Children See…Children Children See…Children DoDo

Observational Learning Theory:Observational Learning Theory:Albert BanduraAlbert Bandura

By: Joanna By: Joanna ParedesParedes

Child Growth and Child Growth and DevelopmentDevelopmentUniversity of University of

DallasDallas

Albert BanduraAlbert Bandura Born 1925 in Mundare, Alberta, CanadaBorn 1925 in Mundare, Alberta, Canada B.A. at University of British Columbia in 1949B.A. at University of British Columbia in 1949 M.A. and Ph.D. at University of Iowa in 1951 and 1952M.A. and Ph.D. at University of Iowa in 1951 and 1952

Specialized in Clinical PsychologySpecialized in Clinical Psychology Stanford University Faculty in 1953 Stanford University Faculty in 1953

Currently working there nowCurrently working there now Influenced by Robert Spears & collaborated with Influenced by Robert Spears & collaborated with

Richard WaltersRichard Walters Wrote first book in 1959: Wrote first book in 1959: Adolescent Aggression Adolescent Aggression Received: Guggenheim fellowship, American Received: Guggenheim fellowship, American

Psychological Association awards, James McKeen Psychological Association awards, James McKeen Cattell AwardCattell Award

President of APA in 1974 (trustee at 1975)President of APA in 1974 (trustee at 1975) Leading spokesman for behavioristic movement in Leading spokesman for behavioristic movement in

modern timesmodern times

Bobo ExperimentBobo Experiment Worked with Dorrie and Worked with Dorrie and

Shiela RossShiela Ross Focused on social modelingFocused on social modeling Children exposed to social Children exposed to social

models who expressed models who expressed either violent or non violent either violent or non violent behavior towards the Bobo behavior towards the Bobo dollsdolls

Children exposed to violent Children exposed to violent behaviors exhibited behaviors exhibited aggressionaggression

Revealed the phenomenon Revealed the phenomenon of observational learningof observational learning

found imitation to occur found imitation to occur more often when rewarded more often when rewarded rather than punished, when rather than punished, when model has high status, when model has high status, when model is similar to childmodel is similar to child

Symbolic ModelsSymbolic Models

Symbolic:Symbolic: Oral, written Oral, written

instructionsinstructions Films, television, Films, television,

audiovisual audiovisual displaysdisplays

Actual instructor Actual instructor not always not always neededneeded

Exemplary ModelsExemplary Models

Exemplary:Exemplary: Live modelLive model National heroes, National heroes,

villains, neighbors, villains, neighbors, family membersfamily members

Reference to a Reference to a model’s behavior model’s behavior and and characteristicscharacteristics

Positive & Negative Positive & Negative ExemplaryExemplary

Positive Exemplary Positive Exemplary ModelModel Model’s behavior is Model’s behavior is

told to be followed told to be followed because it is because it is considered good considered good behaviorbehavior

Negative Exemplary Negative Exemplary ModelModel Model’s behavior is Model’s behavior is

told to be avoided told to be avoided because it is not because it is not considered good considered good behaviorbehavior

Observational Learning Observational Learning TheoryTheory

Combines behavioral and cognitive Combines behavioral and cognitive psychologypsychology

Attentional ProcessesAttentional Processes Retention ProcessesRetention Processes Motor Reproduction ProcessesMotor Reproduction Processes Reinforcement and Motivational ProcessesReinforcement and Motivational Processes

Attentional ProcessesAttentional Processes

Model must be Model must be paid attention topaid attention to

The value of the The value of the behavior being behavior being performed affects performed affects whether the whether the behavior will be behavior will be ignored or notignored or not

Status of model is Status of model is importantimportant

Retention ProcessesRetention Processes

Behavior must be Behavior must be remembered in order remembered in order to imitate to imitate ImagesImages Descriptive verbal Descriptive verbal

symbolssymbols Rehearsal Rehearsal

Those who use Those who use symbolic coding and symbolic coding and rehearsal remember rehearsal remember more than passive more than passive observersobservers

