SlideShare a Scribd company logo

Week 4 Operant Conditioning and Social Learning Theory

•Download as PPTX, PDF•
•
Jamie Davies
Jamie Davies

Week 4 Operant Conditioning and Social Learning Theory

EducationTechnology
1 of 31
www.jamiesflipped.co.uk @jamiesflipped
Lesson Objectives By the end of the lesson you … • Must be able to describe (AO1) Operant Conditioning. • Must be able to describe (AO1) the components of OC (PR,NR,PP,NP). • Should be able to describe (AO1) Social Learning Theory.
Approach Theories Studies Methods Learning Approach Classical Conditioning Aversion Therapy Operant Conditioning
Punishment Reinforcer Decrease chance of undesirable behaviour Increase chance of desirable behaviour Positive the addition of something / doing something. Negative the removal of something / stop doing something Adding something after an undesirable behaviour to decrease the chance of replication. E.g. Hitting a child after a bad behaviour Adding something after a desirable behaviour to increase the chance of replication. E.g. Reward of chocolate after good behaviour. Removing something after an undesirable behaviour to decrease the chance of replication. Eg. Taking a mobile off a child after bad behaviour. Removing something or something bad NOT happening after a desirable behaviour to increase the chance of replication. Eg. Stop shouting at a child when they behave.
Conversion Task Define each of the following terms in relation to operant conditioning and give an example of each. – Reinforcer – Punishment – Positive Reinforcement – Negative Reinforcement – Positive Punishment – Negative Punishment Pg. 17-18 / 10 minutes
THEORIES Classical Conditioning Operant Conditioning Social Learning Theory Defining Component Key Terms Voluntary or Involuntary behaviour (Eg…) Key Researcher(s) Linked Study / Treatment
Approach Theories Studies Methods Learning Approach Classical Conditioning Aversion Therapy Operant Conditioning Social Learning Theory Bandura (1961)
Bandura
Attention • Pay attention to the features of the modelled behaviour. Retention • Remember details of the behaviour in order to learn and reproduce Reproduction • The opportunity to reproduce must be available Motivation Social Learning Theory • Observation • Imitation (copying) • Role Models
• Motivation from the environment • Eg. Approval / Reward / ItemsExternal • Motivation from a feeling or want. • Eg. Happiness / Enjoyment / FunInternal • Motivation by watching others. • Eg. Friend gets reward : you wantVicarious
THEORIES Classical Conditioning Operant Conditioning Social Learning Theory Defining Component Key Terms Voluntary or Involuntary behaviour (Eg…) Key Researcher(s) Linked Study / Treatment
Operant SLTClassical
Application Question Using all of the key terms of Social Learning Theory describe how a child might learn to be aggressive. 10 minutes explain the same behaviour using classical conditioning or operant conditioning.
• Must be able to describe (AO1) Operant Conditioning. • Must be able to describe (AO1) the components of OC (PR,NR,PP,NP). • Should be able to describe (AO1) Social Learning Theory.
Find all the key terms … … when you find a word write a definition next to the word in the clue list.
Lesson Objectives By the end of the lesson you … • Must be able to describe (AO1) Social Learning Theory. • Must be able to describe (AO1) Bandura’s (1961) study of learned aggression. • Should be able to evaluate (AO2) Bandura’s (1961) study of learned aggression. Pg. 23-26
Approach Theories Studies Methods Learning Approach Classical Conditioning Aversion Therapy Operant Conditioning Social Learning Theory Bandura (1961)
Attention • Pay attention to the features of the modelled behaviour. Retention • Remember details of the behaviour in order to learn and reproduce Reproduction • The opportunity to reproduce must be available Motivation Social Learning Theory • Observation • Imitation (copying) • Role Models
• Motivation from the environment • Eg. Approval / Reward / ItemsExternal • Motivation from a feeling or want. • Eg. Happiness / Enjoyment / FunInternal • Motivation by watching others. • Eg. Friend gets reward : you wantVicarious
Participants 6 boys with same sex model. 6 boys with opposite sex model. 6 girls with same sex model. 6 girls with opposite sex model. 6 boys with same sex model. 6 boys with opposite sex model. 6 girls with same sex model. 6 girls with opposite sex model. Aggressive Model Condition (24 participants) Non-aggressive Model Condition (24 participants) Control Group (24 participants)
Stage One Child is placed in a room with a bobo doll and is a passive witness to either the aggressive or non- aggressive role model. Stage Two Mild aggressive arousal. Stage Three Child is taken to a play room where there is a bobo doll along with other toys. Observed for 20 minutes.
A • Aim • What did they hope to find? What was their research question? What theory is the study attempting to support? How is it going to support it? P • Procedure • What did they do? How did they do it? Who did they do it to? When did they do it? Page 23-26 Time line activity Starting with the initial observations prior to the experiment and ending with the 20 minutes of observation at the end plot a timeline of the study ensuring that you have all stages in detail.
Following on from the timeline that you have completed give two examples of quantitative results from the study and two examples of qualitative results from the study. (5 minutes)
1. Briefly explain Bandura’s social learning theory? 2. What type of method did Bandura use? 3. What type of design did Bandura use and why did he use it? 4. What are the IVs in the study? 5. How did Bandura match the children? 6. Why were the children exposed to ‘mild aggression arousal’? 7. Describe a possible weakness with the sample 8. What were the main controls in the study? 9. Describe how the dependent variables were measured 10. How else could the DV have been measured? 11. Why was both imitative and non-imitative aggression observed? 12. In what ways does Bandura’s study lack ecological validity? 13. What does this study tell us about aggression? 14. Boys were more likely to imitate physical aggression than girls. Why is this the case according to Bandura? 15. According to Bandura how could we reduce aggression? DescriptiveMoreChallenging
• Must be able to describe (AO1) Social Learning Theory. • Must be able to describe (AO1) Bandura’s (1961) study of learned aggression. • Should be able to evaluate (AO2) Bandura’s (1961) study of learned aggression.
www.jamiesflipped.co.uk @jamiesflipped

