Unit 3 DB: Does Viewing Violence Lead To Violent Behavior?

Unit 3 Db Does Viewing Violence Lead To Violent Behaviorpsy101 Fund

After viewing Bandura's original video from his 1961 study above, complete the following for this discussion: Explain the basic concepts demonstrated in this study in regard to observational learning. Based on the video and your reading, do you believe that violence in television, media, or video games likely promote violent behaviors according to the principles of observational learning? Please share your thoughts and examples. Additionally, discuss your own real-life example of the concept of observational learning by sharing an incident either witnessed personally or through the media. Discuss how observational learning differs from theories of learning that emphasize “conditioning” (classical conditioning and operant conditioning). Use the example of how aggressive behavior may result from conditioning. Be sure to provide the URL link(s) and/or title(s) to any resource used as reference in your post.

Paper For Above instruction

Albert Bandura's 1961 experiment fundamentally revolutionized the understanding of observational learning, demonstrating how individuals can acquire new behaviors by observing others. In his classic "Bobo doll" study, children watched a model aggressively interact with a Bobo doll, either in person or through film. The key concept illustrated in this study is modeling, where behavior is learned through observing others and imitating their actions. Bandura emphasized the importance of attention, retention, reproduction, and motivation in the learning process, highlighting that individuals are more likely to imitate behaviors they observe if they perceive them as rewarding or justified.

Observational learning, as demonstrated in Bandura’s study, suggests that exposure to violent behavior in media—such as television, video games, or movies—can promote similar violent behaviors in viewers, especially children and adolescents who are still developing social norms and self-regulatory skills. The phenomenon of media violence influencing behavior is supported by numerous research studies indicating a correlation between violent media consumption and aggressive tendencies (Huesmann et al., 2003). For instance, repeated exposure to violent video games can desensitize players to violence and escalate aggressive responses in real-life situations, aligning with Bandura's findings that observed behaviors can be imitated if perceived as rewarding or if the individual identifies with the model (Anderson & Bushman, 2001).

From a psychological perspective, individuals may internalize and emulate observed violent acts, especially if they lack alternative models of non-violent problem-solving or if they experience environmental stressors. For example, a child who repeatedly sees television characters resolving conflicts through violence might learn to view violence as an acceptable means of conflict resolution. This example aligns with observational learning principles where the modeled behavior is imitated, particularly when reinforcement is present or perceived through media narratives (Bushman & Huesmann, 2006).

In contrast, classical and operant conditioning, forms of learning emphasizing stimulus-response relationships, differ from observational learning by requiring direct interaction with stimuli. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a response, such as pavlovian dog salivation. Operant conditioning involves behavior modification through reinforcement or punishment; for example, a child learns to avoid aggression if punished for fighting. While conditioning relies on direct experience to modify behavior, observational learning occurs through watching and imitating others without immediate reinforcement or punishment (Skinner, 1953; Pavlov, 1927). An example of conditioning leading to aggressive behavior would be a child who receives praise when acting aggressively, encouraging further violent responses (Bandura, 1963).

My own experience with observational learning can be seen growing up in a household where parental conflict was often resolved through yelling or physical confrontation. I observed these interactions and, over time, learned that aggressive responses were an acceptable way to handle disagreements, especially when I saw rewards for such behavior—attention, control, or authority. This learned behavior, reinforced over time, reflects how observational learning can have a lasting impact, sometimes perpetuating cycles of violence.

In conclusion, Bandura’s research underscores the influence of observational learning in shaping human behavior, with significant implications for media consumption and societal norms. While conditioning emphasizes direct reinforcement and punishment, observational learning demonstrates the power of models in teaching behaviors through imitation. Recognizing this distinction is crucial in understanding how violence can be socially transmitted and how interventions might mitigate its adverse effects.

References

• Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, and aggressive affect: A meta-analytic review of the evidence. Psychological Science, 12(5), 353-359.
• Bushman, B. J., & Huesmann, L. R. (2006). Short-term and long-term effects of violent video games on aggression in children and adults. Archives of Pediatrics & Adolescent Medicine, 160(4), 348–352.
• Huesmann, L. R., Moise-Titus, J., Podolski, C. L., & Eron, L. D. (2003). Longitudinal relations between children’s exposure to TV violence and their aggressive and violent behavior in young adulthood. Developmental Psychology, 39(2), 201–221.
• Pavlov, I. P. (1927). Conditioned reflexes. Oxford University Press.
• Skinner, B. F. (1953). Science and human behavior. Simon and Schuster.
• Bandura, A. (1963). Social cognitive theory of personality. In L. Pervin (Ed.), Handbook of personality: Theory and research.