Motor Reproduction Motor Reproduction ProcessesProcesses

To reproduce To reproduce observed behavior:observed behavior: Need necessary Need necessary

motor skillsmotor skills Necessary cognitive Necessary cognitive

developmentdevelopment Imitated behavior is Imitated behavior is

limited based on limited based on motor skills and motor skills and cognitive cognitive developmentdevelopment

Reinforcement and Reinforcement and Motivational ProcessesMotivational Processes

Even if the model is…Even if the model is… Attentive to the modelAttentive to the model Remembers the model’s Remembers the model’s

behaviorbehavior Cognitively and physically Cognitively and physically

capable of executing the capable of executing the behaviorbehavior

DOES NOT MEAN the behavior DOES NOT MEAN the behavior will be imitated consequences of will be imitated consequences of behavior is negativebehavior is negative

Positive reinforcement Positive reinforcement encourages behavior and encourages behavior and influences attention paid to influences attention paid to modelmodel

Punishment discourages Punishment discourages behaviorbehavior

My StudyMy Study

To observe Bandura’s observational To observe Bandura’s observational theory in 9-11 year old childrentheory in 9-11 year old children

Critical QuestionsCritical Questions

1)1) If children are asked to draw a picture with If children are asked to draw a picture with certain criteria, are they more likely to certain criteria, are they more likely to include all the criteria if an example and list include all the criteria if an example and list is given to them, or if they just receive a list is given to them, or if they just receive a list of the criteria without an example picture?of the criteria without an example picture?

2)2) Are children more likely to be more attentive Are children more likely to be more attentive to the researcher model or the peer model? to the researcher model or the peer model?

3)3) Will children imitate the placement, type, Will children imitate the placement, type, and/or quantity of the criteria when an and/or quantity of the criteria when an example is shown?example is shown?

HypothesesHypotheses

1)1) Children will include all criteria when Children will include all criteria when given an example picture, verbal given an example picture, verbal instructions, and a list of the criteria.instructions, and a list of the criteria.

2)2) Children will draw the picture of the Children will draw the picture of the researcher model.researcher model.

3)3) Children will imitate placement, type, Children will imitate placement, type, and/or quantity of the objects in the and/or quantity of the objects in the model’s picture in their own picturemodel’s picture in their own picture

Population Sample & Population Sample & SettingSetting

21 students from Holy Family 21 students from Holy Family Nazareth School in Irving, TexasNazareth School in Irving, Texas

Ages 9-11 years oldAges 9-11 years old Conducted in a fourth grade Conducted in a fourth grade

classroomclassroom

ProcedureProcedure

One child – peer modelOne child – peer model 20 Children split up into two groups20 Children split up into two groups

Group 1 (9 children)Group 1 (9 children) Verbal Instruction + Example Picture + ListVerbal Instruction + Example Picture + List

Group 2 (9 children)Group 2 (9 children) Verbal Instruction + ListVerbal Instruction + List

Group 1Group 1

Researcher:Researcher: Hi everyone! My name is Joanna and I have a small Hi everyone! My name is Joanna and I have a small assignment for all of you. Jonathan and I will be showing and assignment for all of you. Jonathan and I will be showing and describing two different pictures. It will then be up to you to describing two different pictures. It will then be up to you to pick one of the pictures to draw.pick one of the pictures to draw.

Peer:Peer: I want you to draw a picture of the beach. (SHOW I want you to draw a picture of the beach. (SHOW EXAMPLE PICTURE) This is an example drawing of the beach. EXAMPLE PICTURE) This is an example drawing of the beach. If you choose to draw this picture, please include: ocean, sand, If you choose to draw this picture, please include: ocean, sand, a sandcastle, sun, clouds, one animal, and a palm tree. (PEER a sandcastle, sun, clouds, one animal, and a palm tree. (PEER WRITES CRITERIA ON BOARD)WRITES CRITERIA ON BOARD)

Researcher:Researcher: I want you draw a picture of the mountains. (SHOW I want you draw a picture of the mountains. (SHOW EXAMPLE PICTURE) This is an example drawing of the EXAMPLE PICTURE) This is an example drawing of the mountains. If you choose to draw this picture, please include: mountains. If you choose to draw this picture, please include: mountains, trees, a log cabin, sun, clouds, one animal, and a mountains, trees, a log cabin, sun, clouds, one animal, and a pine tree. (RESEARCHER WRITES CRITERIA ON BOARD) pine tree. (RESEARCHER WRITES CRITERIA ON BOARD) Now it’s up to you to choose which picture you want to draw. Now it’s up to you to choose which picture you want to draw.

