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CHAPTER 5: LEARNING WHY AND HOW DO PEOPLE AND ANIMALS LEARN? LEARNING (7-9%) AP students in psychology should be able to do the following: • Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies). • Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning. • Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment). • Predict how practice, schedules of reinforcement, and motivation will influence quality of learning. • Interpret graphs that exhibit the results of learning experiments. • Provide examples of how biological constraints create learning predispositions. • Describe the essential characteristics of insight learning, latent learning, and social learning. • Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness. • Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address behavioral problems. • Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B. F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson). CHAPTER 5.1: DEFINITION OF LEARNING WHAT DOES THE TERM LEARNING REALLY MEAN? LEARNING: A DEFINITION Learning is any relatively permanent change in behavior brought about by experience or practice: What does “Relatively Permanent” mean? When you learn, your brain changes physically….but the memory process makes this more complex (hold on until chapter 6) 2 Important Parts make up learning process: 1) Learning is a LASTING CHANGE. Reflexes are not learning 2) Learning as a mental process is much harder to observe and study Learning > Instincts IS ANY KIND OF CHANGE LEARNING? Any change in an organisms BEHAVIOR is learning Maturation: changes like, increase in height or brain size are which genetic (NOT Learning) Example: A baby cannot learn to walk before maturation despite practice or experience. It must wait until brain and body have matured or developed 5.2: CLASSICAL CONDITIONING: “IT MAKES YOUR MOUTH WATER” HOW WAS CLASSICAL CONDITIONING FIRST STUDIED, AND WHAT ARE THE IMPORTANT ELEMENTS AND CHARACTERISTICS OF CLASSICAL CONDITIONING? IVAN PAVLOV AND CLASSICAL CONDITIONING One of most famous people in the study of learning is Ivan Pavlov. Originally studying salivation and digestion, Pavlov stumbled upon classical conditioning while he was experimenting on his dog. Classical Conditioning: A form of learning in which a previously neutral stimulus (stimuli w/o reflex provoking power) acquires the power to elicit the same innate reflex produced by another stimulus. PAVLOV’S EXPERIMENT ELEMENTS OF CLASSICAL CONDITIONING (UCS) Unconditioned Stimulus: A naturally occurring stimulus that leads to an involuntary (reflex) response. “unlearned” or “naturally occurring”. Example: The food in Pavlov’s experiment (UCR)Unconditioned Response: An involuntary (reflex) response to a naturally occurring or unconditioned stimulus. Unlearned Response. Part of the “genetic wiring” Example: The salivating in Pavlov’s experiment ELEMENTS OF CLASSICAL CONDITIONING (CONTINUED) (NS) Neutral Stimulus: Stimulus that has no effect on the desired response Example: The food bowl (before) or the Bell (before) (CS) Conditioned Stimulus: Stimulus that becomes able to produce a learned reflex response by being paired with the original unconditioned stimulus. Example: The Bell (after) (CR)Conditioned Responses: Learned reflex response to a conditioned stimulus Example: The dog salivating in response to the bell BASIC PRINCIPLES OF CLASSICAL CONDITIONING 1) The CS must come before the UCS 2) The CS and UCS must come very close together in time-ideally, no more than 5 seconds apart 3) The neutral stimulus must be paired with the UCS several times, often many times before the conditioning can take place 4) The CS is usually some stimulus that is distinctive or stands out from other competing stimuli MR WRAY’S CLASSICAL CONDITIONING VIDEO 1. Describe how Mr Wray’s video explains each essential piece of Classical Conditioning. 