Recommended

Social Learning Theory
Social Learning Theory Social Learning Theory
Social Learning Theory
shahida zahid
 
Classical conditioning vs operant conditioning (2)
Classical conditioning vs operant conditioning (2)Classical conditioning vs operant conditioning (2)
Classical conditioning vs operant conditioning (2)
DivyaNath4
 
VENUES FOR HEALTH-HABIT MODIFICATION
VENUES FOR HEALTH-HABIT MODIFICATIONVENUES FOR HEALTH-HABIT MODIFICATION
VENUES FOR HEALTH-HABIT MODIFICATION
Deekshana
 
Social Cognitive Theory
Social Cognitive Theory Social Cognitive Theory
Social Cognitive Theory
mhonjo1
 
Aggression AQA A2 Psychology Paper 3
Aggression AQA A2 Psychology Paper 3Aggression AQA A2 Psychology Paper 3
Aggression AQA A2 Psychology Paper 3
Haley Ho
 
Social cognitive theory
Social cognitive theorySocial cognitive theory
Social cognitive theory
Tin Tin Rotation
 
Observation
ObservationObservation
Observation
Khansa Haq Nawaz
 
Perception of movement and time perception
Perception of movement and time perceptionPerception of movement and time perception
Perception of movement and time perception
Lahore Garrison University
 

Recommended

Social Learning Theory
Social Learning Theory Social Learning Theory
Social Learning Theory
shahida zahid
 
Classical conditioning vs operant conditioning (2)
Classical conditioning vs operant conditioning (2)Classical conditioning vs operant conditioning (2)
Classical conditioning vs operant conditioning (2)
DivyaNath4
 
VENUES FOR HEALTH-HABIT MODIFICATION
VENUES FOR HEALTH-HABIT MODIFICATIONVENUES FOR HEALTH-HABIT MODIFICATION
VENUES FOR HEALTH-HABIT MODIFICATION
Deekshana
 
Social Cognitive Theory
Social Cognitive Theory Social Cognitive Theory
Social Cognitive Theory
mhonjo1
 
Aggression AQA A2 Psychology Paper 3
Aggression AQA A2 Psychology Paper 3Aggression AQA A2 Psychology Paper 3
Aggression AQA A2 Psychology Paper 3
Haley Ho
 
Social cognitive theory
Social cognitive theorySocial cognitive theory
Social cognitive theory
Tin Tin Rotation
 