* Criteria for Pictures ** Criteria for Pictures *

MountainMountain

MountainsMountains

TreesTrees

Log CabinLog Cabin

SunSun

CloudsClouds

1 Animal1 Animal

Pine TreePine Tree

BeachBeach

OceanOcean

SandSand

Sand CastleSand Castle

SunSun

CloudsClouds

1 Animal1 Animal

Palm TreePalm Tree

Group 2Group 2

Researcher:Researcher: Hi everyone! My name is Joanna and I Hi everyone! My name is Joanna and I have a small assignment for all of you. Jonathan and I have a small assignment for all of you. Jonathan and I will be showing and describing two different pictures. will be showing and describing two different pictures. It will then be up to you to pick one of the pictures to It will then be up to you to pick one of the pictures to draw.draw.

Peer:Peer: I want you to draw a picture of the beach. If you I want you to draw a picture of the beach. If you choose to draw this picture, please include: ocean, choose to draw this picture, please include: ocean, sand, a sandcastle, sun, clouds, one animal, and a sand, a sandcastle, sun, clouds, one animal, and a palm tree. (PEER WRITES CRITERIA ON BOARD)palm tree. (PEER WRITES CRITERIA ON BOARD)

Researcher:Researcher: I want you draw a picture of the I want you draw a picture of the mountains. If you choose to draw this picture, please mountains. If you choose to draw this picture, please include: mountains, trees, a log cabin, sun, clouds, one include: mountains, trees, a log cabin, sun, clouds, one animal, and a pine tree. (RESEARCHER WRITES animal, and a pine tree. (RESEARCHER WRITES CRITERIA ON BOARD) Now it’s up to you to choose CRITERIA ON BOARD) Now it’s up to you to choose which picture you want to draw.which picture you want to draw.

Researcher or Peer?Researcher or Peer?

Group 1Group 1 Group 2Group 2

ResearcherResearcher

(Mountain)(Mountain) 77 22

PeerPeer

(Beach)(Beach) 22 77

Chi-Square #1Chi-Square #1

2-Way Contingency Table2-Way Contingency Table by by

FREQUENCY| Group 1 | Group 2 | FREQUENCY| Group 1 | Group 2 | TOTALTOTAL

------------------------------------------------ ResearcherResearcher | 7| 2| | 7| 2|

9 9 ------------------------------------------------ Peer Peer | 2| 7| | 2| 7|

9 9 ------------------------------------------------ TOTAL 9 9 18TOTAL 9 9 18 50.0 50.0 100.050.0 50.0 100.0

WARNING - Some Expected values less WARNING - Some Expected values less than 5. Chi-Square may not be valid.than 5. Chi-Square may not be valid.

Statistic DF Value Statistic DF Value p-value p-value

----------------------------------------------------------------------------------------------------------------------------------

Chi-Square 1 5.556 Chi-Square 1 5.556 0.019 0.019

Yates' Chi-Square 1 3.556 Yates' Chi-Square 1 3.556 0.060 0.060

Fisher's Exact Test (one-tail) Fisher's Exact Test (one-tail) 0.028 0.028

(two-tail) (two-tail) 0.0570.057

Phi Coefficient .556Phi Coefficient .556 Cramer's V .556Cramer's V .556 Contingency Coefficient .486Contingency Coefficient .486 Relative Risk 3.500Relative Risk 3.500 Odds Ratio 12.250Odds Ratio 12.250 Sensitivity .778Sensitivity .778 Specificity .778Specificity .778

Criteria Included?Criteria Included?    Mountain Criteria   Beach Criteria

Child’s Picture Mountains 1 pt Ocean 1 pt

Trees 1 pt Sand 1 pt

Log Cabin 1 pt Sand Castle 1 pt

Sun 1 pt Sun 1 pt

Clouds 1 pt Clouds 1 pt

1 Animal 1 pt 1 Animal 1 pt

Pine Tree 1 pt Palm Tree 1 pt

  TOTAL = 7 pts TOTAL = 7 pts

Criteria Included?Criteria Included?

