{"id":150,"date":"2014-09-18T05:37:49","date_gmt":"2014-09-18T05:37:49","guid":{"rendered":"https:\/\/courses.candelalearning.com\/lifespandevelopment1x1\/?post_type=chapter&#038;p=150"},"modified":"2016-03-16T18:16:26","modified_gmt":"2016-03-16T18:16:26","slug":"how-do-we-act-exploring-behavior","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/chapter\/how-do-we-act-exploring-behavior\/","title":{"raw":"Exploring Behavior","rendered":"Exploring Behavior"},"content":{"raw":"<h2>How do we act?<\/h2>\r\nLearning theories focus on how we respond to events or stimuli rather than emphasizing what motivates our actions.\u00a0These theories provide an explanation of how experience can change what we are capable of doing or feeling.\r\n<h2>Classical Conditioning and Emotional Responses<\/h2>\r\nClassical Conditioning\u00a0theory helps us to understand how our responses to one situation become attached to new situations. For example, a smell might remind us of a time when we were a kid (elementary school cafeterias smell like milk and mildew!). If you went to a new cafeteria with the same smell, it might evoke feelings you had when you were in school. Or a song on the radio might remind you of a memorable evening you spent with your first true love. Or, if you hear your entire name (John Wilmington Brewer, for instance) called as you walk across the stage to get your diploma and it makes you tense because it reminds you of how your father used to use your full name when he was mad at you, you've been classically conditioned!\r\n\r\nClassical conditioning explains how we develop many of our emotional responses to people or events or our \"gut level\" reactions to situations. New situations may bring about an old response because the two have become connected. Attachments form in this way. Addictions are affected by classical conditioning, as anyone who's tried to quit smoking can tell you. When you try to quit, everything that was associated with smoking makes you crave a cigarette.\r\n<h2>Pavlov<\/h2>\r\n[caption id=\"attachment_568\" align=\"alignleft\" width=\"140\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1496\/2014\/09\/18053749\/Pavlov.png\"><img class=\"wp-image-568 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1496\/2014\/09\/18053749\/Pavlov.png\" alt=\"Photo of Ivan Pavlov in his older years, with a white beard, wearing a suit and tie.\" width=\"140\" height=\"198\" \/><\/a> Ivan Pavlov[\/caption]\r\n\r\nIvan Pavlov (1880-1937) was a Russian physiologist interested in studying digestion. As he recorded the amount of salivation his laboratory dogs produced as they ate, he noticed that they actually began to salivate before the food arrived as the researcher walked down the hall and toward the cage. \"This,\" he thought, \"is not natural!\" One would expect a dog to automatically salivate when food hit their palate, but BEFORE the food comes? Of course, what had happened was . . . you tell me. That's right! The dogs knew that the food was coming because they had learned to associate the footsteps with the food. The key word here is \"learned\". A learned response is called a \"conditioned\" response. Pavlov began to experiment with this \"psychic\" reflex. He began to ring a bell, for instance, prior to introducing the food. Sure enough, after making this connection several times, the dogs could be made to salivate to the sound of a bell. Once the bell had become an event to which the dogs had learned to salivate, it was called a conditioned stimulus. The act of salivating to a bell was a response that had also been learned, now termed in Pavlov's jargon, a conditioned response. Notice that the response, salivation, is the same whether it is conditioned or unconditioned (unlearned or natural). What changed is the stimulus to which the dog salivates. One is natural (unconditioned) and one is learned (conditioned).\u00a0Well, enough of Pavlov's dogs. Who cares? Let's think about how classical conditioning is used on us. One of the most widespread applications of classical conditioning principles was brought to us by the psychologist, John B. Watson.