Observation
ObservationObservation
Observation
Khansa Haq Nawaz
 
Perception of movement and time perception
Perception of movement and time perceptionPerception of movement and time perception
Perception of movement and time perception
Lahore Garrison University
 
Social learning theory
Social learning theorySocial learning theory
Social learning theory
Abigail Gamboa
 
The socio cultural-perspective
The socio cultural-perspectiveThe socio cultural-perspective
The socio cultural-perspective
Lily Pad
 
Social cognitive theory
Social cognitive theorySocial cognitive theory
Social cognitive theory
Muhammad Sohaib Afzaal
 
Albert bandura; Social Learning Theory (psychology topic)
Albert bandura; Social Learning Theory (psychology topic)Albert bandura; Social Learning Theory (psychology topic)
Albert bandura; Social Learning Theory (psychology topic)
rehm dc
 
BANDURA SOCIAL LEARNING THEORY
BANDURA SOCIAL LEARNING THEORYBANDURA SOCIAL LEARNING THEORY
BANDURA SOCIAL LEARNING THEORY
ROOHASHAHID1
 
Operant Conditioning
Operant ConditioningOperant Conditioning
Operant Conditioning
Sam Georgi
 
Presentation on Characteristic of Attitude
Presentation on Characteristic of AttitudePresentation on Characteristic of Attitude
Presentation on Characteristic of Attitude
Northern University of Business & Technology Khulna
 
Operant Conditioning Part 2
Operant Conditioning Part 2Operant Conditioning Part 2
Operant Conditioning Part 2
Sam Georgi
 
Operant Conditioning 2
Operant Conditioning 2Operant Conditioning 2
Operant Conditioning 2
Sam Georgi
 
Bandura
BanduraBandura
Bandura
CarolynOsborne
 
Insight learning - VCE U4 Psych
Insight learning - VCE U4 PsychInsight learning - VCE U4 Psych
Insight learning - VCE U4 Psych
Andrew Scott
 
Psyc 321_12 small n research
Psyc 321_12 small n researchPsyc 321_12 small n research
Psyc 321_12 small n research
Ryan Sain
 
Social Learning Theory
Social Learning TheorySocial Learning Theory
Social Learning Theory
Tabish Ahsan
 
Social Cognitive Theory
Social Cognitive TheorySocial Cognitive Theory
Social Cognitive Theory
Corey Durward
 
Stanford Prison Study
Stanford Prison StudyStanford Prison Study
Stanford Prison Study
mpape
 
Ego & defences
Ego & defencesEgo & defences
Ego & defences
Dr Wasim
 
Social cognitive learning – Albert Bandura
Social cognitive learning – Albert Bandura Social cognitive learning – Albert Bandura
Social cognitive learning – Albert Bandura
Suresh Babu
 
Research methods in psychology
Research methods in psychologyResearch methods in psychology
Research methods in psychology
AlexisCowan
 
Measurement of behavior
Measurement of behaviorMeasurement of behavior
Measurement of behavior
Franz Dalluay
 
Independent group design
Independent group designIndependent group design
Independent group design
shayaniqbal7
 
Week 5 Bandura Describe and Evaluate
Week 5 Bandura Describe and EvaluateWeek 5 Bandura Describe and Evaluate
Week 5 Bandura Describe and Evaluate
Jamie Davies
 
Week 3 Little Albert and Operant Conditioning Introduction
Week 3 Little Albert and Operant Conditioning IntroductionWeek 3 Little Albert and Operant Conditioning Introduction
Week 3 Little Albert and Operant Conditioning Introduction
Jamie Davies
 

More Related Content

What's hot

The socio cultural-perspective
The socio cultural-perspectiveThe socio cultural-perspective
The socio cultural-perspective
Lily Pad
 

What's hot (20)

Social learning theory
Social learning theorySocial learning theory
Social learning theory
 
The socio cultural-perspective
The socio cultural-perspectiveThe socio cultural-perspective
The socio cultural-perspective
 
Social cognitive theory
Social cognitive theorySocial cognitive theory
Social cognitive theory
 
Albert bandura; Social Learning Theory (psychology topic)
Albert bandura; Social Learning Theory (psychology topic)Albert bandura; Social Learning Theory (psychology topic)
Albert bandura; Social Learning Theory (psychology topic)
 
