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  • So it's kind of common sense that you

  • should watch the way you behave when

  • you have little kids in your presence

  • because the concern is that the little kids can pick up

  • your bad behavior or maybe learn a choice

  • word or two that they're not supposed

  • to be using in preschool.

  • The underlying concern in this is

  • that children can observe your bad behavior

  • and then learn through observing it.

  • And there's a psychologist who studied this

  • by the name of Albert Bandura.

  • And this is actually a very famous psychological experiment

  • known as the Bobo doll experiment.

  • And the Bobo doll experiment is a pretty famous

  • psychological research study that you

  • hear cited sometimes when people are having the debate of

  • whether or not they should ban violent video games.

  • For those of you who don't know, a Bobo doll

  • is basically a blow-up doll that you can punch.

  • Now, I don't know if kids still play with these things

  • these days since now they have Xboxes

  • and all sorts of other fancy technology.

  • But this experiment was back in 1965.

  • And this is pretty much the cream of the crop

  • when it came to toys back then.

  • So this is an inflatable doll that people called Bobo doll

  • because it has a clown on it.

  • So the way the experiment worked was they

  • had a group of children in a laboratory

  • doing an arts-and-crafts project.

  • That sounds nice enough.

  • Except, in the middle of it, suddenly a man

  • appeared and proceeded to start punching and hitting

  • and kicking this inflatable doll.

  • And not only was he being aggressive physically

  • towards this doll, he was also shouting hit it, kick it.

  • So he did this for 10 minutes straight,

  • just pummeling this doll to a bloody pulp, if you could

  • say that about an inflatable doll, all the while yelling

  • hit it, kick it.

  • And some of the children observed this behavior.

  • And other ones, it didn't really phase them.

  • They were just so into their arts-and-crafts project

  • that I guess it really didn't matter much to them.

  • So after the 10 minutes passed, the man left.

  • And the next part of the experiment

  • required the kids to feel frustrated.

  • So the researchers were kind of mean about this.

  • And what they did was they gave these kids an impossible puzzle

  • to solve.

  • In other words, they gave them a puzzle

  • with some pieces missing.

  • Imagine how frustrating that must

  • be, that you can't put it together.

  • So they knew that that would cause frustration.

  • And what they did was the researchers

  • observed through a one-way mirror how

  • the kids reacted to this frustration.

  • Now in this laboratory, they were

  • brought to a room where it was filled with toys.

  • So maybe here's a balloon, here's a cool teddy bear.

  • And of course in the room was this Bobo doll,

  • the very same one that that man had beat up for 10 minutes.

  • And what the researchers observed

  • was many of the children would actually come up to the doll

  • and proceed to hit it.

  • And not only were a lot of them hitting it,

  • the ones that were hitting it were often yelling

  • hit it, kick it, the very same words

  • that that guy had said earlier.

  • So what this revealed was that kids

  • can learn through observing the way people behave.

  • So as you might imagine, oftentimes you'll

  • hear this Bobo doll experiment mentioned

  • in the debate of whether or not they

  • should ban violent video games or not

  • let kids see violent movies because this experiment showed

  • that children can indeed learn through observing behavior.

  • But learning a behavior and performing a behavior

  • are two separate topics.

  • Many of the kids were aggressive towards the doll

  • and yelled the same things that the man had yelled.

  • And so you could say, all right, so the majority of kids, yes,

  • were aggressive towards the doll.

  • But not all of the kids were aggressive towards the doll.

  • I mean all the kids didn't learn this aggressive behavior.

  • So Bandura wanted to know, what's

  • going on with these kids?

  • How come they didn't behave the same way towards the doll?

  • Did they maybe not learn that aggressive behavior?

  • So they performed another experiment

  • that was fairly similar to the one I just described.

  • So in this next experiment, what they did was

  • they set up a TV in a laboratory.

  • And I don't know, I bet back then TVs had bunny ears.

  • So on this TV, the kids saw a Bobo doll and someone being

  • aggressive towards the Bobo doll, also yelling hit it,

  • kick it.

  • But the difference here was that the video showed afterwards

  • that person being punished for acting

  • that way towards the doll.

  • They were spanked and told they were doing something wrong.