\r\n<h2>Watson and Behaviorism<\/h2>\r\nWatson believed that most of our fears and other emotional responses are classically conditioned. He had gained a good deal of popularity in the 1920s with his expert advice on parenting offered to the public. He believed that parents could be taught to help shape their children's behavior and tried to demonstrate the power of classical conditioning with his famous experiment with an 18 month old boy named \"Little Albert\". Watson sat Albert down and introduced a variety of seemingly scary objects to him: a burning piece of newspaper, a white rat, etc. But Albert remained curious and reached for all of these things. Watson knew that one of our only inborn fears is the fear of loud noises so he proceeded to make a loud noise each time he introduced one of Albert's favorites, a white rat. After hearing the loud noise several times paired with the rat, Albert soon came to fear the rat and began to cry when it was introduced. Watson filmed this experiment for posterity and used it to demonstrate that he could help parents achieve any outcomes they desired, if they would only follow his advice. Watson wrote columns in newspapers and in magazines and gained a lot of popularity among parents eager to apply science to household order.\u00a0Parenting advice was not the legacy Watson left us, however. Where he really made his impact was in advertising. After Watson left academia, he went into the world of business and showed companies how to tie something that brings about a natural positive feeling to their products to enhance sales. Thus the union of sex and advertising! So, let's use a much more interesting example than Pavlov's dogs to check and see if you understand the difference between conditioned and unconditioned stimuli and responses. In the experiment with Little Albert, identify the unconditioned stimulus, the unconditioned response, and, after conditioning, the conditioned stimulus and the conditioned response.\r\n<h2>Operant Conditioning and Repeating Actions<\/h2>\r\nOperant Conditioning is another learning theory that emphasizes a more conscious type of learning than that of classical conditioning. A person (or animal) does something (operates something) to see what effect it might bring. Simply said, operant conditioning describes how we repeat behaviors because they pay off for us. It is based on a principle authored by a psychologist named Thorndike (1874-1949) called the law of effect. The law of effect suggest that we will repeat an action if it is followed by a good effect.\r\n<h2>Skinner and Reinforcement<\/h2>\r\n<div class=\"textbox examples\">\r\n<h3>Example<\/h3>\r\nWatch a pigeon learn through reinforcement:\r\n\r\n<iframe src=\"\/\/www.youtube.com\/embed\/TtfQlkGwE2U\" width=\"420\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe>\r\n\r\n<\/div>\r\nB.F. Skinner (1904-199 expanded on Thorndike's principle and outlined the principles of operant conditioning. Skinner believed that we learn best when our actions are reinforced. For example, a child who cleans his room and is reinforced (rewarded) with a big hug and words of praise is more likely to clean it again than a child whose deed goes unnoticed.Skinner believed that almost anything could be reinforcing. A reinforcer is anything following a behavior that makes it more likely to occur again. It can be something intrinsically rewarding (called intrinsic or primary reinforcers), such as food or praise, or it can be something that is rewarding because it can be exchanged for what one really wants (such as using money to buy a cookie). Such reinforcers are referred to as secondary reinforcers or extrinsic reinforcers.\r\n\r\n[caption id=\"attachment_567\" align=\"alignright\" width=\"235\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1496\/2014\/09\/18053749\/Skinner.jpeg\"><img class=\"wp-image-567 \" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1496\/2014\/09\/18053749\/Skinner-274x300.jpeg\" alt=\"B. F. Skinner, looking away from the camera, wearing glasses and a suit and tie.\" width=\"235\" height=\"257\" \/><\/a> B. F. Skinner (1950)[\/caption]\r\n<h2>Positive and negative reinforcement<\/h2>\r\nSometimes, adding something to the situation is reinforcing as in the cases we described above with cookies, praise and money. Positive reinforcement involves adding something to the situation in order to encourage a behavior. Other times, taking something away from a situation can be reinforcing. For example, the loud, annoying buzzer on your alarm clock encourages you to get up so that you can turn it off and get rid of the noise. Children whine in order to get their parents to do something and often, parents give in just to stop the whining. In these instances, negative reinforcement has been used.\r\n\r\nOperant conditioning tends to work best if you focus on trying to encourage a behavior or move a person into the direction you want them to go rather than telling them what not to do. Reinforcers are used to encourage a behavior; punishers are used to stop behavior. A punisher is anything that follows an act and decreases the chance it will reoccur. But often a punished behavior doesn't really go away. It is just suppressed and may reoccur\u00a0whenever the threat of punishment is removed. For example, a child may not cuss around you because you've washed his mouth out with soap, but he may cuss around his friends. Or a motorist may only slow down when the trooper is on the side of the freeway. Another problem with punishment is that when a person focuses on punishment, they may find it hard to see what the other does right or well.