Application of Learning to Social Situations

Transcription

1 Monkey see, monkey do. Old American saying That man is an aggressive creature will hardly be disputed. With the exception of certain rodents, no other vertebrate habitually destroys members of his own species. A. Storr Application of Learning to Social Situations Donelson R. Forsyth Learn from me, because I am meek and humble of heart. Mat. 11:29 The power of example to activate and channel behavior has been abundantly documented. Albert Bandura These PowerPoint slides (without the videos) are available at

2 Assumptions and Opinions How do experiences change you? (How do you learn?) Are humans, by nature, social? If social, is our learning social? What does a member of a social species need to know? Is the human species, by nature, aggressive? What can be done to encourage people to be kinder, gentler?

3 Social Learning Learning by Observation Social Learning Theory Applications Imitation (and synchrony, mimicry) Basic Assumptions Aggression and Violence Physiological bases Bobo Doll Study Prosocial behavior Other Findings

4 Theories of Learning: Beyond Radical Behaviorism Classical conditioning: learning by association Operant conditioning: learning by consequences Acquisition of skills, abilities Emotions and affective reactions to stimuli Leaves out... cognitive process social process learning by observing.

5 Observational Learning Evidence of learning by watching, observing, imitating a model (usually a conspecific) Language acquisition Learning skills, actions Natural synchrony of behavior

6 Chimps and Modeling Conformity to cultural norms of tool use in chimpanzees, A. Whiten, V. Horner & F. B. M. de Waal Nature advance online publication, 21 August 2005 doi: /nature04047

7 Chimps and Culture? Videos are not available. Claus, uses the same 'poke' technique to obtain the treat Georgia uses the tool to poke at The food dispenser, and others watch

8 Meltzoff, A.N. (1998). Imitation of televised models by infants. Child Development, Photos Courtesy of A.N. Meltzoff and M. Hanuk. Human Infants and Modeling Learning by observation comes about early in life. This 14 month old child imitates the adult on TV in pulling a toy apart.

9 Reprinted with permission from the American Association for the Advancement of Science, Subiaul et al., Science 305: (2004) 2004 AAAS. Mirror Neurons Neuroscientist have discovered (mirror) neurons in the brains of macaques (and maybe humans) that activate during observational learning.

10 Social Learning Learning by Observation Social Learning Theory Applications Imitation (and syncrony, mimicry) Basic Assumptions Aggression and Violence Physiological bases Bobo Doll Study Prosocial behavior Other Findings

11 Social Learning Theory Primary Theorist: Albert Bandura We can also learn by observing, reading, or hearing about others behavior We can anticipate consequences for our behaviors (even for behaviors we ve never engaged in) Our cognitive abilities give us the capability for insight and foresight

12 Basic Assumptions 1. Observation: We can monitor what others do, and repeat their actions; we learn through observation 2. Cognition: We can remember previous experiences, foresee probable consequences of our acts, and make choices rationally

13 Basic Assumptions 3. Contingencies: Reinforcement increases behavior, punishment decreases behavior, but need not be directly experienced Vicarious consequences Vicarious positive reinforcement Vicarious punishment Self-reinforcement Reward or punish self for meeting or failing to meet own standards

14 Basic Assumptions 4. Self: Self-regulation allows us to choose behaviors that help us to avoid punishments and move towards long-term goals Some people are pretty good at this, some people aren t so good Self-regulation is domain-specific: can regulate some things, but not others Self-efficacy: optimism that one can perform the behaviors required in the situation for success

15 Bobo Doll Studies Children watch model behave aggressively with Bobo doll (Specific physical actions plus novel hostile remarks) Do the children imitate the model s behavior? Video is not available

16 Bandura, Ross, & Ross, 1961 Children watch model behave aggressively with Bobo doll Then model is either rewarded or punished Then children are allowed access to a room with toys, including a Bobo doll Do the children imitate the model s behavior? model rewarded boys girls model punished

17 Other Findings Similarity with the model Girls Boys Female Male Female Male Real life model Film model Cartoon Control

18 Similarity with the model Self-regulation and long-term goals Difficulty of the goal and need for help

19 Social Learning Learning by Observation Social Learning Theory Applications Imitation (and synchrony, mimicry) Basic Assumptions Aggression and Violence Physiological bases Bobo Doll Study Prosocial behavior Other Findings

