1. Insight Learning What is cognitive psychology? How does this type of learning contradict “behavioralism”? What is insight learning? What is a cognitive map? What is latent learning?

2. Insight Learning Insight learning is form of cognitive learning, originally described by Gestalt psychologists in which problem solving occurs by means of a sudden reorgnization of perceptions. “Flashes of insight”. Insight learning is form of cognitive learning, originally described by Gestalt psychologists in which problem solving occurs by means of a sudden reorgnization of perceptions. “Flashes of insight”. Behavior is explained through thought not Pavlovian reflexes or Skinnerian shaping. Behavior is explained through thought not Pavlovian reflexes or Skinnerian shaping. Ape Genius: http://www.youtube.com/watch?v=ySMh1mBi3cI&feature=related Ape Genius: http://www.youtube.com/watch?v=ySMh1mBi3cI&feature=related http://www.youtube.com/watch?v=ySMh1mBi3cI&feature=related Pigeon and the Banana: Pigeon and the Banana: http://www.youtube.com/watch?v=mDntbGRPeEU http://www.youtube.com/watch?v=mDntbGRPeEU http://www.youtube.com/watch?v=mDntbGRPeEU

3. Cognitive Maps Roy the Dog demonstrates a cognitive map: Roy the Dog demonstrates a cognitive map: http://www.youtube.com/watch?v=SBTP7W5c3c8&feature =related http://www.youtube.com/watch?v=SBTP7W5c3c8&feature =related http://www.youtube.com/watch?v=SBTP7W5c3c8&feature =related http://www.youtube.com/watch?v=SBTP7W5c3c8&feature =related A cognitive map is a visual representation of a physical space. A cognitive map is a visual representation of a physical space. According to Edward Tolman, this showed learning was a mental process not a behavioral process because animals acquire a more abstract mental representation of space without any reinforcers. According to Edward Tolman, this showed learning was a mental process not a behavioral process because animals acquire a more abstract mental representation of space without any reinforcers. Cognitive maps involve the hippocampus. Cognitive maps involve the hippocampus.

4. Latent Learning When learning occurs without any apparent award. When learning occurs without any apparent award. Close your eyes…. Close your eyes…. Name the order of how people sit in the two rows next to you and in your own row. Name the order of how people sit in the two rows next to you and in your own row. What will you do if a monster comes into your room? What will you do if a monster comes into your room? http://www.youtube.com/watch?v=fmhulHedrtI&feat ure=related http://www.youtube.com/watch?v=fmhulHedrtI&feat ure=related http://www.youtube.com/watch?v=fmhulHedrtI&feat ure=related http://www.youtube.com/watch?v=fmhulHedrtI&feat ure=related

5. Observation Learning “Social Learning” What is observational learning? What is observational learning? What factors must be present for it to work? What factors must be present for it to work? What is a “Bobo Doll?” What is a “Bobo Doll?” Who is Albert Bandura? Who is Albert Bandura?

6. Children See, Children Do What habits or behaviors do you have because of things you have observed? What habits or behaviors do you have because of things you have observed? Children See, Children Do: Children See, Children Do:http://www.youtube.com/watch?v=KHi2dxSf9hw

7. Modeling Learning by imitation. Learning by imitation. Modeling produces three types of effects: Modeling produces three types of effects: Behavior of others helps our performance of similar behavior that we have already learned. Behavior of others helps our performance of similar behavior that we have already learned. (manners/formal dance) (manners/formal dance) Observational Learning: an observer watches a model perform a new task and later closely reproduces that behavior. (Dancing/putting on makeup) Observational Learning: an observer watches a model perform a new task and later closely reproduces that behavior. (Dancing/putting on makeup) When an observer watches someone else engage in threatening activity without being punished the observer finds it easier to engage in that behavior later. When an observer watches someone else engage in threatening activity without being punished the observer finds it easier to engage in that behavior later.

8. Observational Learning Bandura hypothesized a four-step pattern that combined a cognitive and operant view of learning. Attention Retention Reproduction Motivation remembers what was noticed produces an action that is a copy of what was noticed consequence changes the probability the behavior will be emitted again notices something in the environment Booty Rockin it Very Well! : http://www.theeter.com/babydancing

9. Step 1: Attentional Processes Developing cognitive processes to pay attention to a model- more developed processes allow for better attention Developing cognitive processes to pay attention to a model- more developed processes allow for better attention Must observe the model accurately enough to imitate behavior Must observe the model accurately enough to imitate behavior

10. Step 2: Retention Processes To later imitate behavior, must remember aspects of the behavior To later imitate behavior, must remember aspects of the behavior Retain information in 2 ways: Retain information in 2 ways: Imaginal internal representation: Visual image Ex: Forming a mental picture Imaginal internal representation: Visual image Ex: Forming a mental picture Verbal system: Verbal description of behavior Ex: Silently rehearsing steps in behavior Verbal system: Verbal description of behavior Ex: Silently rehearsing steps in behavior

11. Step 3: Production Processes Taking imaginal and verbal representations and translating into overt behavior- practice behaviors Taking imaginal and verbal representations and translating into overt behavior- practice behaviors Receive feedback on accuracy of behavior- how well have you imitated the modeled behavior? Receive feedback on accuracy of behavior- how well have you imitated the modeled behavior? Important in mastering difficult skills Important in mastering difficult skills Ex: Driving a car Ex: Driving a car

12. Step 4: Incentive and Motivational Processes With incentives, observation more quickly becomes action, pay more attention, retain more information With incentives, observation more quickly becomes action, pay more attention, retain more information Incentive to learn influenced by anticipated reinforcements Incentive to learn influenced by anticipated reinforcements

13. Observational Learning In a set of well-known experiments, called the "Bobo doll" studies, Bandura showed that children (ages 3 to 6) would change their behavior by simply watching others. One group of children saw the child praised for aggressive behavior A second group saw the child told to go sit down in a corner and was not allowed to play with the toys. A third group saw a film with the child simply walking out of the room. He observed three different groups of children:

14. Bobo Doll Experiment http://www.theeter.com/albertbandura

15. Observational Learning

16. Bandura and his colleagues also demonstrated that viewing aggression by cartoon characters produces more aggressive behavior than viewing live or filmed aggressive behavior by adults. Additionally, they demonstrated that having children view pro-social behavior can reduce displays of aggressive behavior.