1. UCS: 2. UCR: 3. NS: 4. CR: 5. CS: GENERALIZATION AND DISCRIMINATION Stimulus Generalization:The tendency to respond to a stimulus that is only similar to the original conditioned stimulus with the conditioned response Example: Feeling of anxiety at the sound of a dentist drill = anxiety at the sound of a similar sounding machine Stimulus Discrimination:The tendency to stop making a generalized response to a timulus that is similar to the original CS becaue the similar stimulus is never paired with the UCS Example: Coffee grinder causes anxiety because it sounds like dentist drill, but stops causing anxiety after a few uses. EXTINCTION AND SPONTANEOUS RECOVERY Extinction: The disappearance or weakening of a learned response following the removal or absence of the UCS or Reinforcer (operant conditioning) To acquire a CR, we repeatedly pair a neutral stimulus with the UCS. But, if we want to reverse this learning, we must weaken the strength of the connection between the two stimuli. It is important to realize that extinction does not mean complete elimination of a response. Spontaneous Recovery: The reappearance of a learned response after extinction has occurred. HOMEWORK Notes Chapter 5-3: Conditioned Emotional Responses (Short Quiz next class) Finish notes for 5-2 if not completed in class Practice Quiz: pg 186 in notebook CHAPTER 5.3: CONDITIONED EMOTIONAL RESPONSES (RATS!!!!) WHAT IS A CONDITIONED EMOTIONAL RESPONSE AND HOW DO COGNITIVE PSYCHOLOGISTS EXPLAIN CLASSICAL CONDITIONING? WATSON AND THE LITTLE ALBERT EXPERIMENT John B Watson: Founder of behaviorism-believed that any behavior could be explained in terms of learning “Little Albert” experiment paired a baby with a white rat. While the baby was not initially scared of the rat, Watson paired the rat with a loud, scary noise (UCS) The UCS caused the baby to fear the rat. Fear of the noise (UCR) caused fear or phobia of the rat (CR) CONDITIONED EMOTIONAL RESPONSES Conditioned Emotional Response (CER): Emotional response that has become classically conditioned to occur to learned stimuli such as fear of dogs or the emotional reaction that occurs when seeing an attractive person. Emotional responses and stimuli vary: Example: A cute baby or puppy makes you feel happy Example: Scary music or a growling dog makes you feel fear VICARIOUS CONDITIONING It is possible to become classically conditioned just by watching other people Vicarious Conditioning: Classical Conditioning of a reflex response or emotion by watching the reaction of another person. Example: A baby starts crying after watching another baby cry Example: You start to feel nautiouos after watching someone else throw up OTHER CONDITIONED RESPONSES IN HUMANS Conditioned Taste Aversion: Development of a nausea aversive response to a particular taste because taste was followed by a nausea reaction occurring after only one association Example: Why food you eat when you’re sick makes you nautious even after you’re no longer sick Biological Preparedness: Referring to the tendency of animals to learn certain associations , such as taste and nausea, with only one or few pairings due to the survival value of the learning Example: Birds are averse to eating foods that look like others that make them sick WHY DOES CLASSICAL CONDITIONING WORK? Stimulus Substitution: (Pavlov’s original theory) Classical Conditioning occurs because the conditioned stimulus became a substitute for the unconditioned stimulus by being paired closely together. Problem: If association in time is all that is needed, then why would conditioning fail to happen when the CS is presented immediately after the UCS? Cognitive Perspective: (Modern Theory) Classical Conditioning occurs because the conditioned stimulus provides information or an expectancy about the coming of the unconditioned stimulus DO NOW: REVIEW CLASSICAL CONDITIONING For each problem, identify the 5 components of classical conditioning: (UCS, UCR, NS, CS, CR) : 1) One Day Aaron is eating his favorite food, chicken nuggets, in the cafeteria. As he is chowing down on his delicious lunch, he begins to feel sick and projectile vomits all over the cafeteria. It turns out, the chicken wasn’t cooked long enough. From that day on anytime Aaron even hears the word chicken, he feels sick to his stomach. 