles T. Blair-Broeker & Randal M. ErnstPowerPoint Presentation Slides

by Kent Korek Germantown High SchoolWorth Publishers, © 2012

Monday, March 9, 15

Development and Learning Domain

Drbimages/istockphoto

Monday, March 9, 15

Learning and Language

Goldmund Lukic/istockphoto

Monday, March 9, 15

Observational Learning

Module 16

Monday, March 9, 15

Module Overview• The Nature of Observational Learning• Observational Learning in Everyday Life• Observational Learning of Violence From the

Media

Click on the any of the above hyperlinks to go to that section in the presentation.Monday, March 9, 15

The Nature of Observational Learning

Module 16: Observational Learning

Monday, March 9, 15

Observational Learning

• Learning by observing others.

MARGOT GRANITSAS/THE IMAGE WORKS

Monday, March 9, 15

Model

• The person observed in observational learning.

MARGOT GRANITSAS/THE IMAGE WORKS

Monday, March 9, 15

Modeling

• The process of observing and imitating a specific behavior.

MARGOT GRANITSAS/THE IMAGE WORKS

Monday, March 9, 15

The Nature of Observational Learning:

Albert Bandura’s Experiments

Module 16: Observational Learning

Monday, March 9, 15

Albert Bandura (1925- )• Canadian-American psychologist who is a

major figure in the study of observational learning and several other important topics.

• Studies the consequences a model has on subjects

• Bobo Doll experiments

Monday, March 9, 15

Bobo Doll Experiments

• Children watched an adult model show aggressive behavior toward a bobo doll

• Three experimental conditions:–The model was praised.–The model was punished.–The model received no consequences

for the aggressive behavior.

Monday, March 9, 15

Bobo Doll Experiments

COURTSEY OF ALBERT BANDURA, STANDFORD UNIVERSITY

COURTSEY OF ALBERT BANDURA, STANDFORD UNIVERSITY COURTSEY OF ALBERT BANDURA, STANDFORD UNIVERSITY

COURTSEY OF ALBERT BANDURA, STANDFORD UNIVERSITY

Monday, March 9, 15

Bobo Doll Experiments

COURTSEY OF ALBERT BANDURA, STANDFORD UNIVERSITY

COURTSEY OF ALBERT BANDURA, STANDFORD UNIVERSITY COURTSEY OF ALBERT BANDURA, STANDFORD UNIVERSITY

COURTSEY OF ALBERT BANDURA, STANDFORD UNIVERSITY

Monday, March 9, 15

Vicarious Learning

• Learning by seeing the consequences of another person’s behavior.

Monday, March 9, 15

Vicarious Learning

Monday, March 9, 15

Vicarious Learning

Monday, March 9, 15

Vicarious Learning

Monday, March 9, 15

Vicarious Learning

Monday, March 9, 15

Vicarious Learning

Monday, March 9, 15

Vicarious Learning

Monday, March 9, 15

Modeling Requirements

• Bandura suggests four requirements for effective modeling to occur:–Attention–Retention–Ability to reproduce the behavior–Motivation

Monday, March 9, 15

The Nature of Observational Learning:

Mirror Neurons

Module 16: Observational Learning

Monday, March 9, 15

Mirror Neurons• Brain cells located in the front of the brain

that activate when a person performs certain actions or when the person observes another do so.

• The nerve cells activate when the person does a specific behavior and when they observe

Monday, March 9, 15

Observational Learning in Everyday Life

Module 16: Observational Learning

Monday, March 9, 15

Antisocial/Prosocial Behavior

• Antisocial behavior - negative, destructive unhelpful behavior.

KEVIN MAZURI/WIREIMAGE/GETTY IMAGES

Monday, March 9, 15

Antisocial/Prosocial Behavior

• Prosocial behavior – positive, constructive, helpful behavior.

• Both types of behavior can be modeled effectively.

REX FEATURES VIA AP IMAGES

Monday, March 9, 15

Observational Learning of Violence From the Media

Module 16: Observational Learning

Monday, March 9, 15

APA Commission on Violence and • Higher levels of violence on TV are

associated with increased acceptance of aggressive attitudes and behavior

• Children’s exposure to TV violence has harmful, lifelong consequences

Monday, March 9, 15

APA Commission on Violence and • Portrayals of women as

victims and minorities as aggressive lead more violence

• Viewing TV programming and commercials affects our concept of reality.

CARMEN MARTINEZ BANUS/ISTOCKPHOTO

Monday, March 9, 15

The End

Monday, March 9, 15

Teacher Information• Types of Files

– This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint.

• Animation– Once again, to insure compatibility with all versions of Powerpoint, none

of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.

• Adding slides to this presentation– Teachers are encouraged to adapt this presentation to their personal

teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

Monday, March 9, 15

Teacher Information• Domain Coding

– Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards.

• Scientific Inquiry Domain• Biopsychology Domain• Development and Learning Domain• Social Context Domain• Cognition Domain• Individual Variation Domain• Applications of Psychological Science Domain

• Key Terms and Definitions in Red– To emphasize their importance, all key terms from the text and their

definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

Monday, March 9, 15

Teacher Information• Hyperlink Slides - Immediately after the unit title slide, a page (usually

slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.

• Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes.

• By presenting information in small chunks, students will find it easier to process and remember the concepts.

• By continually changing slides, students will stay interested in the presentation.• To facilitate class discussion and critical thinking. Students should be encouraged to

think about “what might come next” in the series of slides.

• Please feel free to contact me at korek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations. Kent KorekGermantown High SchoolGermantown, WI 53022

Monday, March 9, 15

Name of Concept

• Use this slide to add a concept to the presentation

Monday, March 9, 15

Name of Concept

Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete this box when finished

Monday, March 9, 15