\u00a0And punishment is stigmatizing; when punished, some start to see themselves as bad and give up trying to change.\r\n\r\nReinforcement can occur in a predictable way, such as after every desired action is performed, or intermittently, after the behavior is performed a number of times or the first time it is performed after a certain amount of time. The schedule of reinforcement has an impact on how long a behavior continues after reinforcement is discontinued.\u00a0So a parent who has rewarded a child\u2019s actions each time may find that the child gives up very quickly if a reward is not immediately forthcoming.\u00a0A lover who is warmly regarded now and then may continue to seek out his or her partner\u2019s attention long after the partner has tried to break up.\u00a0Think about the kinds of behaviors you may have learned through classical and operant conditioning.\u00a0You may have learned many things in this way. But sometimes we learn very complex behaviors quickly and without direct reinforcement. Bandura explains how.\r\n<h2>Social Learning Theory<\/h2>\r\nAlbert Bandura is a leading contributor to social learning theory.\u00a0He calls our attention to the ways in which many of our actions are not learned through conditioning; rather, they are learned by watching others (1977).\u00a0Young children frequently learn behaviors through imitation.\u00a0Sometimes, particularly when we do not know what else to do, we learn by modeling or copying the behavior of others. An employee on his or her first day of a new job might eagerly look at how others are acting and try to act the same way to fit in more quickly. Adolescents struggling with their identity rely heavily on their peers to act as role-models. Newly married couples often rely on roles they may have learned from their parents and begin to act in ways they did not while dating and then wonder why their relationship has changed. Sometimes we do things because we've seen it pay off for someone else. They were operantly conditioned, but we engage in the behavior because we hope it will pay off for us as well. This is referred to as vicarious reinforcement (Bandura, Ross and Ross, 1963).\r\n<h2>Do parents socialize children or do children socialize parents?<\/h2>\r\nBandura (1986) suggests that there is interplay between the environment and the individual. We are not just the product of our surroundings, rather we influence our surroundings. There is interplay between our personality and the way we interpret events and how they influence us. This concept is called reciprocal determinism. An example of this might be the interplay between parents and children. Parents not only influence their child's environment, perhaps intentionally through the use of reinforcement, etc., but children influence parents as well. Parents may respond differently with their first child than with their fourth.\u00a0Perhaps they try to be the perfect parents with their firstborn, but by the time their last child comes along they have very different expectations both of\u00a0themselves and their child.\u00a0Our environment creates us and we create our environment.\u00a0Other social influences:\u00a0TV or not TV? Bandura (et\u00a0als. 1963) began a series of studies to look at the impact of television, particularly commercials, have on the behavior of children.\u00a0Are children more likely to act out aggressively when they see this behavior modeled?\u00a0What if they see it being reinforced? Bandura began by conducting an experiment in which he showed children a film of a woman hitting an inflatable clown or \u201cbobo\u201d doll.\u00a0Then the children were allowed in the room where they found the\u00a0doll and immediately began to hit it. This was without any reinforcement whatsoever.\u00a0Later they viewed a woman hitting a real clown and sure enough, when allowed in the room, they too began to hit the clown! Not only that, but they found new ways to behave aggressively. It's as if they learned an aggressive role.\r\n<div class=\"textbox examples\">\r\n<h3>Example<\/h3>\r\nWatch\u00a0Bandura's bobo-doll\u00a0experiment:\r\n\r\n<iframe src=\"\/\/www.youtube.com\/embed\/zerCK0lRjp8\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe>\r\n\r\n<\/div>\r\nChildren view far more television today than in the 1960s; so much, in fact, that they have been referred to as Generation M (media).