2) Have you ever noticed how many car commercials feature beautiful (and often scantily clad) women? Enrique is at home one day watching his favorite TV show, “Jersey Shore”, when suddenly a commercial comes on for the new Toyota Prius. Interestingly, in every shot of the commercial is a very attractive woman wearing a very low cut shirt. Additionally a very sexy voice is used to narrate the commercial. From that day on, every time Enrique sees a Toyota Prius, he feels arousal, which is very confusing to him. . CHAPTER 5.4: OPERANT CONDITIONING (WHAT’S IN IT FOR ME?) HOW DOES OPERANT CONDITIONING OCCUR, AND WHAT WERE THE CONTRIBUTIONS OF THORNDIKE AND SKINNER? CLASSICAL VS OPERANT CONDITIONING With classical conditioning you can teach a dog to salivate, but you cannot teach it to sit up or roll over. Why? Salivation is an involuntary reflex, while sitting up and rolling over are far more complex responses that we think of as voluntary. OPERANT CONDITIONING An operant is an observable behavior that an organism uses to “operate” in the environment. Operant Conditioning: A form of learning in which the probability of a response is changed by its consequences…that is, by the stimuli that follows the response. B.F. SKINNER AND THE SKINNER BOX • The “Mac Daddy” of Operant Conditioning. • Nurture guy through and through. • Used a Skinner Box (Operant Conditioning Chamber) to prove his concepts. • Law of Effect: The idea that responses that produced desirable results would be learned, or “stamped” into the organism. SKINNER BOX: WHAT IS IT? QUICK ACTIVITY: CLASSICAL OR OPERANT CONDITIONING? We will watch a series of quick movie/TV clips that will show examples of classical or operant conditioning. While watching each clip, indicate in your notebook if the clip is an example of Classical Conditioning (CC) or Operant Conditioning (OC) and give a short explanation as to why. Big Bang Theory: Two and a Half Men: The Office: Simpsons: Ed, Edd and Eddy: Doritos Commerical: CHAPTER 5.5:THE CONCEPT OF REINFORCEMENT WHAT ARE THE IMPORTANT CONCEPTS IN OPERANT CONDITIONING? REINFORCEMENT A reinforcer is a condition in which the presentation or removal of a stimulus, that occurs after a response (behavior), strengthens that response or makes it more likely to happen again in the future. PRIMARY VS SECONDARY REINFORCEMENT Primary Reinforcer Any reinforcer that is naturally reinforcing by meeting a basic biological need, such as hunger, thirst or touch. Similar to the UCR in classical conditioning Example: Food=Hunger Drive, Liquid= Thirst Drive, Touch=Pleasure Drive Secondary Reinforcer Any reinforcer that becomes reinforcing after being paired with a primary reinforcer. Similar to the CS in classical conditioning Example: Praise, tokens, gold stars, money POSITIVE VS NEGATIVE REINFORCEMENT Positive Reinforcement A stimulus presented after a response that increases the probability of that response happening again. Examples: Getting paid money for good grades Getting a “Gold Star” for good behavior at school Receiving an award for a top performance Negative Reinforcement The removal of an unpleasant or averse stimulus that increases the probability of that response happening again Examples: When a child pouts and screams (behavior) and the parents take the vegetables off of their plate so they don’t have to eat them. (removal of averse stimulus) Leaving the house early (behavior) to avoid traffic (removal of averse stimulus) VOLUNTEERS PLEASE? A QUICK EXAMPLE OF POSTIVE VS NEGATIVE REINFORCEMENT WHAT IS PUNISHMENT? Many people confuse punishment and negative reinforcement. Punishment- any event or object that, when following a response, makes that response less likely to happen again Punishment weakens responses whereas Reinforcement strengthens responses PUNISHMENT BY APPLICATION VS PUNISHMENT BY REMOVAL Punishment by application (Positive Punishment) The punishment of a response by the addition or experiencing of an unpleasant stimulus Examples: Punishment by Removal (Negative Punishment) The punishment of a response by the removal of a pleasurable stimulus Examples: Spanking a child for an undesirable behavior Grounding a child for breaking a rule Scolding a child for an undesirable behavior Fining someone for disobeying the law REINFORCEMENT VS PUNISHMENT IDENTIFY THE REINFORCEMENT TECHNIQUE 1) Arnie’s father nags him to wash the family car. Arnie hates being nagged , so he washes the car so his father will stop nagging him 2) Trey learns that if he talks in a funny voice he gets lots of attention from classmates, so now he talks in a funny voice often 