Bandura, Ross, and Ross (1961) conducted a study to test social learning theory and whether children would imitate aggressive behaviors. Children were exposed to an aggressive model, a non-aggressive model, or no model. Those who saw the aggressive model engaged in more aggressive behaviors compared to the other groups. Boys imitated same-sex aggressive models more than girls. The findings supported social learning theory - that behaviors can be learned through observation.
Social Learning Theory with A perspective of social work. How social workers can use this theory for understanding behavioral issues of their clients for their better rehabilitation and psychotherapy as well.
Social Learning Theory with A perspective of social work. How social workers can use this theory for understanding behavioral issues of their clients for their better rehabilitation and psychotherapy as well.
Social learning theories - Personalities theoriesManu Melwin Joy
social learning theory was proposed by Neal E. Miller and John Dollard in 1941. The proposition of social learning was expanded upon and theorized by Canadian psychologist Albert Bandura from 1962 until the present. . Bandura provided his concept of self-efficacy in 1977, while he refuted the traditional learning theory for understanding learning.
Social learning theories - Personalities theoriesManu Melwin Joy
social learning theory was proposed by Neal E. Miller and John Dollard in 1941. The proposition of social learning was expanded upon and theorized by Canadian psychologist Albert Bandura from 1962 until the present. . Bandura provided his concept of self-efficacy in 1977, while he refuted the traditional learning theory for understanding learning.
These slides contains the introduction of Albert Bandura. its all about his biography.
Birthdate: December 4, 1925
Birthplace: Mundane in northern Alberta, Canada
He is the youngest child, and only son, in a family of six.
Both of his parents had immigrated to Canada when they were both adolescents; his father from Krakow, Poland and his mother from the Ukraine.
Due to the shortage of teachers and resources, learning was left largely to the students' own initiative.
According to Bandura, because of this limited access to educational resources, the students had to take charge of their own education.
Bandura’s elementary and high school years were spent at the one and only school in town.
The presentation will help you understand the concepts given by Albert Bandura on Social Learning, which includes the
Bobo Doll Experiment and also its implications.
Helping leaders help teachers to manage classroomsFrederick Buskey
Powerpoint describes how school leaders can help teachers' classroom management through coaching them in developing classroom procedures. Also includes short piece on differentiation and behavior.
Similar to Social learning theory 'goodfellas' and 'american gangster' (19)
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
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How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. Starter
• These are the answers what are the
questions
• Classical Conditioning
• Operant Conditioning
• Social Learning Theory
• Stimulus
• Response
3. Conditioning review
• Define the following terms:
• classical conditioning, unconditioned
stimulus (UCS), unconditioned response
(UCR), conditioned stimulus (CS),
conditioned response (CR), extinction and
spontaneous recovery,
• operant conditioning, positive and negative
reinforcement, punishment, primary and
secondary reinforcement.
4. Social Learning in action
• With your partner look at the video on sign
language and see if you can learn the
words.
• How did you learn?
5. Group work
• In groups of 4 discuss who your role
models are .
• Feedback to the rest of the group
• Questioning
6. Independent task
• Write a paragraph using the 4 key terms.
2/3 students to read out their paragraph
• Observation
• Imitation
• Modelling
• Vicarious Reinforcement
7. Partner Work
• One student is A one is B
• A Read about 4 stages that need to occur
for SL to take place
• B find out what vicarious reinforcement is.
Give an example
• Explain to your partner your task
8. Social Learning Theory (SLT)
• Social learning is learning through
observation.
• Read page 136 in Edexcel AS Psychology
and complete the gap fill sheet Social
Learning Theory.
• Go over key terms – attention, retention,
reproduction, motivation and role models.
9. Social Learning Theory
Watch the clips and answer these questions:
• Who do we learn our behaviour from?
• What do the clips suggests about how we learn
behaviour?
11. Social Learning Theory –
Background to Bandura
• Before half term you answered this question:
Outline what is meant by social learning theory
[4]
• So…
• What is Social Learning Theory?
12. Social Learning Theory
• Social learning theory or SLT is the theory that people
learn new behaviour through observational learning of
the social factors in their environment. If people observe
positive, desired outcomes in the observed behaviour,
then they are more likely to model, imitate, and adopt the
behaviour themselves.
• Bandura: Individuals observe role models and the
consequences of their actions. If the consequences are
positive (or at least not punished) they imitate the
behaviour. For example, if children observe a naughty
child, not being punished, and in fact benefiting from
their action through teacher attention, they are likely to
copy.
13. • Modelling involves
learning through the
observation of other
people (models),
which may lead to
imitation (repetition)
of the behaviour.
What is Modelling?
14. Task:
1. List as many different models as you can
that would influence a child growing up in
the 21st Century.
2. What would children learn from these
models?
15. Key Terms for you to
research…
• Observational
learning
• Imitation
• Vicarious
reinforcement
16. • Observational learning involves being able to
automatically learn behaviour from just being exposed
to models, without the need for reinforcement.