BANDURA SOCIAL LEARNING THEORY
BANDURA SOCIAL LEARNING THEORYBANDURA SOCIAL LEARNING THEORY
BANDURA SOCIAL LEARNING THEORY
 
Operant Conditioning
Operant ConditioningOperant Conditioning
Operant Conditioning
 
Presentation on Characteristic of Attitude
Presentation on Characteristic of AttitudePresentation on Characteristic of Attitude
Presentation on Characteristic of Attitude
 
Operant Conditioning Part 2
Operant Conditioning Part 2Operant Conditioning Part 2
Operant Conditioning Part 2
 
Operant Conditioning 2
Operant Conditioning 2Operant Conditioning 2
Operant Conditioning 2
 
Bandura
BanduraBandura
Bandura
 
Insight learning - VCE U4 Psych
Insight learning - VCE U4 PsychInsight learning - VCE U4 Psych
Insight learning - VCE U4 Psych
 
Psyc 321_12 small n research
Psyc 321_12 small n researchPsyc 321_12 small n research
Psyc 321_12 small n research
 
Social Learning Theory
Social Learning TheorySocial Learning Theory
Social Learning Theory
 
Social Cognitive Theory
Social Cognitive TheorySocial Cognitive Theory
Social Cognitive Theory
 
Stanford Prison Study
Stanford Prison StudyStanford Prison Study
Stanford Prison Study
 
Ego & defences
Ego & defencesEgo & defences
Ego & defences
 
Social cognitive learning – Albert Bandura
Social cognitive learning – Albert Bandura Social cognitive learning – Albert Bandura
Social cognitive learning – Albert Bandura
 
Research methods in psychology
Research methods in psychologyResearch methods in psychology
Research methods in psychology
 
Measurement of behavior
Measurement of behaviorMeasurement of behavior
Measurement of behavior
 
Independent group design
Independent group designIndependent group design
Independent group design
 

Similar to Week 4 Operant Conditioning and Social Learning Theory

Functional Behavior Assessment
Functional Behavior AssessmentFunctional Behavior Assessment
Functional Behavior Assessment
sworaac
 
School training module fourteen,functional behavior assessme
School training module fourteen,functional behavior assessmeSchool training module fourteen,functional behavior assessme
School training module fourteen,functional behavior assessme
sworaac
 
Ap research methods
Ap research methodsAp research methods
Ap research methods
Rammata940
 
Social learning theory 'goodfellas' and 'american gangster'
Social learning theory 'goodfellas' and 'american gangster'Social learning theory 'goodfellas' and 'american gangster'
Social learning theory 'goodfellas' and 'american gangster'
misshanks
 
Learning by Consequence PART 1.pptx_STUDENT COPY
Learning by Consequence PART 1.pptx_STUDENT COPYLearning by Consequence PART 1.pptx_STUDENT COPY
Learning by Consequence PART 1.pptx_STUDENT COPY
Kumari K. Karandawala
 
Professional Development Final Presentation2
Professional Development Final Presentation2Professional Development Final Presentation2
Professional Development Final Presentation2
reneedigiorgio
 

Similar to Week 4 Operant Conditioning and Social Learning Theory (20)

Week 5 Bandura Describe and Evaluate
Week 5 Bandura Describe and EvaluateWeek 5 Bandura Describe and Evaluate
Week 5 Bandura Describe and Evaluate
 
Week 3 Little Albert and Operant Conditioning Introduction
Week 3 Little Albert and Operant Conditioning IntroductionWeek 3 Little Albert and Operant Conditioning Introduction
Week 3 Little Albert and Operant Conditioning Introduction
 
Week1 Learning Approach and Classical Conditioning
Week1 Learning Approach and Classical ConditioningWeek1 Learning Approach and Classical Conditioning
Week1 Learning Approach and Classical Conditioning
 
NJEA behavior 2013
NJEA behavior 2013NJEA behavior 2013
NJEA behavior 2013
 
Functional Behavior Assessment
Functional Behavior AssessmentFunctional Behavior Assessment
Functional Behavior Assessment
 
School training module fourteen,functional behavior assessme
School training module fourteen,functional behavior assessmeSchool training module fourteen,functional behavior assessme
School training module fourteen,functional behavior assessme
 