3) Allen is a server at a restaurant and always tries to smile and be pleasant because that seems to lead to bigger tips 4)An Li turns her report in to her teacher on the day it is due because papers get marked down a letter grade for every day they are late OPERANT CONDITIONING LAB: PARTNER PROJECT HOMEWORK Finish Operant Conditioning Lab Notes: Chapter 5-6: Problems with Punishment (Short Quiz next class) Practice Quiz: pg 195 CHAPTER 5.6 PUNISHMENT AND PROBLEMS WITH PUNISHMENT WHAT IS PUNISHMENT? WHAT ARE SOME OF THE PROBLEMS WITH USING PUNISHMENT? HOW TO MAKE PUNISHMENT MORE EFFECTIVE 1. Punishment should immediately follow the behavior it is meant to punish. 2. Punishment should be consistent. 3. Punishment of the wrong behavior should be paired, whenever possible, with reinforcement of the right behavior MORE CONCEPTS IN OPERANT CONDITIONING Shaping: The reinforcement of simple steps in behavior that lead to a desired, more complex behavior Example: training a dog to jump through a hoop using smaller steps (Training dog to run through hoop on ground, then using bait to jump through hoop using bait, then associating behavior with command instead of treat) Successive Approximation: Small steps in behavior, one after the other, that lead to a particular goal behavior EXTINCTION, GENERALIZATION AND SPONTANEOUS RECOVERY IN OPERANT CONDITIONING Extinction – occurs if the behavior (response) is not reinforced. Operantly conditioned responses also can be generalized to stimuli that are only similar to the original stimulus. Spontaneous recovery (reoccurrence of a once extinguished response) also happens in classical conditioning Extinction in Operant Conditioning involves the removal of the reinforcer One way to deal with a child’s temper tantrum is to ignore it. The lack of reinforcement for the tantrum behavior will eventually result in extinction. DO NOW: NEGATIVE REINFORCEMENT VS PUNISHMENT GRAPHIC ORGANIZER PT 1 Behavior Consequence Is something good or bad taken away? Is this negative reinforcement or punishment? Will the behavior increase or decrease? Taking an aspirin for a headache Headache goes away Bad Negative reinforcement Increase Running a Red Light Driver’s License is taken away Cleaning your room so you are no longer grounded You are no longer grounded Staying out past your curfew Your parents ground you Fastening your seatbelt when The buzzer stops the buzzer is making a noise DO NOW: NEGATIVE REINFORCEMENT VS PUNISHMENT GRAPHIC ORGANIZER PT 1I Behavior Consequence Drinking coffee in the You no longer feel morning when you tired are very tired Getting in a fight with Your friend will not your friend talk to you anymore Driving your car until You can’t drive your it runs out of gas car anymore *Create your own Is something good or bad taken away? Is this negative reinforcement or punishment? Will the behavior increase or decrease? MORE PRACTICE: REINFORCEMENT VS PUNISHMENT Before we discuss reinforcement schedules, we need to be able to clearly identify the differences between reinforcement and punishment (both positive and negative). While watching a set of TV and movie clips, you will fill out the following chart to help you become more comfortable with reinforcement and punishment. If there are multiple characters/behaviors, choose 1 and illustrate your point Movie Mean Girls Cinderella Family Guy Ghostbusters Despicable Me Behavior Consequence Positive or Negative Corrective Action? Reinforcement or Punishment? CHAPTER 5.7:THE SCHEDULES OF REINFORCEMENT WHAT ARE THE SCHEDULES OF REINFORCEMENT? THE PARTIAL REINFORCEMENT EFFECT Partial reinforcement effect - the tendency for a response that is reinforced after some, but not all, correct responses to be very resistant to extinction. Continuous reinforcement - the reinforcement of each and every correct response. Example: Alicia’s mom gives her 1 quarter each time she puts her clothes in the hamper. Bianca’s mom gives her a dollar at the end of the week if she puts her clothes in the hamper every night. Alicia learns quicker than Bianca SCHEDULES OF REINFORCEMENT Fixed ratio schedule of reinforcement - schedule of reinforcement in which the number of responses required for reinforcement is always the same. Example: Getting a punch card from your