unit 3, topic 4 Flashcards
discuss bandura et al bobo doll experiment
participants:
The participants for the experiment were 36 boys and 36 girls enrolled at the Stanford University Nursery School. The children ranged in age between 3 and almost 6 years.
children were randomly assigned to watch an adult (model) 1) playing quietly and ignoring the doll 2) hitting the doll with a mallet, yelling insults
‘kick him,” “pow” and kicking it.
results demonstrated that previous exposure to the aggressive model triggered significantly more aggression toward the Bobo doll. girls were more likely to imitate verbal aggression and boys physical aggression.
boys observing female made comments like “ladies shouldnt do that”. children were more likely to imitate the same sex.
demonstrated children showed signs of learning via observation.
What did bandura propose
he proposed that people learn by observing and imitating others but he also recognised that the important role that thinking and motivation play in learning.
evaluate the experiment conducted by Bandura et al.
limitations
- low ecological validity - carried out in a lab in an unnatural setting, only a brief encounter with the model, children intentionally frustrated.
- does aggression to bobo indicated learned aggression in general or only to a specific situation.
- modelled aggression was not standardised.
- matching participants to aggression levels was based on parent and teacher observation - accuracy debatable.
what is SLT
SLT refers to the process of learning from others.
define observational learning
the tendency to observe and mimic others (models).
is a method of social learning.
what are the principles of observational learning
- learning occurs by observing the behaviour of others and the consequences of those behaviours.
- learning can occur without there being an immediate change in behaviour. - it can remain latent.
- cognition plays a role in observational learning because the learner has awareness and expectations of future reinforcements or punishments, and these can influence whether the learnt behaviour will be demonstrated.
- observational learning is a link between the behaviour theories of learning (classical conditioning and operant conditioning) and cognitive learning theories.
describe the process of observational learning
- attention (cognitive) - must be paid to the models behaviour and its consequences.
- retention - learnt behaviour must be stored in memory as a mental representation for use later on.
- reproductive - refers to the intellectual and physical ability of the learner to replicate the observed behaviour.
- motivation (cognitive) - of the learner to reproduce the observed behaviour. depends on whether there will be desirable consequences (reinforcement).
- reinforcement - refers to the prospect of a favourable outcome for the learner.
define learning
a relatively permanent change in an organisms behaviour or knowledge as a result of experience
define conditioned response
any type of learned response
define classical conditioning and discuss pavlovs experiment:
is the forming of associations between two stimuli that are normally unrelated.
pavlov paired the tone of a tuning fork (sound) with delivering food to the dog so that the dog would salivate when it heard the sound.
define unconditioned response, unconditioned stimulus and conditioned stimulus and conditioned response
and neutral stimulus
unconditioned stimulus - a stimulus that produces an unconditioned response before conditioning occurs. (eg. food)
unconditioned response - a response the unconditioned stimulus that occurs without conditioning and automatically or instinctively. (salivating from food)
conditioned stimulus - something that is paired with the unconditioned stimulus to condition an organism.
conditioned response - a response that after conditioning, will occur after exposure to the conditioned stimulus.
neutral stimulus is the stimulus that does not produce a conditioned response.
describe the time as a factor affecting classical conditioning
the time between presentation of the CS and UCS.
- stimuli are contiguous if they occur together in time and space. the more closely (contiguous) the 2 stimulus (NS and UCS) occur, the more likely an association will be made.
during maximal conditioning the CS begins just before the UCS and stops at the same time as the UCS.
theory states that this should be no more than 0.5 seconds.
describe preparedness (to learn) as a factor affecting CC
biological readiness
some responses can be conditioned much more readily to certain stimuli than others. the biologically wired readiness to learn some associations more easily than others.
what are the factors influencing CC
readiness/preparedness to learn
time
define:
stimulus discrimination
stimulus generalisation
extinction
spontaneous recovery
stimulus discrimination - a CR does not occur to stimuli that are different to the original CS based on the difference of these stimuli to the CS.
stimulus generalisation - a CR occurs to stimuli other than the original CS based on the similarities of these stimuli to the CS.
extinction - occurs when a CS is presented without the UCS causing the CR to weaken and eventually stop occurring.
spontaneous recovery - the reappearance of a previously extinguished CR after a period has passed following extinction.