\u00a0Based on a study of a national representative sample of over 7,000 8-18 year olds, the Kaiser Foundation reports that children spend just over 8 hours a day involved with media outside of schoolwork.\u00a0This includes almost 4 hours of television viewing and over an hour on the computer.\u00a0Two-thirds have television in their room and those children watch an average of 1.27 hours more of television per day than those do not have television in their bedroom (Kaiser Family Foundation, 2005).\u00a0The prevalence of violence, sexual content, and messages promoting foods high in fat and sugar in the media are certainly cause for concern and the subjects of ongoing research and policy review. Many children spend even more time on the computer viewing content from the internet. And the amount of time spent connected to the internet continues to increase with the use of smart phones that essentially serve as mini-computers. What are the implications of this?","rendered":"<h2>How do we act?<\/h2>\n<p>Learning theories focus on how we respond to events or stimuli rather than emphasizing what motivates our actions.\u00a0These theories provide an explanation of how experience can change what we are capable of doing or feeling.<\/p>\n<h2>Classical Conditioning and Emotional Responses<\/h2>\n<p>Classical Conditioning\u00a0theory helps us to understand how our responses to one situation become attached to new situations. For example, a smell might remind us of a time when we were a kid (elementary school cafeterias smell like milk and mildew!). If you went to a new cafeteria with the same smell, it might evoke feelings you had when you were in school. Or a song on the radio might remind you of a memorable evening you spent with your first true love. Or, if you hear your entire name (John Wilmington Brewer, for instance) called as you walk across the stage to get your diploma and it makes you tense because it reminds you of how your father used to use your full name when he was mad at you, you&#8217;ve been classically conditioned!<\/p>\n<p>Classical conditioning explains how we develop many of our emotional responses to people or events or our &#8220;gut level&#8221; reactions to situations. New situations may bring about an old response because the two have become connected. Attachments form in this way. Addictions are affected by classical conditioning, as anyone who&#8217;s tried to quit smoking can tell you. When you try to quit, everything that was associated with smoking makes you crave a cigarette.<\/p>\n<h2>Pavlov<\/h2>\n<div id=\"attachment_568\" style=\"width: 150px\" class=\"wp-caption alignleft\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1496\/2014\/09\/18053749\/Pavlov.png\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-568\" class=\"wp-image-568 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1496\/2014\/09\/18053749\/Pavlov.png\" alt=\"Photo of Ivan Pavlov in his older years, with a white beard, wearing a suit and tie.\" width=\"140\" height=\"198\" \/><\/a><\/p>\n<p id=\"caption-attachment-568\" class=\"wp-caption-text\">Ivan Pavlov<\/p>\n<\/div>\n<p>Ivan Pavlov (1880-1937) was a Russian physiologist interested in studying digestion. As he recorded the amount of salivation his laboratory dogs produced as they ate, he noticed that they actually began to salivate before the food arrived as the researcher walked down the hall and toward the cage. &#8220;This,&#8221; he thought, &#8220;is not natural!&#8221; One would expect a dog to automatically salivate when food hit their palate, but BEFORE the food comes? Of course, what had happened was . . . you tell me. That&#8217;s right! The dogs knew that the food was coming because they had learned to associate the footsteps with the food. The key word here is &#8220;learned&#8221;. A learned response is called a &#8220;conditioned&#8221; response. Pavlov began to experiment with this &#8220;psychic&#8221; reflex. He began to ring a bell, for instance, prior to introducing the food. Sure enough, after making this connection several times, the dogs could be made to salivate to the sound of a bell. Once the bell had become an event to which the dogs had learned to salivate, it was called a conditioned stimulus. The act of salivating to a bell was a response that had also been learned, now termed in Pavlov&#8217;s jargon, a conditioned response. Notice that the response, salivation, is the same whether it is conditioned or unconditioned (unlearned or natural). What changed is the stimulus to which the dog salivates. One is natural (unconditioned) and one is learned (conditioned).\u00a0Well, enough of Pavlov&#8217;s dogs. Who cares? Let&#8217;s think about how classical conditioning is used on us. One of the most widespread applications of classical conditioning principles was brought to us by the psychologist, John B. Watson.