favorite restaurant (after 10 punches you get a free sandwich) Variable interval schedule of reinforcement - schedule of reinforcement in which the interval of time that must pass before reinforcement becomes possible is different for each trial or event. Example: A teacher gives a pop-quiz so students learn to prepare for the class, unsure as to when they might be faced with a quiz Example: Going fishing where the results vary and often long wait and short waits can garner different responses or people may fear taking the pole out of the water in fear that they’ll “miss” a bigger, better fish. SCHEDULES OF REINFORCEMENT (CONTINUED) Fixed interval schedule - of reinforcement schedule of reinforcement in which the interval of time that must pass before reinforcement becomes possible is always the same. Example(s): Receiving a paycheck every 2 weeks (provided that you have shown up and performed your job for those 2 weeks) or studying harder the closer you get to an exam. Variable ratio schedule of reinforcement - schedule of reinforcement in which the number of responses required for reinforcement is different for each trial or event. Example: Using a slot machine. Putting the coins in (response) but have no idea how many times they will need to do this until they receive the reward or “jackpot”. SCHEDULES OF REINFORCEMENT: EFFECTIVENESS GROUP POP QUIZ TIME!!!! In groups of 3-4, you will be working through your understanding of the Schedules of Reinforcement. Each group will be given one large sheet of paper, on which you are to write a heading for each of the Schedules of Reinforcement: Fixed Interval, Fixed Ratio,Variable Interval,Variable Ratio and leave space under each heading where the examples will go (space for 4-5 2 inch sheets of paper) Once all teams have prepared headings, each group will receive a set of 26 examples which they will attempt to categorize into the correct section. Teams will be awarded points based on how quickly the puzzle is completed. In class we will work on practice problems to help with identifying different schedules of reinforcement HOMEWORK Notes: Chapters 5.8 and 5.9 (It’s like 4 slides so no complaining): Stimulus Control and Behavior Modification (Short Quiz Next Class) In Notebook: 25 Questions Practicing the Schedules of Reinforcement. ACE Vocab 5.7 – 5.9 CHAPTER 5.8: STIMULUS CONTROL “SLOW DOWN IT’S THE COPS” HOW DO OPERANT STIMULI CONTROL BEHAVIOR, AND WHAT KIND OF BEHAVIOR IS RESISTANT TO OPERANT CONDITIONING? OPERANT STIMULI AND STIMULUS CONTROL How do we know certain automatic responses? (Slowing down when we see a cop, stopping for a red traffic light, pushing or pulling on a door handle) Our brain uses stimuli or cues to help us determine what behavior(s) will get us what we want Discriminative stimulus - any stimulus, such as a stop sign or a doorknob, that provides the organism with a cue for making a certain response in order to obtain reinforcement BEHAVIOR RESISTANT TO CONDITIONING Instinctive drift - tendency for an animal’s behavior to revert to genetically controlled patterns. Each animal comes into the world (and the laboratory) with certain genetically determined instinctive patterns of behavior already in place. These instincts differ from species to species. There are some responses that simply cannot be trained into an animal regardless of conditioning. CHAPTER 5.9: APPLYING OPERANT CONDITIONING: BEHAVIOR MODIFICATION WHAT IS BEHAVIOR MODIFICATION, AND HOW CAN BEHAVIORAL TECHNIQUES BE USED TO MODIFY INVOLUNTARY BIOLOGICAL RESPONSES? BEHAVIOR MODIFICATION Behavior modification - the use of operant conditioning techniques to bring about desired changes in behavior. Token economy - type of behavior modification in which desired behavior is rewarded with tokens. Time-out - a form of mild punishment by removal in which a misbehaving animal, child, or adult is placed in a special area away from the attention of others. Essentially, the organism is being “removed” from any possibility of positive reinforcement in the form of attention. Applied behavior analysis (ABA) – modern term for a form of behavior modification that uses shaping to mold a desired behavior or response. BIOFEEDBACK VS NEUROFEEDBACK Biofeedback Using feedback about biological conditions to bring involuntary responses, such as blood pressure and relaxation, under voluntary control Neurofeedback Using EEG feedback and other brain scanning devices to provide feedback about brain activity in an attempt to monitor behavior DO NOW Prepare for Quiz over sections 5.8 and .5.9 TED TALKS: THE FIRST 20 HOURS: HOW TO LEARN ANYTHING 1. How long does it take to get “Reasonably Good” at something? 