{"id":2568,"date":"2023-04-28T16:13:22","date_gmt":"2023-04-28T16:13:22","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/?post_type=chapter&#038;p=2568"},"modified":"2025-11-26T19:57:32","modified_gmt":"2025-11-26T19:57:32","slug":"other-types-of-learning-apply-it","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/other-types-of-learning-apply-it\/","title":{"raw":"Other Types of Learning: Apply It","rendered":"Other Types of Learning: Apply It"},"content":{"raw":"<section class=\"textbox learningGoals\">\r\n<ul>\r\n\t<li>Explain latent learning and cognitive maps<\/li>\r\n\t<li>Explain observational learning and the steps in the modeling process<\/li>\r\n\t<li>Describe Albert Bandura's bobo doll experiment and its implications<\/li>\r\n<\/ul>\r\n<\/section>\r\n<h2>Prosocial Behavior<\/h2>\r\n<p>Albert Bandura's Bobo doll studies suggest a clear correlation between observational learning and aggression. But can the same be true for prosocial behavior, or behavior that's good, generous, or helpful? Can prosocial behavior be increased through the process of observational learning?<\/p>\r\n<p>A large-scale (n=16,893) longitudinal study in Germany[footnote]Busching, R., &amp; Krah\u00e9, B. (2020). With a Little Help from Their Peers: The Impact of Classmates on Adolescents\u2019 Development of Prosocial Behavior.\u00a0<em>Journal of Youth and Adolescence<\/em>,\u00a049(9), 1849-1863. https:\/\/doi.org\/10.1007\/s10964-020-01260-8[\/footnote] sought to understand if levels of prosocial behavior in a consistent school classroom could lead to overall changes in prosocial behaviors over time.<\/p>\r\n<p><strong>Prosocial behavior<\/strong>, which was measured by individual students' self-reports, was measured at time 1 and then subsequently at time 2 (approximately two years later). Prosocial behavior, characterized as actions such as helping classmates with homework, resolving disputes without violence, and helping to keep the classroom clean, was assessed via a five-item questionnaire. Students rated how often they exhibited these behaviors over the last twelve months on a scale from 1 (never) to 5 (almost every day). They also completed a four-item questionnaire ranking statements on perspective-taking and empathizing with others before making judgments.<\/p>\r\n<p>The researchers found that students who were in classrooms that displayed high levels of prosocial behavior at time 1 displayed even higher levels of prosocial behavior at time 2 but this trend was not observed in classrooms that displayed lower levels of prosocial behavior. In fact, students who individually had lower levels of prosocial behavior appeared to be even more influenced by prosocial environments than their highly prosocial peers. As with aggression, students appeared more strongly influenced by the prosocial behaviors of same-gendered classmates. Together, these findings suggest that prosocial behavior can be learned and modified through observational learning, just like aggression (Busching &amp; Krah\u00e9, 2020).<\/p>\r\n<section class=\"textbox recall\">Bandura would suggest that, in order for the prosocial effects to be observed, the individual students would have to go through four cognitive steps that you learned were part of the modeling process: attention, retention, reproduction, and motivation.\r\n\r\n<ol>\r\n\t<li>First, you must be focused on what the model is doing\u2014you have to pay <strong>attention<\/strong>.<\/li>\r\n\t<li>Next, you must be able to retain, or remember, what you observed; this is <strong>retention<\/strong>.<\/li>\r\n\t<li>Then, you must be able to perform the behavior that you observed and committed to memory; this is <strong>reproduction<\/strong>.<\/li>\r\n\t<li>Finally, you must have <strong>motivation<\/strong>. You need to want to copy the behavior, and whether or not you are motivated depends on what happened to the model.<\/li>\r\n<\/ol>\r\n<p>Consider how these would be relevant for learning prosocial behavior.<\/p>\r\n<\/section>\r\n<section class=\"textbox tryIt\">[ohm2_question height=\"600\"]11125[\/ohm2_question]<\/section>","rendered":"<section class=\"textbox learningGoals\">\n<ul>\n<li>Explain latent learning and cognitive maps<\/li>\n<li>Explain observational learning and the steps in the modeling process<\/li>\n<li>Describe Albert Bandura&#8217;s bobo doll experiment and its implications<\/li>\n<\/ul>\n<\/section>\n<h2>Prosocial Behavior<\/h2>\n<p>Albert Bandura&#8217;s Bobo doll studies suggest a clear correlation between observational learning and aggression. But can the same be true for prosocial behavior, or behavior that&#8217;s good, generous, or helpful? Can prosocial behavior be increased through the process of observational learning?<\/p>\n<p>A large-scale (n=16,893) longitudinal study in Germany<a class=\"footnote\" title=\"Busching, R., &amp; Krah\u00e9, B. (2020). With a Little Help from Their Peers: The Impact of Classmates on Adolescents\u2019 Development of Prosocial Behavior.