<\/p>\n<h2>Watson and Behaviorism<\/h2>\n<p>Watson believed that most of our fears and other emotional responses are classically conditioned. He had gained a good deal of popularity in the 1920s with his expert advice on parenting offered to the public. He believed that parents could be taught to help shape their children&#8217;s behavior and tried to demonstrate the power of classical conditioning with his famous experiment with an 18 month old boy named &#8220;Little Albert&#8221;. Watson sat Albert down and introduced a variety of seemingly scary objects to him: a burning piece of newspaper, a white rat, etc. But Albert remained curious and reached for all of these things. Watson knew that one of our only inborn fears is the fear of loud noises so he proceeded to make a loud noise each time he introduced one of Albert&#8217;s favorites, a white rat. After hearing the loud noise several times paired with the rat, Albert soon came to fear the rat and began to cry when it was introduced. Watson filmed this experiment for posterity and used it to demonstrate that he could help parents achieve any outcomes they desired, if they would only follow his advice. Watson wrote columns in newspapers and in magazines and gained a lot of popularity among parents eager to apply science to household order.\u00a0Parenting advice was not the legacy Watson left us, however. Where he really made his impact was in advertising. After Watson left academia, he went into the world of business and showed companies how to tie something that brings about a natural positive feeling to their products to enhance sales. Thus the union of sex and advertising! So, let&#8217;s use a much more interesting example than Pavlov&#8217;s dogs to check and see if you understand the difference between conditioned and unconditioned stimuli and responses. In the experiment with Little Albert, identify the unconditioned stimulus, the unconditioned response, and, after conditioning, the conditioned stimulus and the conditioned response.<\/p>\n<h2>Operant Conditioning and Repeating Actions<\/h2>\n<p>Operant Conditioning is another learning theory that emphasizes a more conscious type of learning than that of classical conditioning. A person (or animal) does something (operates something) to see what effect it might bring. Simply said, operant conditioning describes how we repeat behaviors because they pay off for us. It is based on a principle authored by a psychologist named Thorndike (1874-1949) called the law of effect. The law of effect suggest that we will repeat an action if it is followed by a good effect.<\/p>\n<h2>Skinner and Reinforcement<\/h2>\n<div class=\"textbox examples\">\n<h3>Example<\/h3>\n<p>Watch a pigeon learn through reinforcement:<\/p>\n<p><iframe loading=\"lazy\" src=\"\/\/www.youtube.com\/embed\/TtfQlkGwE2U\" width=\"420\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/div>\n<p>B.F. Skinner (1904-199 expanded on Thorndike&#8217;s principle and outlined the principles of operant conditioning. Skinner believed that we learn best when our actions are reinforced. For example, a child who cleans his room and is reinforced (rewarded) with a big hug and words of praise is more likely to clean it again than a child whose deed goes unnoticed.Skinner believed that almost anything could be reinforcing. A reinforcer is anything following a behavior that makes it more likely to occur again. It can be something intrinsically rewarding (called intrinsic or primary reinforcers), such as food or praise, or it can be something that is rewarding because it can be exchanged for what one really wants (such as using money to buy a cookie). Such reinforcers are referred to as secondary reinforcers or extrinsic reinforcers.<\/p>\n<div id=\"attachment_567\" style=\"width: 245px\" class=\"wp-caption alignright\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1496\/2014\/09\/18053749\/Skinner.jpeg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-567\" class=\"wp-image-567\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/1496\/2014\/09\/18053749\/Skinner-274x300.jpeg\" alt=\"B. F. Skinner, looking away from the camera, wearing glasses and a suit and tie.\" width=\"235\" height=\"257\" \/><\/a><\/p>\n<p id=\"caption-attachment-567\" class=\"wp-caption-text\">B. F. Skinner (1950)<\/p>\n<\/div>\n<h2>Positive and negative reinforcement<\/h2>\n<p>Sometimes, adding something to the situation is reinforcing as in the cases we described above with cookies, praise and money. Positive reinforcement involves adding something to the situation in order to encourage a behavior. Other times, taking something away from a situation can be reinforcing. For example, the loud, annoying buzzer on your alarm clock encourages you to get up so that you can turn it off and get rid of the noise. Children whine in order to get their parents to do something and often, parents give in just to stop the whining. In these instances, negative reinforcement has been used.