2. If you break 20 hours a day into daily practice, how many minutes a day would it take to learn something in a month? 3. What are the 4 steps to a “rapid skill ____ ”? 4.”Feeling stupid is a _______________ to actually doing the work” 5. At the end of the video, Josh states, "The major barrier to skill acquisition isn't intellectual...it's emotional.” What does that mean? Do you agree with that statement? Why or why not? 6. How could the information from this video help you in your real life? How could people in fields of education, medicine or psychology use this information? CHAPTER 5.10: COGNITIVE LEARNING THEORY HOW DO LATENT LEARNING, LEARNED HELPLESSNESS, AND INSIGHT RELATE TO COGNITIVE LEARNING THEORY? COGNITIVE LEARNING THEORY In the early days of studying learning – the main focus was on behavior. If it could not be measured or seen, it could not be accurately studied By the 1950s and more intensely in the 1960s, many psychologists were becoming aware that cognition, the mental events that take place inside a person’s mind while behaving, could no longer be ignored. Three important figures in cognitive learning theory include: Edward Tohlman Wolfgang Kohler Martin Seligman LATENT LEARNING Edward Tolman’s best-known experiments in learning involved teaching three groups of rats the same maze, one at a time (Tolman & Honzik, 1930). Group 1 – rewarded each time at end of maze. Learned maze quickly. Group 2 – in maze every day; only rewarded on 10th day. Demonstrated learning of maze almost immediately after receiving reward. Group 3 – never rewarded. Did not learn maze well. Latent learning - learning that remains hidden until its application becomes useful. TOLMAN’S MAZE: AN EXAMPLE TOLMAN’S MAZE:THE RESULTS INSIGHT: KOHLER’S EXPERIMENT Kohler (1925): Placed a chimpanzee in a cage with a banana just out of his reach. Chimpanzee would use “trial and error” techniques to get the banana. Problem was made increasingly more difficult which caused the Chimpanzee to need more than just “trial and error” to solve Insight - the sudden perception of relationships among various parts of a problem, allowing the solution to the problem to come quickly. Cannot be gained through trial-and-error learning alone. “Aha” moment. SELIGMAN AND LEARNED HELPLESSNESS Seligman’s study of dogs was originally designed to study escape and avoidance learning but instead discovered a theory called learned helplessness. In this study presented the dogs with a tone followed by a harmless, but painful electric shock One group of dog was harnessed so they could not escape the shock. The others were free to escape the shock When unharnessed, the previously harnessed dogs still did not attempt to escape the shock Learned helplessness - the tendency to fail to act to escape from a situation because of a history of repeated failures in the past. This theory is often attributed to human behaviors/diagnoses such as depression, learning difficulties (I’m bad at math, I CAN’T do it), and cyclical destructive behaviors such as abusive relationships VIDEO QUESTIONS: LEARNED HELPLESSNESS VS LEARNED OPTIMISM 1. What is “Learned Optimism”? How does it relate to Learned Helplessness? 2. Describe Seligman’s “Learned Optimism” experiment. What were the results/findings? 3. How does the narrator describe his experiences with Learned Optimism and Learned Helplessness? Is this similar or different from your own experiences? 4. What are the “Benefits of Optimism”? 5. What are the shared qualities of pessimists? 6. Explain the components of explanatory style as they relate to optimists and pessimists: Permanent: Pervasive Personal 7. Why is it important to be a balanced optimist? 