17. Observational Learning

18. Stop here… AP Students Stop HERE for Studying Test!! Review in Zimmbardo’s book pgs. 223-227 Review in Zimmbardo’s book pgs. 223-227

19. Aspects of the Self: Self-reinforcement and Self-efficacy Self-reinforcement: Rewards or punishments given to oneself for reaching, exceeding or falling short of personal expectations Self-reinforcement: Rewards or punishments given to oneself for reaching, exceeding or falling short of personal expectations Ex: Pride, shame, guilt Ex: Pride, shame, guilt Self-efficacy: Belief in ability to cope with life Self-efficacy: Belief in ability to cope with life Meeting standards: Enhances self-efficacy Meeting standards: Enhances self-efficacy Failure to meet standards: Reduces self-efficacy Failure to meet standards: Reduces self-efficacy

20. Self-Efficacy High self-efficacy High self-efficacy Belief you can deal effectively with life events Belief you can deal effectively with life events Confident in abilities Confident in abilities Expect to overcome obstacles effectively Expect to overcome obstacles effectively Low self-efficacy Low self-efficacy Feel unable to exercise control over life Feel unable to exercise control over life Low confidence, believe all efforts are futile Low confidence, believe all efforts are futile

21. Sources of Information in Determining Self-efficacy Performance attainment Performance attainment Most influential Most influential Role of feedback Role of feedback More we achieve, more we believe we can achieve More we achieve, more we believe we can achieve Leads to feelings of competency and control Leads to feelings of competency and control

22. Sources of Information in Determining Self-efficacy Vicarious experience Vicarious experience Seeing others perform successfully Seeing others perform successfully If they can, I can too If they can, I can too Verbal persuasion Verbal persuasion Verbal reminders of abilities Verbal reminders of abilities Physiological and emotional arousal Physiological and emotional arousal Related to perceived ability to cope Related to perceived ability to cope Calm, composed feelings: Higher self-efficacy Calm, composed feelings: Higher self-efficacy Nervous, agitated feelings: Lower self-efficacy Nervous, agitated feelings: Lower self-efficacy

23. Developmental Stages of Modeling and Self-efficacy Childhood Childhood Infancy: Direct modeling immediately following observation, develop self-efficacy with control over environment Infancy: Direct modeling immediately following observation, develop self-efficacy with control over environment By age 2: Developed attentional, retention and production processes to model behavior some time after observation, not immediately By age 2: Developed attentional, retention and production processes to model behavior some time after observation, not immediately What will you do if a monster comes into your room? http://www.youtube.com/watch?v=fmhulHedrtI&feature=related What will you do if a monster comes into your room? http://www.youtube.com/watch?v=fmhulHedrtI&feature=related http://www.youtube.com/watch?v=fmhulHedrtI&feature=related

24. Developmental Stages of Modeling and Self-efficacy Adolescence Adolescence Involves coping with new demands Involves coping with new demands Success depends on level of self-efficacy established during childhood Success depends on level of self-efficacy established during childhood

25. Developmental Stages of Modeling and Self-efficacy Adulthood: 2 Periods Adulthood: 2 Periods Young adulthood: Young adulthood: Adjustments: Career, marriage, parenthood Adjustments: Career, marriage, parenthood High self-efficacy to adjust successfully High self-efficacy to adjust successfully Middle adulthood: Middle adulthood: Adjustment: Reevaluate career, family life Adjustment: Reevaluate career, family life Need to find opportunities to continue to enhance self- efficacy Need to find opportunities to continue to enhance self- efficacy

26. Developmental Stages of Modeling and Self-efficacy Old age: Old age: Decline in mental/physical function, retirement Decline in mental/physical function, retirement Requires reappraisal of abilities Requires reappraisal of abilities Belief in ability to perform a task is key throughout the lifespan Belief in ability to perform a task is key throughout the lifespan

27. Application of Social Learning Theory: Behavior Modification Fears and phobias Fears and phobias Guided participation: Observe and imitate Guided participation: Observe and imitate Covert modeling: Imaginal Covert modeling: Imaginal Anxiety Anxiety Fear of medical treatment Fear of medical treatment Test anxiety Test anxiety

28. Assessment of Bandura’s Theory: Self-efficacy Age and gender differences Age and gender differences Physical appearance Physical appearance Academic performance Academic performance Career choice and job performance Career choice and job performance Physical health Physical health Mental health Mental health Coping with stress Coping with stress

29. Assessment of Bandura’s Theory: Television and Aggressive Behaviors Relationship between watching violence and imitating violence Relationship between watching violence and imitating violence

30. Assessment of Bandura’s Theory Strengths: Strengths: Focus on observable behavior- research support Focus on observable behavior- research support Practical application to real-world problems Practical application to real-world problems Large-scale changes Large-scale changes

31. The End Citation: teach.valdosta.edu/WHuitt/edpsyppt/T heory/soccog.ppt ourses.wcupa.edu/ttreadwe/courses/02cou rses/theorist/bandura.ppt