2. Influentialresearch on one-trial conditioned taste
aversion in a variety of animal species was
pioneered by John Garcia. This research supports
the notion that one-trial conditioned taste
aversion
A. demonstrates the powerful effect of
punishment on animal behaviour.
B. is the same as classical conditioning.
C. has an adaptive survival value for animals.
D. shares many features with negative
reinforcement.
3. Influentialresearch on one-trial conditioned taste
aversion in a variety of animal species was
pioneered by John Garcia. This research supports
the notion that one-trial conditioned taste
aversion
A. demonstrates the powerful effect of
punishment on animal behaviour.
B. is the same as classical conditioning.
C. has an adaptive survival value for animals.
D. shares many features with negative
reinforcement.
4. Explain and apply observational learning
(modelling) processes in terms of the role of
attention, retention, reproduction, motivation,
reinforcement as informed by Albert Bandura’s
(1961, 1963a, 1963b) experiments with children
5. Observational learning occurs when someone uses observation of
another person's actions and their consequences to guide their
future actions
Because the person being observed is referred to as a model,
observational learning is often called modeling.
This is not to say that every time we watch someone do
something we learn how to do it
Observational learning is a more active process than either
classical or operant conditioning
It is not entirely different from conditioning.
6. Normal Operant Conditioning the learner is
directly reinforced or punished
Vicarious reinforcement – viewing a model
being reinforced can strengthen behaviour in
an observer
Vicarious punishment – viewing a model
being punished can weaken a behaviour in an
observer
7. Will children model violent behaviour?
Does TV violence effect children?
Does it matter who they observe?
Are boys more violent than girls?
8. All experiments involved children witnessing
adult models be in the room with a bobo doll
Some models were aggressive some calm
and some ignored the doll altogether
Children were then given the opportunity to
play in a room with the doll
Aggressive acts by the child towards the doll
were recorded
9.
10. 3 conditions
Experimental
Aggressive model in room
with child
Non aggressive mode in room
with child
Control
No model in room
11. Aggressive model condition - sub groups
6 boys with male 6 boys with female 6 boys with female 6 girls with male
model model model model
Non aggressive model condition – sub groups
6 boys with male 6 boys with female 6 boys with female 6 girls with male
model model model model
Control condition – 24 children each with no model in the room
12. Children who saw aggressive model performed more aggressive acts
Boys were more aggressive over all
Boys imitated aggression more from male models
Girls imitated physical aggression more from male models rather than
female
Girls imitated verbal aggression from female models rather than male
Children already had sex role expectation about male and female
aggression – ‘that’s not the way for a lady to behave’, ‘that man is a
strong fighter’. These expectations influenced how much they
imitated male Vs female aggression.
Behaviour learned through observation may not be demonstrated
unless opportunity presented
13. 4 conditions
Experimental
• Live Human aggressive model
• Human aggressive models on
film
• Aggressive cartoon character
Control
• No model shown
14. Exposure to aggressive models increases the
probability that children will behave
aggressively
This is true both for real life models and film-
portrayed models
Sex differences were again found
15. 4 conditions
Experimental
• Aggressive model Rewarded with praise and a food
treat
• Aggressive model Punished with verbal telling off
and a spanking
Control
• Non aggressive model Received no consequence
• No model shown
16. Model reinforced – More copied aggressive behaviour
No significant difference between other conditions
Boys were more aggressive than boys generally
Children in experimental conditions were later asked
which of the two models they would like to be
The models success in gaining reward was a key factor in
choosing who they wanted to be like
17.
18. The learner plays an active role in the learning process.
They must:
Pay attentionin order to observe the modeled behaviour
Attention may be influenced by numerous factors
The motivation and interest level of the observer
personality characteristics of the model
attractiveness
Mentally retain what has been observed
Responses learned by modeling are often not needed until
some time after they have been acquired
Therefore, memory plays an active role in observational
learning.
19. Be capable of Reproducing the behaviour
Our ability to reproduce the modelled response
may be restricted by physical ' limitations
Paraplegics cannot learn to walk by observing
others
Be motivated or have some reinforcement
available
Unless the behavioural response provides a
reward for you, it is unlikely that you will want to
learn it