8. Diagnose yourself: Are you more of an optimist or a pessimist? Do you believe that you can learn optimism/pessimism? Why or why not? Explain. IN CLASS ASSIGNMENT: DEAN FOR A DAY ASSIGNMENT APPLYING LEARNING CONCEPTS Now it’s your turn to COMBINE all of the terms and theories we have been discussing over the last week. Your job is to use these terms to apply them to common problems found in a learning institution (Metro High School) Using the sheet and wordbank provided, your job is going to be to APPLY the terms and concepts to real life problems found right here in this high school HOMEWORK Practice Quiz: Page 203 ACE Vocab 5.10 Reminder: Train Your Dog Projects due Thursday January 19th (B) or Friday January 20th (A) Article: Read and Review “The Psychology of Spanking” (Link to Article on website) Article Review should include 3 parts: Summary: What is the article about? Analysis: What is the POINT of the article? Why is it relevant Synthesis: How is this information related to concepts we are learning in class? Explain DO NOW SURVEY: WHICH OF THESE THINGS HAVE YOU DONE OR DO YOU BELIEVE? 1. Imitated something an older sibling or relative did 2. Enjoyed a song based on it’s tune without knowing what the lyrics said 3. Played Grand Theft Auto or Call of Duty 4. Knows what a “Bobo Doll” is 5. Have enjoyed a song that contains sexual or violent lyrics 6. Enjoys watching gory horror movies. 7. Believes that watching violence on TV influences children’s behavior • 8. Believes that watching violence on TV DOES NOT influence children’s behavior • 9. Knows what happened at Columbine HS in 1999 • 10. Thinks the American Movie Rating system is too lenient • 11. Thinks cartoons are too violent • 12. Knows about the Rodney King beating and can describe what happened afterwards • 13. Believes aggressive urges can be taken out through “catharsis” (punching a pillow, working out, etc.) • 14. Believes that experiments conducted in research laboratories can’t always transfer over to real world settings MUSIC VIDEO TIME!!!! We are going to watch 2 popular music videos. All you need to do for the time being is WATCH the videos. No need to take notes or answer questions. Watch and enjoy!!! CHAPTER 5.11: OBSERVATIONAL LEARNING WHAT OCCURS IN OBSERVATIONAL LEARNING, INCLUDING FINDINGS FROM BANDURA’S CLASSIC BOBO DOLL STUDY AND THE FOUR ELEMENTS OF OBSERVATIONAL LEARNING? BANDURA AND THE BOBO DOLL Bandura’s famous study involved having a preschool aged child in a room in which the experimenter and a model interacted with toys in the room in front of the child. (Bandura et al 1961) In one condition the model interacted with the toy in a non-aggressive manner. In the other, the model became very aggressive toward the doll When child was left alone to play with the doll, children who witnessed aggressive behaviors imitated the same aggressive behaviors towards the doll OBSERVATIONAL LEARNING Observational learning - learning new behavior by watching a model perform that behavior. Learning/performance distinction - referring to the observation that learning can take place without actual performance of the learned behavior. FOUR ELEMENTS OF OBSERVATIONAL LEARNING 1. ATTENTION To learn anything through observation, the learner must first pay attention to the model. 2. MEMORY The learner must also be able to retain the memory of what was done, such as remembering the steps in preparing a dish that was first seen on a cooking show. 3. IMITATION The learner must be capable of reproducing, or imitating, the actions of the model. 4. MOTIVATION Finally, the learner must have the desire to perform the action. (An easy way to remember the four elements of modeling is to remember the letters AMIM, which stands for the first letters of each of the four elements). OTHER EXAMPLES OF OBSERVATIONAL LEARNING: HISTORICAL EXAMPLES Prosocial Behavior Antisocial Behavior Non-violent resistance as a means of peaceful demonstration Sesame Street teaches kids how to behave and learn 1991 Rodney King beating causing Los Angeles race riots Columbine shooters inspired by “Doom” and other violent video games OTHER EXAMPLES OF OBSERVATIONAL LEARNING: EVERYDAY EXAMPLES FASHION TRENDS NEW JOBS / JOB SHADOWING MOVIES AND TV Parents as Relationship Scripts SO WHAT ABOUT CARTOON VIOLENCE? VIDEO GAME VIOLENCE? After watching the videos of common video game and cartoon violence answer the following questions about observational learning. 