Components of Observational Learning: (ARRM)

Attention:

→ Extent to which we focus on others’ behaviour

→ Example:

• In order for Sam to learn how to cook by watching Jamie Oliver, she needs to focus her attention on the exact sequence of the process. How fine the food is chopped, how hot the pan needs to be, the way the final dish is garnished are all details that are the focus of her attention

Retention:

→ Our ability to retain a representation of others’ behaviour in a memory

→ In a test, talk about what information belongs in STM and LTM

→ Example:

• Sam’s ability to retain the information and recall it later will depend on aspects of her memory processes. She must be able to transfer the information from her short term memory to her long term memory. This is best carried out using elaborative rehearsal where she combines previous knowledge with the new information to consolidate it in her LTM

Reproduction Processess

→ Our ability to perform the actions we observe

→ Example:

• Sam needs to be physically and mentally capable of reproducing the skills of Jamie Oliver. Chopping finely would be a physical skill, to have the dexterity with the knife, but sequencing what activity comes next would be a mental skill

Motivation:

→ Our need for the actions we witness: their usefulness to us

→ Example:

• Sam must feel motivated to impress her family and friends to trigger the performance of the observed behaviour. She may also be motivated by her admiration of Jamie Oliver because he has extensive skills that she is aiming for

→ Factors that increase motivation:

• People who are in an authoritative position in our lives

• People who are similar to us in age, gender and interests

• People who we admire or who are of a higher social status

• When we have been rewarded for imitating the behavior in the past

• When we lack confidence in our own knowledge or abilities

• When the situation is confusing, ambiguous, or unfamiliar

• People we perceive as warm and nurturing

• People who receive rewards for their behaviour

Observational Learning in the Media:

Explicit Learning:

→ Occurs when the person is aware that they are learning

→ Example:

• Learning to cook by watching a famous chef

Implicit Learning:

→ Occurs when the person is not aware that they are learning

• Smoking / alcohol use

Mirror Neurons:

The way in which observational learning occurs.

→ Example:

• Monkey at rest - A mirror neuron is in a resting state (no electrical signals)

• Monkey grasping a ball execution - A mirror neuron fires

• Monkey observes someone else grasping ball movements - A mirror neuron fires again

Mirror neurons are a distinctive class of neurons that fire when someone performs a particular action and when they observe the same action being performed by another

Mirror neurons are thought to be the basis of observational learning

The mirror neuron system in humans develop before 12 months of age

Personal Differences in Learning:

Individuals are unique, so while the process of learning is universal, the rate of learning varies

Learner characteristics can be personal, academic, social / emotional, and or cognitive in nature

Cognitive Behaviour Therapy (CBT): Review + Unique Planning

CBT has its theoretical foundations in learning, that as problematic behaviour is fundamentally learned, it can be unleawrned and more desired behaviour can be learned

Individual differences will impact the effectiveness of CBT, so it is important to tailor the intervention to meet individual needs

Mental health concerns are complex and the experience is unique to each individual.

→ Therefore, many different tools can be utilised to meet clients needs

Example:

→ CBT: To do with negative thinking

→ Identify Negative Thoughts: “Can’t be bothered studying”

→ Change Negative Thoughts by Yourself: Be aware that this thought is not helping

→ Change Negative Thoughts with Help: Turn negative thoughts to more constructive thoughts that are more useful with help from someone

→ Change Behaviour: Introduce new strategies plus practicing them

• Example of Strategies:

  → Plan prioritising

  → Have a break

  → Sleep

  → Eat

  → Walk

  → ‘3 Good Things’ exercise

Research and Ethical Issues in Learning

Research in Learning

Validity of generalising conclusions from animal rtesearch to human behaviour (Martin Seligman and Learned Helplessness)

Observation of animal behaviour - involves making attributions

Ethical Issues in Learning

Research Ethics:

→ Animal ethics

→ Vulnerable groups

Application of Learning Principles:

→ Use powers for good, not evil (what you consider a desired behaviour)

→ Classical conditioning in advertising

Side Notes:

Vicarious observational learning occurs when a person watches someone else’s behaviour and the consequences they experience to decide if they will perform the behaviour

→ If the consequence is a reward, they may choose to perform the behaviour

→ If the consequence is a punishment, they may choose to not peform the behaviour