Lecture 5- Sociocognitive development 2 Flashcards
(36 cards)
What are the 4 theories outline in this lecture?*** is it?
- Social Cognition and Imitation
- Social Learning theory
- Infant imitation
- Overimitation
What is the behaviourist definition of learning?
Acquisition of knowledge/ skills through study, experience or being taught
- learning through associations and consequences - reinforcement and punishment
What are responses elicted by and how do neeww patterns of behaviour arise?
Responses are elicited by environmental cues
- through shaping and successive approximations, new patterns of behaviour develop
What are the limitations of behavioural approaches?
X - ignores motivation, thoughts and cognition
X - Based on animal research
X - Ignores social dimensions of learning
X - Treats organisms as passive
X - what about novel and complex behaviour that occurs without prior reinforcement?
What is the ABC model of behaviourist theories?
Antecedent - specific environmental cue
Behaviour - Behavioural response
Consequence
Outline Social Learning theory
LEARNING OCCUS THROUGH OBSERVING OTHERS
What did Bandura (1961) outline about Social learning theory?
Wanted to explain how children learn in social environments
- We learn cognitively through imitation
- We change/ learn a new behaviour when exposed to an individual
- We modify this behaviour based on the application of consequences
1. Imitation
2. Modify behaviour based on consequences - if we see it punished, we are less likely to imitate it
- Evolutionary basis - eating something then getting ill, wouldnt imitate it
Outline the Bobo Doll experiments
- 3-5 year olds
Group 1) Observer adult play agressively with doll
Group 2) Observe non-agressive play (ignore bobo)
Group 3) Control group - no observation - adults actions were novel, so child would very unlikely have seen them before - e.g. sitting on him
- Also did verbal aggression
Observing agressive behaviour = imitate aggression (twice as likely)
More imitation in same-sex model conditions
- girls generally more verbally aggressive
Guns in the room, never touched by the model. More likely to go to them if seen aggressive model.
Expected aggressive models to reduce aggression as it would drain you of an aggressive drive
Models more successful if: attractive, high status, similar to observer
What were Bandura’s conclusions?
Learn new behaviour by observation and imitation, without reinforcement or punishment
- challenges S-R argument of learning
- Emphasised cognition > reinfrocement, observation > experience, self > env
Stressed importance of role models
Outline MIller & Dollard (1941)
Children imitate others because they are rewarded for doing so
Connecting behavioural and cognitive approaches to learning
What did Bandura et al (1963) do?
Repeated it with a film of aggression
- found same results
- implications of what parents show their kids
Outline Anderson & Bushman (2001)
- violent video games
Meta-analysis of studies into violent video games and aggressive behaviour
- Even brief exposure to violent tv/ movies can increase aggression
- Violent video games increases aggression, physiological arousal and negative thoughts/ feelings (not just feelings)
Outline Bandura et al (1965) film rewards
- then giving a gift
Showed a video of aggression, but with 3 possible endings
- Rewarded - more likely to be aggressive
- Punished - less likely to be aggressive
- No outcome
- Showed vicarious learning
- Watching someone else do it and see what happens to them
They then offered the children a gift if they modelled the behaviour
- every child then just did it anyway.
- shows that they all learned the behaviour, but just chose not to do it if the model got punished. Making decision dependent on outcome
What are the 4 components of SLT?
- Attention - have to notice and attend to behaviour
- Retention - has to be remebered to replicate it (LTM)
- Motor reproduction - must have physical capability to perform observed actions
- Motivation - rewards/ punishments/ consequences
Outline Banduras Social Cognitive theory (Bandura et al 1986)
SLT developed into SCT - emphasises humans self-control and ability to self-reflect. 3 components:
- Behaviour (nature, frequency, intensity)
- Person (Cognition, affect, biology)
- Environment (social, physical, reinforcement)
Reciprocal determinism - these all interelate, and influence each other at all times
Outline self-efficacy as part of SCT
This is what differs SLT and SCT - is self-efficacy
- level of confidence in their ability to successfully perform a behaviour
- impacts motivation and whether the behaviour will even be attempted
Efficacy expectations can be based on:
• Performance accomplishments - previous success
• Vicarious experience - observing others, if he is different to me, think im not tall enough for instance
•Verbal Persuasion/ encouragement from others to conviince you can do it
•Emotion
•Situations you are in
What are the 4 things that SCT emphasises the importance of?
- Importance of observation - learn though watching others
- Importance of others - shape childrens behaviours
- Importance of cognition - learning involves internal mental process
- Importance of self - individual plays active role in social learning
When does imitation come about? Like when does it develop by?
Piaget argued that children begin as asocial beings - cant make link between themselves and other people
- imitation emerged gradually and slowly
- No genuine imitation before 8-10 months
- Facial imitation is a landmark deevelopment - because they cant see it, shows advanced skills, too hard for those under 8 months
- Deferred imitation (18 months) - delay in making gesture - need a mental representation to understand, store and recreate gesture
Outline Meltzoff & Moore (1977)
- 6 infants ,12-21 days
- imitated the observed gesture
- 20 sec passive face after the gesture as a response slot - 12 infants 16-21
- used dummy to delay imitation
- Mouth opening and Tounge protrustion
- when child is sucking a dummy, they didnt try and spit it out, they just waited then made the gesture when removed
- could still do it even though visual stimuli had gone
- Must have a mental representation - strong counter to Piaget who said this only happens at 18 months, not 16 days
Outline counter findings to Piagets claims
- Studies found results in 42 minute old babies
- 6 week olds could do it a day after
- 6 month olds can do more complex sequences of action
- Suggests imitation is innate - can make the link between perception and production of human actions
Outline Barr et al (1996) - bell and mitten
Puppet wearing a mitten, the mitten had a bell inside
- model would take the mitten and shake it thrice
- next day, infant was observed trying to do this
What are the attempted explanations as to how infants can do this?
- A primitive body scheme - seeing gesture activates proprioceptive awareness of own face
- Ability to store information about others actions, own actions, and to compare the two - Actions observed, and actions carried out are compared and combined
Mirror neurons - motor cortex
Outline the ‘like-me’ hypothesis Meltzoff (2007)
Humans are born with an ability to feel interpersonal connectedness - we want to feel similar to other people
- core of social cognition
- infants use the self to understand actions, goals, psychological states of others
- seeing others as like me allows infants to make inferences about mental experiences of others
Outline Support for the like-me hypothesis
- Brooks & Meltzoff (2002)
- 14 mo infants prefer watching adults who are imitating them, then doing the opposite - Meltzoff & Brooks (2004) , Meltzoff (2007)
- adult turns head with a blindfold on
- 14- 18 mo wont look as they know the adult cant see
- 12 mo will still look to see what they are looking at - but when given experience with blindfold they wont
- when given a see through blindfold, 18 mo then looked because this changed their understanding
- learning about others from own experiences