1. What types of violence are represented in the cartoon montage? 2. What types of violence are represented in the video game montage? 3. Compare the violence in the two montage(s). Which do you think has a larger impact through observational learning? 4. Critics blame video games and cartoons for increasing violence and violent behaviors in children. How much truth do you feel there is to that argument? What factors might they be missing? A Case Study: Music Lyrics So… what were the two songs about you listened to before? Foster the People “Pumped Up Kicks” Robin Thicke “Blurred Lines” He'll look around the room He wont tell you his plan He's got a rolled cigarette Hanging out his mouth He's a cowboy kid Yeah he found a six-shooter gun In his dad's closet, in the box of fun things I don't even know what But he's coming for you, yeah he's coming for you All the other kids with the pumped up kicks You better run, better run, outrun my gun All the other kids with the pumped up kicks You better run, better run, faster than my bullet. Daddy works a long day He be coming home late, and he's coming home late. And he's bringing me a surprise 'cause dinner's in the kitchen and it's packed in ice I've waited for a long time. Yeah the sleight of my hand is now a quick-pull trigger I reason with my cigarette, Then say, "Your hair's on fire, you must have lost your wits, yeah?" Foster the People “Pumped Up Kicks” This song is about a kid planning to carry out a school shooting Robin Thicke “Blurred Lines” This song is about a man trying to coerce a woman into sex even though she’s resisting (PARTIAL LYRICS; too many to fit) • • • Ok, now he was close Tried to domesticate you But you're an animal Baby, it's in your nature Just let me liberate you You don't need no papers That man is not your maker And that's why I'm gon' take a Good girl I know you want it You're a good girl Can't let it get past me You're far from plastic Talk about getting blasted I hate these blurred lines I know you want it But you're a good girl The way you grab me Must wanna get nasty Go ahead, get at me Hustle Gang Homie One thing I ask of you Lemme be the one you back that ass up to From Malibu to Paris boo Had a bitch, but she ain't bad as you So, hit me up when you pass through I'll give you something big enough to tear you’re a** in two • Nothin’ like your last guy, he too square for you He don’t smack that a** and pull your hair like that So I’m just watching and waitin’ For you to salute the true big pimpin’ I’m a nice guy, but don’t get confused, this pimpin’ Shake your rump Get down, get up-a Do it like it hurt, like it hurt What you don’t like work Hey! Baby, can you breathe I got this from Jamaica It always works for me OBSERVATIONAL LEARNING: PSYCHS OF THE ROUND TABLE In groups of 3 or 4 you will be discussing some major issues with observational learning in modern society.You will be holding a discussion over the provided questions. One person should be the discussion leader who will keep the discussion on task and one person should be the secretary who will keep notes as the different questions are discussed. If we have time we will bring the class together for a full class discussion of the same questions. OBSERVATIONAL LEARNING: DISCUSSION QUESTIONS 1. What affect do you think aggressive depictions in the media have on viewers? 2. The American rating system tends to give harsher ratings to movies that depict sexual situations rather than violence. Given what we know about observational learning, how do you feel about this? 3. As future parents, how will you utilize the theories of observational learning in raising your children? 4. One theory is that we watch aggressive television as a ‘cathartic’ experience, to relieve built up tension and aggression in a safe manner. Do you think this is valid or not and why? 5. Many of the studies we have done are recorded in laboratory settings. How much do you think these findings can transfer over to real world settings? 6. Do you think that suggestive, sexual, or violent music lyrics are applicable to observational learning as well? Why or why not? HOMEWORK Learning project due next class: January 19th (B) and January 20th (A) Notes chapter 5.12 (from book, not included on power point) ACE Vocab 5.10-5.12