Group 1 Group 2

Included all criteria 6 8

Omitted criteria3 1

Chi-Square #2Chi-Square #2

2-Way Contingency Table2-Way Contingency Table byby FREQUENCY| FREQUENCY| Group 1 Group 1 ||Group 2Group 2 | |

TOTALTOTAL ------------------------------------------------Included Criteria Included Criteria | 6 | 8 | | 6 | 8 |

14 14 ------------------------------------------------Omitted Criteria Omitted Criteria | 3 | 1 | | 3 | 1 |

4 4 ------------------------------------------------ TOTAL 9 9 18TOTAL 9 9 18 50.0 50.0 100.050.0 50.0 100.0

WARNING - Some Expected values less WARNING - Some Expected values less than 5. Chi-Square may not be valid.than 5. Chi-Square may not be valid.

Statistic DF Value Statistic DF Value p-value p-value

----------------------------------------------------------------------------------------------------------------------------------

Chi-Square 1 1.286 Chi-Square 1 1.286 0.257 0.257

Yates' Chi-Square 1 .321 Yates' Chi-Square 1 .321 0.571 0.571

Fisher's Exact Test (one-tail) Fisher's Exact Test (one-tail) 0.288 0.288

(two-tail) (two-tail) 0.5760.576

Phi Coefficient .267Phi Coefficient .267 Cramer's V .267Cramer's V .267 Contingency Coefficient .258Contingency Coefficient .258 Relative Risk .571Relative Risk .571 Odds Ratio .250Odds Ratio .250 Sensitivity .667Sensitivity .667 Specificity .111Specificity .111 Sensitivity and Specficity calculations are Sensitivity and Specficity calculations are

based on 'True' being based on 'True' being

Imitation?Imitation?

MountaMountainin

MountaiMountainsns

TreTreeses

Log Log CabinCabin

SuSunn

CloudCloudss

AnimAnimalal

Pine Pine TreeTree

TotalTotal

BeachBeach

OceanOcean TreTreeses

SandcasSandcastletle

SuSunn

CloudCloudss

AnimAnimalal

PalPalm m

TreeTree

ImitateImitate 66 44 77 55 44 55 44 3535

No No imitatiimitationon

33 55 22 44 55 44 55 2828

Additional Additional Observations…Observations…

Group 1 frequently asked questionsGroup 1 frequently asked questions ““Does this look ok?”Does this look ok?” ““What color do you want this?”What color do you want this?” ““Can I draw more than one animal?”Can I draw more than one animal?”

Group 1 took longer to draw than Group 2Group 1 took longer to draw than Group 2 Many from Group 1 asked to redo their Many from Group 1 asked to redo their

picturepicture ““This looks messy.”This looks messy.” ““This doesn’t look correct.”This doesn’t look correct.”

Group 1 constantly asked for my approval Group 1 constantly asked for my approval of the pictureof the picture

External & Internal External & Internal Threats to ValidityThreats to Validity

Convenience SamplingConvenience Sampling Small population sampleSmall population sample Children knew researcher and their Children knew researcher and their

major in psychologymajor in psychology Children knew researcher was Children knew researcher was

friends with their teacherfriends with their teacher

Further Research…Further Research…

Same study conducted with 5 year Same study conducted with 5 year olds and 15 year oldsolds and 15 year olds

Same study conducted with children Same study conducted with children with a history of aggression against with a history of aggression against authoritative figuresauthoritative figures

One-on-one interview with the One-on-one interview with the childrenchildren