20 Applications Aggression and Violence Saving Private Ryan Does viewing violence cause one to become more aggressive? Henry: Portrait of a Serial Killer Children of Men RESERVOIR DOGS Movies Silence of Saw the Lambs

21 Videogames

22 Applications Aggression and Violence Does viewing violence cause one to become more aggressive? become "immune" or numb to the violence gradually accept violence as a way to solve problems imitate the violence they observe on television or in video games identify with certain characters, victims and/or victimizers Longitudinal research

23 Longitudinal Research Females Males 0 Low Med High Low Med High Frequency of TV Viewing at Age 8 DV: Seriousness of Criminal Act by Age 30 Eron & Heusmann, 1985 DV: Seriousness of Criminal Act by Age 30

24 Experimental Findings Reduced physiological arousal to real violence if just played a violent videogame More violent thoughts following gameplaying Some brain differences (fmri study)

25 Applications Peacemaking and Helping Can people learn to care?

26 Examples of Prosocial Behavior Have you ever?... helped push a stranger's car out of the snow.... given directions to a stranger.... given money to a charity.... given money to a stranger who needed it (or asked for it).... donated goods or clothes to a charity.... done volunteer work for a charity.... donated blood.

27 Have you ever?... delayed an elevator and held the door open for a stranger.... allowed someone to go ahead of you in a line (at a Xerox machine, in the supermarket).... helped a classmate whom you did not know that well with a homework assignment....offered to help a handicapped or elderly stranger cross a street.... offered your seat on a bus or train to a stranger who was standing....helped an acquaintance to move households.

28 Benefits another person or persons (prosocial) small (casual) large (substantial) Prosocial intentions Emergency and everyday helping Planned or spontaneous helping Doing and giving Self-sacrificing Altruistic motive

29 Helpfulness and Social Learning Oliner and Oliner (1988) study of people who helped Jews escape from the Nazis during World War II Those who helped were taught to help by their parents, who acted in caring, sympathetic ways towards other people. Helpers said such things as: I did everything from my heart--i didn't think about getting something for it. My father taught me to be this way. [p. 227] My nature is the result of being raised by my mother. She was my role model. She helped a lot of people. [p. 228] [My father] taught me to love my neighbor to consider him my equal whatever his nationality or religion. He taught me especially to be tolerant. [p. 165]

30 In general, children tend to be more prosocial and less aggressive if raised by parents who: express prosocial values and act on these values tend to be more altruistic than children raised by parents who espouse lofty principles but don't act on these values explain the reasons why they help others stress the importance of caring and sympathy tend to encourage children to think of themselves as generous, helpful individuals avoid using harsh punishment, but instead encourage empathy for others

31 Bystander Effect Tendency for any given bystander to be less likely to give aid if other bystanders are present. Bystander effect is minimal if a role model is present who helps

32 Summary We acquire, maintain, and modify behaviors that we see others perform; learning is social. We decide which behaviors to keep, and when to use them: we are capable of self-regulation Bandura put the social back in learning by stressing the impact of other people on our development We learn aggressive, harmful behaviors, but we can learn prosocial, cooperative behaviors as well.

33 Once, many years ago, when I lived in the San Francisco Bay area, I was riding BART (Bay Area Rapid Transit) to work one morning when one of the passengers collapsed. The car was exceedingly crowded and the man who had fainted had been one of those standing. I was seated in a far corner, unable to get up without difficulty (that was MY excuse). The unfortunate reality is that no one did ANYTHING for a couple of minutes. Everyone wanted someone else to handle it. Finally, one young man broke away from the crowd and knelt beside the stricken man. He found a pulse but could not rouse him. Just then, the train made a stop to pick up more passengers. The helpful man ran out onto the platform to pick up a courtesy phone to call for help (this was before cellphones). Just then, the doors closed and the train moved away from the station. Within seconds, the man who had fainted roused, sat up, rubbed his head, stood, and resumed his commute in silence. No one said or did anything. The one really nice man was the one left behind to wait for the next train and to be late for work. I don't know who he was, but I have never forgotten him. He did a lot more good than he ever knew by setting a sterling example for everyone in that train car.