<\/p>\n<p>Operant conditioning tends to work best if you focus on trying to encourage a behavior or move a person into the direction you want them to go rather than telling them what not to do. Reinforcers are used to encourage a behavior; punishers are used to stop behavior. A punisher is anything that follows an act and decreases the chance it will reoccur. But often a punished behavior doesn&#8217;t really go away. It is just suppressed and may reoccur\u00a0whenever the threat of punishment is removed. For example, a child may not cuss around you because you&#8217;ve washed his mouth out with soap, but he may cuss around his friends. Or a motorist may only slow down when the trooper is on the side of the freeway. Another problem with punishment is that when a person focuses on punishment, they may find it hard to see what the other does right or well.\u00a0And punishment is stigmatizing; when punished, some start to see themselves as bad and give up trying to change.<\/p>\n<p>Reinforcement can occur in a predictable way, such as after every desired action is performed, or intermittently, after the behavior is performed a number of times or the first time it is performed after a certain amount of time. The schedule of reinforcement has an impact on how long a behavior continues after reinforcement is discontinued.\u00a0So a parent who has rewarded a child\u2019s actions each time may find that the child gives up very quickly if a reward is not immediately forthcoming.\u00a0A lover who is warmly regarded now and then may continue to seek out his or her partner\u2019s attention long after the partner has tried to break up.\u00a0Think about the kinds of behaviors you may have learned through classical and operant conditioning.\u00a0You may have learned many things in this way. But sometimes we learn very complex behaviors quickly and without direct reinforcement. Bandura explains how.<\/p>\n<h2>Social Learning Theory<\/h2>\n<p>Albert Bandura is a leading contributor to social learning theory.\u00a0He calls our attention to the ways in which many of our actions are not learned through conditioning; rather, they are learned by watching others (1977).\u00a0Young children frequently learn behaviors through imitation.\u00a0Sometimes, particularly when we do not know what else to do, we learn by modeling or copying the behavior of others. An employee on his or her first day of a new job might eagerly look at how others are acting and try to act the same way to fit in more quickly. Adolescents struggling with their identity rely heavily on their peers to act as role-models. Newly married couples often rely on roles they may have learned from their parents and begin to act in ways they did not while dating and then wonder why their relationship has changed. Sometimes we do things because we&#8217;ve seen it pay off for someone else. They were operantly conditioned, but we engage in the behavior because we hope it will pay off for us as well. This is referred to as vicarious reinforcement (Bandura, Ross and Ross, 1963).<\/p>\n<h2>Do parents socialize children or do children socialize parents?<\/h2>\n<p>Bandura (1986) suggests that there is interplay between the environment and the individual. We are not just the product of our surroundings, rather we influence our surroundings. There is interplay between our personality and the way we interpret events and how they influence us. This concept is called reciprocal determinism. An example of this might be the interplay between parents and children. Parents not only influence their child&#8217;s environment, perhaps intentionally through the use of reinforcement, etc., but children influence parents as well. Parents may respond differently with their first child than with their fourth.\u00a0Perhaps they try to be the perfect parents with their firstborn, but by the time their last child comes along they have very different expectations both of\u00a0themselves and their child.\u00a0Our environment creates us and we create our environment.\u00a0Other social influences:\u00a0TV or not TV? Bandura (et\u00a0als. 1963) began a series of studies to look at the impact of television, particularly commercials, have on the behavior of children.\u00a0Are children more likely to act out aggressively when they see this behavior modeled?\u00a0What if they see it being reinforced? Bandura began by conducting an experiment in which he showed children a film of a woman hitting an inflatable clown or \u201cbobo\u201d doll.