Ap research methods
Ap research methodsAp research methods
Ap research methods
 
Applied behavioral analysis (introduction)
Applied behavioral analysis (introduction)Applied behavioral analysis (introduction)
Applied behavioral analysis (introduction)
 
Social learning theory 'goodfellas' and 'american gangster'
Social learning theory 'goodfellas' and 'american gangster'Social learning theory 'goodfellas' and 'american gangster'
Social learning theory 'goodfellas' and 'american gangster'
 
NJCIE Classwide Behavior Management
NJCIE Classwide Behavior ManagementNJCIE Classwide Behavior Management
NJCIE Classwide Behavior Management
 
ABA BASIC CONCEPT
ABA BASIC CONCEPTABA BASIC CONCEPT
ABA BASIC CONCEPT
 
MAED behaviorism (2).pptx
MAED behaviorism (2).pptxMAED behaviorism (2).pptx
MAED behaviorism (2).pptx
 
Module 1
Module 1Module 1
Module 1
 
Learning by Consequence PART 1.pptx_STUDENT COPY
Learning by Consequence PART 1.pptx_STUDENT COPYLearning by Consequence PART 1.pptx_STUDENT COPY
Learning by Consequence PART 1.pptx_STUDENT COPY
 
Psychology unit 2 (learning approach
Psychology unit 2 (learning approachPsychology unit 2 (learning approach
Psychology unit 2 (learning approach
 
Myers'Psychology for APPsych 2e LecturePPTs Unit06.ppt
Myers'Psychology for APPsych 2e LecturePPTs Unit06.pptMyers'Psychology for APPsych 2e LecturePPTs Unit06.ppt
Myers'Psychology for APPsych 2e LecturePPTs Unit06.ppt
 
Unit 5 - Introduction to Psychology.pptx
Unit 5 - Introduction to Psychology.pptxUnit 5 - Introduction to Psychology.pptx
Unit 5 - Introduction to Psychology.pptx
 
Professional Development Final Presentation2
Professional Development Final Presentation2Professional Development Final Presentation2
Professional Development Final Presentation2
 
3 8-learning process
3 8-learning process3 8-learning process
3 8-learning process
 
Psychology of Learning
Psychology of LearningPsychology of Learning
Psychology of Learning
 

More from Jamie Davies

Experimental methods
Experimental methodsExperimental methods
Experimental methods
Jamie Davies
 
Week 16 Gottesman and Shields
Week 16 Gottesman and ShieldsWeek 16 Gottesman and Shields
Week 16 Gottesman and Shields
Jamie Davies
 

More from Jamie Davies (20)

Webinar compare
Webinar compareWebinar compare
Webinar compare
 
ATP 2016 - Critical Thinking in Psychology
ATP 2016 - Critical Thinking in PsychologyATP 2016 - Critical Thinking in Psychology
ATP 2016 - Critical Thinking in Psychology
 
Glyndwr Teaching and Research
Glyndwr Teaching and Research Glyndwr Teaching and Research
Glyndwr Teaching and Research
 
BPS DARTP London
BPS DARTP London BPS DARTP London
BPS DARTP London
 
UCAS Personal Statements
UCAS Personal Statements UCAS Personal Statements
UCAS Personal Statements
 
ATP 2014 Critical Thinking & PALS
ATP 2014 Critical Thinking & PALS ATP 2014 Critical Thinking & PALS
ATP 2014 Critical Thinking & PALS
 
ATP 2014 Flipped Learning
ATP 2014 Flipped Learning ATP 2014 Flipped Learning
ATP 2014 Flipped Learning
 
NSLC 2014 Session 2 : Critical Thinking in Psychology
NSLC 2014 Session 2 : Critical Thinking in PsychologyNSLC 2014 Session 2 : Critical Thinking in Psychology
NSLC 2014 Session 2 : Critical Thinking in Psychology
 
NSLC 2014 Session 1 : Flipped Learning
NSLC 2014 Session 1 : Flipped Learning NSLC 2014 Session 1 : Flipped Learning
NSLC 2014 Session 1 : Flipped Learning
 
Critical Thinking in Psychology - paperclips and toasters
Critical Thinking in Psychology - paperclips and toasters Critical Thinking in Psychology - paperclips and toasters
Critical Thinking in Psychology - paperclips and toasters
 
