It would appear as if the children in group 2 had not learnt the aggressive behaviour as it was not imitated which would challenge the idea that we learn through observation. However a repeated study showed that learning had taken place regardless of the observed consequences. Although for a child to reproduce it they would have to be motivated by a reward. This supports the motivation aspect of social learning theory: if a child thinks it will be punished motivation is low. When they think a reward is available motivation to copy is high.
On the other hand, if a psychologist would take a behavioral approach, which focuses on behavioral responses, followed by enjoyable consequences being enforced or strengthened. He might believe that Jake has not done well on his first exam and has not received the positive consequence of success, which made him feel anxious instead of happy. He would probably tell Jake to study and then take practice tests until he succeeds in all of the possible questions, so studying will bring about success and favorable consequences, reinforcing good study habits. Another psychologist who takes a cognitive approach, which focuses on how people remember, store, and use information, might suggest that Jake’s study habits need to be reevaluated. Jake may need to take a different approach to studying in order to remember and apply information learned correctly.
Rice also conducted an experiment and found that parental mediation enhanced children’s learning from watching Sesame Street. A study that supports the role of parental mediation is Fogel’s study. The study shows that parental mediation is important for children to learn pro-social behaviour because after discussing the moral message with an adult, children showed much more pro-social behaviour in relation to tolerance and friendship than the control group. Another study that supports parental mediation is Rosenkoetter’s study in 1999. The study showed that parental mediation is important for children to learn pro-social behaviour because they help the children to understand the moral message behind the pro-social programmes which allow and made the children more pro-social in their actions and behaviours.
I have linked praised with student performance and instruction. Also, encouraging students that have been unsuccessful with the subject matter, does wonders for their confidence. “Attributes student success to effort and ability, implying that similar successes can be expected in the future.” (Kizlik,
This theory was first developed by Abraham Maslow. He described that self-actualizing people share such things like awareness and acceptance of themselves and lean towards spontaneity and openness and are very positive people in general. Maslow believed that the highest personal need was that of self-actualization. Later, Carl Rogers introduced conditions of worth where in the effort to gain positive regard from others, people will deny their true selves to meet expectations. An advantage of this theory is that it drives parents to encourage their children at a young age to build up a large self-esteem; their sense of self-worth.
According to the research, students who participated in the arts-based mindfulness program in the study experienced more resilient, less reactive emotionally, were more able to talk about feelings, and their parents noted that they seemed happier than they had been prior to participation in the program. Researchers have “hypothesized that by participating in arts-based mindfulness-based methods, children could learn to focus on and better understand their feelings and thoughts without judging these experiences (Coholic, Eys, & Lougheed, 2012, p.835)”. Mindfulness is described as a process of developing a nonjudgmental accepting awareness of moment-by-moment
It is also the study to inherited genetics. 2. What is the historical development of biological psychology? The first experiment in the field of biology psychology was done in 1073; a Persian psychologist found that he was able to treat emotional problems by comparing the pulse rate and inner feelings. By looking at the rational thinking of biological psychology the levels of rational decisions decrease when the brain loses control over its function (Breedlove, Rosenzqeig and Watson, 2007).
Returning a year later 47% of spurters had made significant progress. Teachers beliefs about pupils were influenced by the test results, the teacher conveyed these beliefs to the pupils through interactions like body language, attention and encouragement. By accepting the prediction that some pupils would spurt ahead teachers bought this about, the fact that the spurters were selected at random and not based on the iq test shows that if a teacher believes a pupil is a certain type, they can make them that way. Rosenthal and Jacobsons findings show an important interactionist principle that what people believe to be true, will have real effects- even if not true origionally. We know that if a teacher has low expectations of a child and communicates these in interactions, this could lead to a negative self concept.
Teachers have clear objectives to which they can tailor their lessons, and administrators have clearer means of monitoring progress in schools (Wright, 2012). During an interview with a parent of two school age children attending different schools had this to say concerning the act… NCLB is a positive approach to education because scientific studies show that children who have been held back often display a lack of confidence, social skills and often have issues with problem solving (Johnson, 2012), By getting immediate help when and where needed we can through this process avert that outcome and cause our children to be more confident and productive succeeding and achieving equally amongst their peers (Johnson,
Personally I agree with both authors but only up to a certain point. I agree with how Gatto describes the United States is falling further behind in education while he provides us with the contradictory thought that education may not be paramount to a person’s success (Gatto). With many of our greatest minds, having gone no further than secondary education, the key is to give our adolescents more chances to “let them manage themselves” (Gatto, 28) while trying to increase the achievements of people who are not born into the upper class. Like many social constructs, the elitist succeed, while others are left behind. Gatto contends that “schools really are laboratories of experimentation on young minds” (Gatto, 28).