\u00a0Journal of Youth and Adolescence,\u00a049(9), 1849-1863. https:\/\/doi.org\/10.1007\/s10964-020-01260-8\" id=\"return-footnote-2568-1\" href=\"#footnote-2568-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> sought to understand if levels of prosocial behavior in a consistent school classroom could lead to overall changes in prosocial behaviors over time.<\/p>\n<p><strong>Prosocial behavior<\/strong>, which was measured by individual students&#8217; self-reports, was measured at time 1 and then subsequently at time 2 (approximately two years later). Prosocial behavior, characterized as actions such as helping classmates with homework, resolving disputes without violence, and helping to keep the classroom clean, was assessed via a five-item questionnaire. Students rated how often they exhibited these behaviors over the last twelve months on a scale from 1 (never) to 5 (almost every day). They also completed a four-item questionnaire ranking statements on perspective-taking and empathizing with others before making judgments.<\/p>\n<p>The researchers found that students who were in classrooms that displayed high levels of prosocial behavior at time 1 displayed even higher levels of prosocial behavior at time 2 but this trend was not observed in classrooms that displayed lower levels of prosocial behavior. In fact, students who individually had lower levels of prosocial behavior appeared to be even more influenced by prosocial environments than their highly prosocial peers. As with aggression, students appeared more strongly influenced by the prosocial behaviors of same-gendered classmates. Together, these findings suggest that prosocial behavior can be learned and modified through observational learning, just like aggression (Busching &amp; Krah\u00e9, 2020).<\/p>\n<section class=\"textbox recall\">Bandura would suggest that, in order for the prosocial effects to be observed, the individual students would have to go through four cognitive steps that you learned were part of the modeling process: attention, retention, reproduction, and motivation.<\/p>\n<ol>\n<li>First, you must be focused on what the model is doing\u2014you have to pay <strong>attention<\/strong>.<\/li>\n<li>Next, you must be able to retain, or remember, what you observed; this is <strong>retention<\/strong>.<\/li>\n<li>Then, you must be able to perform the behavior that you observed and committed to memory; this is <strong>reproduction<\/strong>.<\/li>\n<li>Finally, you must have <strong>motivation<\/strong>. You need to want to copy the behavior, and whether or not you are motivated depends on what happened to the model.<\/li>\n<\/ol>\n<p>Consider how these would be relevant for learning prosocial behavior.<\/p>\n<\/section>\n<section class=\"textbox tryIt\"><iframe loading=\"lazy\" id=\"ohm11125\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=11125&theme=lumen&iframe_resize_id=ohm11125&source=tnh&show_question_numbers\" width=\"100%\" height=\"600\"><\/iframe><\/section>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-2568-1\">Busching, R., &amp; Krah\u00e9, B. (2020). With a Little Help from Their Peers: The Impact of Classmates on Adolescents\u2019 Development of Prosocial Behavior.\u00a0<em>Journal of Youth and Adolescence<\/em>,\u00a049(9), 1849-1863. https:\/\/doi.org\/10.1007\/s10964-020-01260-8 <a href=\"#return-footnote-2568-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":20,"menu_order":30,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Other Types of Learning: Apply It\",\"author\":\"Jennifer Hejazi for Lumen Learning\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":512,"module-header":"apply_it","content_attributions":[{"type":"original","description":"Other Types of Learning: Apply It","author":"Jennifer Hejazi for Lumen Learning","organization":"Lumen Learning","url":"","project":"","license":"cc-by","license_terms":""}],"internal_book_links":[],"video_content":null,"cc_video_embed_content":{"cc_scripts":"","media_targets":[]},"try_it_collection":null,"_links":{"self":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/2568"}],"collection":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/users\/20"}],"version-history":[{"count":13,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/2568\/revisions"}],"predecessor-version":[{"id":7304,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/2568\/revisions\/7304"}],"part":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/parts\/512"}],"metadata":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/2568\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/media?parent=2568"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapter-type?post=2568"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/contributor?post=2568"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/license?post=2568"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}