Week 21 Psychosexual Stages
Week 21 Psychosexual StagesWeek 21 Psychosexual Stages
Week 21 Psychosexual Stages
 
Week 20 psychodynamic intro
Week 20 psychodynamic introWeek 20 psychodynamic intro
Week 20 psychodynamic intro
 
Week 20 Contributions Intro
Week 20 Contributions IntroWeek 20 Contributions Intro
Week 20 Contributions Intro
 
Experimental methods
Experimental methodsExperimental methods
Experimental methods
 
AS Week 17 Animal Studies and Brain Scans
AS Week 17 Animal Studies and Brain ScansAS Week 17 Animal Studies and Brain Scans
AS Week 17 Animal Studies and Brain Scans
 
Week 15 Key Issue and Brown SID
Week 15 Key Issue and Brown SIDWeek 15 Key Issue and Brown SID
Week 15 Key Issue and Brown SID
 
Week 16 Gottesman and Shields
Week 16 Gottesman and ShieldsWeek 16 Gottesman and Shields
Week 16 Gottesman and Shields
 
Week 15 Twin Studies
Week 15 Twin StudiesWeek 15 Twin Studies
Week 15 Twin Studies
 
AS Week 13 Dr. Money
AS Week 13 Dr. MoneyAS Week 13 Dr. Money
AS Week 13 Dr. Money
 
Week 11 A2 Biology and Depression
Week 11 A2 Biology and DepressionWeek 11 A2 Biology and Depression
Week 11 A2 Biology and Depression
 

Recently uploaded

Beyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactBeyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global Impact
PECB
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
heathfieldcps1
 
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfActivity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
ciinovamais
 

Recently uploaded (20)

ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
 
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptxINDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
 
Beyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactBeyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global Impact
 
PROCESS RECORDING FORMAT.docx
PROCESS RECORDING FORMAT.docxPROCESS RECORDING FORMAT.docx
PROCESS RECORDING FORMAT.docx
 
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdf
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
 
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SDMeasures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
 
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptxUnit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptx
 
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
 
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxPython Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docx
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
 
Food Chain and Food Web (Ecosystem) EVS, B. Pharmacy 1st Year, Sem-II
Food Chain and Food Web (Ecosystem) EVS, B. Pharmacy 1st Year, Sem-IIFood Chain and Food Web (Ecosystem) EVS, B. Pharmacy 1st Year, Sem-II
Food Chain and Food Web (Ecosystem) EVS, B. Pharmacy 1st Year, Sem-II
 
Unit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptxUnit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptx
 
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
 
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfActivity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
 
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxUnit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptx
 
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
 
Class 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdfClass 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdf
 
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingGrant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
 