\u00a0Then the children were allowed in the room where they found the\u00a0doll and immediately began to hit it. This was without any reinforcement whatsoever.\u00a0Later they viewed a woman hitting a real clown and sure enough, when allowed in the room, they too began to hit the clown! Not only that, but they found new ways to behave aggressively. It&#8217;s as if they learned an aggressive role.<\/p>\n<div class=\"textbox examples\">\n<h3>Example<\/h3>\n<p>Watch\u00a0Bandura&#8217;s bobo-doll\u00a0experiment:<\/p>\n<p><iframe loading=\"lazy\" src=\"\/\/www.youtube.com\/embed\/zerCK0lRjp8\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/div>\n<p>Children view far more television today than in the 1960s; so much, in fact, that they have been referred to as Generation M (media).\u00a0Based on a study of a national representative sample of over 7,000 8-18 year olds, the Kaiser Foundation reports that children spend just over 8 hours a day involved with media outside of schoolwork.\u00a0This includes almost 4 hours of television viewing and over an hour on the computer.\u00a0Two-thirds have television in their room and those children watch an average of 1.27 hours more of television per day than those do not have television in their bedroom (Kaiser Family Foundation, 2005).\u00a0The prevalence of violence, sexual content, and messages promoting foods high in fat and sugar in the media are certainly cause for concern and the subjects of ongoing research and policy review. Many children spend even more time on the computer viewing content from the internet. And the amount of time spent connected to the internet continues to increase with the use of smart phones that essentially serve as mini-computers. What are the implications of this?<\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-150\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Psyc 200 Lifespan Psychology. <strong>Authored by<\/strong>: Laura Overstreet. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/opencourselibrary.org\/econ-201\/\">http:\/\/opencourselibrary.org\/econ-201\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Pigeon Turn. <strong>Authored by<\/strong>: BFSkinner Foundation. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/youtu.be\/TtfQlkGwE2U\">http:\/\/youtu.be\/TtfQlkGwE2U<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube license<\/li><li>The Brain: A Secret History - Emotions; Bandura Bobo Doll Experiment. <strong>Authored by<\/strong>: DebateFilms. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/youtu.be\/zerCK0lRjp8\">http:\/\/youtu.be\/zerCK0lRjp8<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube license<\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":74,"menu_order":4,"template":"","meta":{"_candela_citation":"[{\"type\":\"copyrighted_video\",\"description\":\"Pigeon Turn\",\"author\":\"BFSkinner Foundation\",\"organization\":\"\",\"url\":\"http:\/\/youtu.be\/TtfQlkGwE2U\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"Standard YouTube license\"},{\"type\":\"copyrighted_video\",\"description\":\"The Brain: A Secret History - Emotions; Bandura Bobo Doll Experiment\",\"author\":\"DebateFilms\",\"organization\":\"\",\"url\":\"http:\/\/youtu.be\/zerCK0lRjp8\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"Standard YouTube license\"},{\"type\":\"cc\",\"description\":\"Psyc 200 Lifespan Psychology\",\"author\":\"Laura Overstreet\",\"organization\":\"\",\"url\":\"http:\/\/opencourselibrary.org\/econ-201\/\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-150","chapter","type-chapter","status-publish","hentry"],"part":141,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/wp-json\/pressbooks\/v2\/chapters\/150","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/wp-json\/wp\/v2\/users\/74"}],"version-history":[{"count":12,"href":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/wp-json\/pressbooks\/v2\/chapters\/150\/revisions"}],"predecessor-version":[{"id":736,"href":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/wp-json\/pressbooks\/v2\/chapters\/150\/revisions\/736"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/wp-json\/pressbooks\/v2\/parts\/141"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/wp-json\/pressbooks\/v2\/chapters\/150\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/wp-json\/wp\/v2\/media?parent=150"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/wp-json\/pressbooks\/v2\/chapter-type?post=150"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/wp-json\/wp\/v2\/contributor?post=150"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/atd-herkimer-developmentalpsych\/wp-json\/wp\/v2\/license?post=150"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}