• Imitation involves copying whole units of behaviour
• Vicarious reinforcement involves seeing another
person being reinforced for a particular behaviour
and therefore being more likely to produce the
behaviour yourself.
Answers…
17. How would social learning
theorists explain aggression…
• Theorists like Bandura suggested that
aggression is learnt from the
environment
• Mainly through observational learning
and imitation
• This leads us on to the core study…
18. Core Study:
Bandura, A., Ross, D. & Ross,
S.A. (1961) Transmission of
aggression through imitation of
aggressive models.
19. Aim
• To see whether children would imitate
aggressive behaviour
20. Hypotheses
1. Children exposed to an aggressive model would
produce more imitative aggressive acts than both the
other conditions (control and non-aggressive).
2. Children exposed to the non-aggressive model will
show less aggression than the group that saw no
model.
3. Children more likely to copy a same-sex model than
one of the opposite sex.
4. Boys will imitate more aggressive acts than girls,
especially with a same-sex (male) model.
21. Participants
• 72 children (36 male, 36 female)
• From Stanford University Nursery School,
• Mean age of 4.4 years
• Range from 3 years and 1 month to 5 years
and 9 months
23. Design
• Matched = Children matched on pre existing
aggression before the study began
• This was determined by a 5 point likert scale
filled in by teachers who had observed the
children in the playground
• Why is this good? (Think about what is
good about matched pairs)
• To control for individual differences in levels of aggression so all the
aggressive children did not end up in the same group.
• To make it a fair test so not all the aggressive children ended up in the same
group.
• So level of aggression was not a confounding variable that could have
influenced results.
31. ROOM 1
1. AGGRESSIVE
CONDITION
• Children taken
to room with
toys in it and
watched:
• Aggressive
model =
played with
toys then
started acting
aggressively
towards BoBo
doll
I hate
you!!!
33. NON
AGGRESSIVE
CONDITION
• Children taken
to room with
toys in it and
watched:
• Non aggressive
model = played
with the toys
and did not
play with the
BoBo doll at all.
After ten minutes child was taken by
experimenter to the next room
ROOM 1
I just like to
play with these
toys not the
Bobo Doll
35. ROOM 2
AGGRESSION
AROUSAL
• Aggressive and non
aggressive condition
children taken to a
room with attractive
toys e.g. fire engine,
colourful spinning top
and allowed to start
playing
• The child was then
told that they were the
experimenter’s best
toys and were for the
other children.
You cannot play
with these toys
they are my best
toys for other
children
37. ROOM 3
• This room contained
aggressive and non-
aggressive toys and a
3-foot BoBo doll.
• Child was in the room
for 20 minutes
• Their behaviour was
rated by observing
through a one-way
mirror.
• The twenty minutes
was divided up into
240 5-second
intervals and child’s
behaviour recorded at
each interval (time
sampling)
I can play
with any
of the
toys
now!!
38. Controls
• The children were matched on the basis of their
pre-existing aggressiveness, which was rated by
one female experimenter and a nursery school
teacher before the experiment.
• Same toys available for each child in each room
• Models had standardised behaviours (both
physical and verbal)
40. 1. Boys more psychically aggressive than girls
GRRR
PUNC
H
I don’t feel like
hitting the
BOBO right now
but I might
shout at it later
41. 2. The children in the aggressive model condition made
more aggressive responses than the children in the
non-aggressive model condition
Novel Ways of being aggressive also used
Such as Doll/Hammer/Gun
Even though it was not modelled
42. 3. Girls in the aggressive model condition showed more
physical aggression if the model was male and….
I am watching
an aggressive
man
Remember
the crazy
girl??
43. • …More verbal aggression if the model was female
No surprises
here I am sure??
44. 4. Boys more likely to imitate same sex models than girls
45. Conclusions
• The findings support Bandura's Social Learning
Theory.
That is, children learn social behaviour such
as aggression through the process of observation
learning - through watching the behaviour of
another person.
46. Evaluation of SLT
• In pairs come up with one strength and
weakness and write them on your post it
note.
• Stick answers on the wall. One partner
looks at strengths and one does
weaknesses.
• Write down evaluation points and go back
and then share them with your partner.
47. Evaluation
Strengths
• High Control – can
establish cause and
effect
• Qualitative &
Quantitative Data
collected
• Replicable – similar
results consistently
found
Weaknesses
• Low ecological
validity
• Demand
Characteristics
• Ethnocentric
• Ethical Issues
• Is it actual aggression
or just harmless play?
48. Changes and Implications
• What 3 changes could you make to the
study?
• Pass you work to the person next to you
• They must then note down what is good and bad
about the changes you have suggested…
50. SLT Homework
• Identify two strengths and two weaknesses of
SLT.
• Answer the following exam question:
Use social learning theory to explain why girls
might play ‘house’ and boys might prefer to play
with cars.
Hint: Use the principles of social learning theory
to explain gender development and include
imitation, modelling, observational learning,
vicarious reinforcement and other concepts.