Week 4 Operant Conditioning and Social Learning Theory

  • 1.
  • 3. Lesson Objectives By the end of the lesson you … • Must be able to describe (AO1) Operant Conditioning. • Must be able to describe (AO1) the components of OC (PR,NR,PP,NP). • Should be able to describe (AO1) Social Learning Theory.
  • 5. Punishment Reinforcer Decrease chance of undesirable behaviour Increase chance of desirable behaviour Positive the addition of something / doing something. Negative the removal of something / stop doing something Adding something after an undesirable behaviour to decrease the chance of replication. E.g. Hitting a child after a bad behaviour Adding something after a desirable behaviour to increase the chance of replication. E.g. Reward of chocolate after good behaviour. Removing something after an undesirable behaviour to decrease the chance of replication. Eg. Taking a mobile off a child after bad behaviour. Removing something or something bad NOT happening after a desirable behaviour to increase the chance of replication. Eg. Stop shouting at a child when they behave.
  • 6. Conversion Task Define each of the following terms in relation to operant conditioning and give an example of each. – Reinforcer – Punishment – Positive Reinforcement – Negative Reinforcement – Positive Punishment – Negative Punishment Pg. 17-18 / 10 minutes
  • 7. THEORIES Classical Conditioning Operant Conditioning Social Learning Theory Defining Component Key Terms Voluntary or Involuntary behaviour (Eg…) Key Researcher(s) Linked Study / Treatment
  • 8. Approach Theories Studies Methods Learning Approach Classical Conditioning Aversion Therapy Operant Conditioning Social Learning Theory Bandura (1961)
  • 10. Attention • Pay attention to the features of the modelled behaviour. Retention • Remember details of the behaviour in order to learn and reproduce Reproduction • The opportunity to reproduce must be available Motivation Social Learning Theory • Observation • Imitation (copying) • Role Models
  • 11. • Motivation from the environment • Eg. Approval / Reward / ItemsExternal • Motivation from a feeling or want. • Eg. Happiness / Enjoyment / FunInternal • Motivation by watching others. • Eg. Friend gets reward : you wantVicarious
  • 12. THEORIES Classical Conditioning Operant Conditioning Social Learning Theory Defining Component Key Terms Voluntary or Involuntary behaviour (Eg…) Key Researcher(s) Linked Study / Treatment
  • 14. Application Question Using all of the key terms of Social Learning Theory describe how a child might learn to be aggressive. 10 minutes explain the same behaviour using classical conditioning or operant conditioning.
  • 15. • Must be able to describe (AO1) Operant Conditioning. • Must be able to describe (AO1) the components of OC (PR,NR,PP,NP). • Should be able to describe (AO1) Social Learning Theory.
  • 16. Find all the key terms … … when you find a word write a definition next to the word in the clue list.
  • 17. Lesson Objectives By the end of the lesson you … • Must be able to describe (AO1) Social Learning Theory. • Must be able to describe (AO1) Bandura’s (1961) study of learned aggression. • Should be able to evaluate (AO2) Bandura’s (1961) study of learned aggression. Pg. 23-26
  • 18. Approach Theories Studies Methods Learning Approach Classical Conditioning Aversion Therapy Operant Conditioning Social Learning Theory Bandura (1961)
  • 19. Attention • Pay attention to the features of the modelled behaviour. Retention • Remember details of the behaviour in order to learn and reproduce Reproduction • The opportunity to reproduce must be available Motivation Social Learning Theory • Observation • Imitation (copying) • Role Models
  • 20. • Motivation from the environment • Eg. Approval / Reward / ItemsExternal • Motivation from a feeling or want. • Eg. Happiness / Enjoyment / FunInternal • Motivation by watching others. • Eg. Friend gets reward : you wantVicarious
  • 21.
  • 22.
  • 23.
  • 24. Participants 6 boys with same sex model. 6 boys with opposite sex model. 6 girls with same sex model. 6 girls with opposite sex model. 6 boys with same sex model. 6 boys with opposite sex model. 6 girls with same sex model. 6 girls with opposite sex model. Aggressive Model Condition (24 participants) Non-aggressive Model Condition (24 participants) Control Group (24 participants)
  • 25. Stage One Child is placed in a room with a bobo doll and is a passive witness to either the aggressive or non- aggressive role model. Stage Two Mild aggressive arousal. Stage Three Child is taken to a play room where there is a bobo doll along with other toys. Observed for 20 minutes.
  • 26. A • Aim • What did they hope to find? What was their research question? What theory is the study attempting to support? How is it going to support it? P • Procedure • What did they do? How did they do it? Who did they do it to? When did they do it? Page 23-26 Time line activity Starting with the initial observations prior to the experiment and ending with the 20 minutes of observation at the end plot a timeline of the study ensuring that you have all stages in detail.
  • 27. Following on from the timeline that you have completed give two examples of quantitative results from the study and two examples of qualitative results from the study. (5 minutes)
  • 28. 1. Briefly explain Bandura’s social learning theory? 2. What type of method did Bandura use? 3. What type of design did Bandura use and why did he use it? 4. What are the IVs in the study? 5. How did Bandura match the children? 6. Why were the children exposed to ‘mild aggression arousal’? 7. Describe a possible weakness with the sample 8. What were the main controls in the study? 9. Describe how the dependent variables were measured 10. How else could the DV have been measured? 11. Why was both imitative and non-imitative aggression observed? 12. In what ways does Bandura’s study lack ecological validity? 13. What does this study tell us about aggression? 14. Boys were more likely to imitate physical aggression than girls. Why is this the case according to Bandura? 15. According to Bandura how could we reduce aggression? DescriptiveMoreChallenging
  • 29.
  • 30. • Must be able to describe (AO1) Social Learning Theory. • Must be able to describe (AO1) Bandura’s (1961) study of learned aggression. • Should be able to evaluate (AO2) Bandura’s (1961) study of learned aggression.