  • So the children saw the consequence of that behavior.

  • So after they watched the video, they were placed into a room

  • again with toys.

  • And some of the kids again walked up to the Bobo doll

  • and started hitting it.

  • And not only were they hitting it,

  • they were also yelling hit it, kick it.

  • So these kids did that.

  • But what about these kids?

  • Did they not learn that behavior?

  • So what they did to find that out

  • was the researchers basically bribed these kids

  • and offered them stickers and juice,

  • you know, things kids love, if they could imitate the behavior

  • that they saw on TV.

  • And what they found was that the kids were indeed

  • able to imitate that behavior.

  • And this is a concept known as learning-performance

  • distinction.

  • And what learning-performance distinction

  • is that learning a behavior and performing the behavior

  • are two different things.

  • You can learn a behavior, but not perform the behavior.

  • But what's important to take away from this

  • is that not performing the behavior

  • doesn't necessarily mean you didn't learn the behavior.

  • So again, just because these kids initially

  • didn't perform the behavior of acting

  • aggressive towards this Bobo doll, that doesn't mean

  • that they didn't learn it because it was clear once you

  • bribe these kids with juice and stickers and things

  • that they like, they were in fact

  • able to perform that aggressive behavior.

  • So they actually did learn, even though they

  • didn't act that way.

  • And again, this is what's important

  • when you think of that classic debate of whether they should

  • ban certain types of violent video games.

  • Because you'll hear people who are

  • against the censorship saying, well, my child

  • plays violent video games and doesn't act aggressive.

  • Or my child watches violent movies

  • and doesn't act the way that those people do on TV.

  • But that doesn't necessarily mean

  • that just because they're not performing that behavior

  • that they're seeing, that doesn't

  • mean they're not learning that behavior.

  • So it's a scary thought to think about, right?

  • And when it comes to learning, Bandura

  • devised his own theory, known as Bandura's Social Cognitive

  • Theory, talk about a mouthful.

  • But it's pretty easy to remember if you ask yourself,

  • am I motivated?

  • So say that with me.

  • Am I motivated to learn Bandura's Social Cognitive

  • Theory?

  • Are you motivated?

  • Let's see.

  • Let's write it out.

  • Am I motivated?

  • Well, I'm sure you are, if you're watching this video.

  • But really this is a mnemonic that I came up

  • with that might make it easier for you to remember it.

  • The A stands for attention.

  • The M stands for memory.

  • The I stands for imitation.

  • And motivated stands for motivation.

  • So let's just remove these two letters, motivation.

  • So this is Bandura's Social Cognitive Theory

  • and the four components of it, attention, memory, imitation,

  • and motivation.

  • So let's use an example to illustrate

  • what I'm talking about here.

  • So let's say I want to teach you how to draw a star.

  • So here we go.

  • I want you to learn this.

  • Did you see me draw it?

  • OK, so in order to learn how to draw a star like I did--

  • of course, I don't know why you wouldn't

  • know how to draw it anyway.

  • But let's say that you've never seen this really interesting

  • star before, OK?

  • So you have to have an attention span long enough

  • to watch me go through the movements of drawing the star.

  • Not only do you have to have the attention span,

  • you have to have a memory to remember me drawing the star.

  • And what imitation means is you have

  • to be able to imitate what I just did.

  • So let's delete the star now.

  • And if I were to ask you to draw it or imitate the way that I

  • drew it, that would be imitation.

  • And that would involve your memory

  • and having an attention span long enough to do it.

  • And then, of course, what it comes down to is motivation.

  • If you're going to draw a star for me,

  • you probably have the attention span long enough

  • to watch me go through the movement.

  • I'm sure your memory is good enough to remember me doing it.

  • So I'm sure you're capable of imitating me drawing that star.

  • But the question is are you motivated enough to do that?

  • So if you were, you would do--

  • And that's Bandura's Social Cognitive Theory.

  • So am I motivated?

  • And if you just watched this whole video, I'm sure you are.

So it's kind of common sense that you

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Observational learning: Bobo doll experiment and social cognitive theory | MCAT | Khan Academy

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    高儀真 に公開 2022 年 06 月 16 日
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