7.3 Biology, Cognition, and Learning

From drooling dogs, running rats, and pecking pigeons, we have learned much about the basic processes of learning. But conditioning principles don’t tell us the whole story. Today’s learning theorists recognize that learning is the product of the interaction of biological, psychological, and social-cultural influences (FIGURE 7.12).

Figure 7.12
Biopsychosocial influences on learning Our learning results not only from environmental experiences, but also from cognitive and biological influences.

Biological Constraints on Conditioning

7-14 How do biological constraints affect classical and operant conditioning?

Ever since Charles Darwin, scientists have assumed that all animals share a common evolutionary history and thus share commonalities in their makeup and functioning. Pavlov and Watson, for example, believed the basic laws of learning were essentially similar in all animals. So it should make little difference whether one studied pigeons or people. Moreover, it seemed that any natural response could be conditioned to any neutral stimulus.

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Limits on Classical Conditioning

In 1956, learning researcher Gregory Kimble proclaimed, “Just about any activity of which the organism is capable can be conditioned and … these responses can be conditioned to any stimulus that the organism can perceive” (p. 195). Twenty-five years later, he humbly acknowledged that “half a thousand” scientific reports had proven him wrong (Kimble, 1981). More than the early behaviorists realized, an animal’s capacity for conditioning is constrained by its biology. Each species’ predispositions prepare it to learn the associations that enhance its survival. Environments are not the whole story.

John Garcia was among those who challenged the prevailing idea that all associations can be learned equally well. While researching the effects of radiation on laboratory animals, Garcia and Robert Koelling (1966) noticed that rats began to avoid drinking water from the plastic bottles in radiation chambers. Could classical conditioning be the culprit? Might the rats have linked the plastic-tasting water (a CS) to the sickness (UR) triggered by the radiation (US)?

John Garcia As the laboring son of California farmworkers, Garcia attended school only in the off-season during his early childhood years. After entering junior college in his late twenties, and earning his Ph.D. in his late forties, he received the American Psychological Association’s Distinguished Scientific Contribution Award “for his highly original, pioneering research in conditioning and learning.” He was also elected to the National Academy of Sciences.

To test their hunch, Garcia and Koelling exposed the rats to a particular taste, sight, or sound (CS) and later also to radiation or drugs (US) that led to nausea and vomiting (UR). Two startling findings emerged: First, even if sickened as late as several hours after tasting a particular novel flavor, the rats thereafter avoided that flavor. This appeared to violate the notion that for conditioning to occur, the US must immediately follow the CS.

Taste aversion If you became violently ill after eating oysters, you would probably have a hard time eating them again. Their smell and taste would have become a CS for nausea. This learning occurs readily because our biology prepares us to learn taste aversions to toxic foods.

Second, the sickened rats developed aversions to tastes but not to sights or sounds. This contradicted the behaviorists’ idea that any perceivable stimulus could serve as a CS. But it made adaptive sense. For rats, the easiest way to identify tainted food is to taste it; if sickened after sampling a new food, they thereafter avoid it. This response, called taste aversion, makes it difficult to eradicate a population of “bait-shy” rats by poisoning.

Humans, too, seem biologically prepared to learn some associations rather than others. If you become violently ill four hours after eating contaminated mussels, you will probably develop an aversion to the taste of mussels but usually not to the sight of the associated restaurant, its plates, the people you were with, or the music you heard there. (In contrast, birds, which hunt by sight, appear biologically primed to develop aversions to the sight of tainted food [Nicolaus et al., 1983].)

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Garcia’s early findings on taste aversion were met with an onslaught of criticism. As the German philosopher Arthur Schopenhauer (1788–1860) once said, important ideas are first ridiculed, then attacked, and finally taken for granted. Leading journals refused to publish Garcia’s work: The findings are impossible, said some critics. But, as often happens in science, Garcia and Koelling’s taste-aversion research is now basic textbook material.

“All animals are on a voyage through time, navigating toward futures that promote their survival and away from futures that threaten it. Pleasure and pain are the stars by which they steer.”

Psychologists Daniel T. Gilbert and Timothy D. Wilson, “Prospection: Experiencing the Future,” 2007

It is also a good example of experiments that begin with the discomfort of some laboratory animals and end by enhancing the welfare of many others. In one conditioned taste-aversion study, coyotes and wolves were tempted into eating sheep carcasses laced with a sickening poison. Thereafter, they developed an aversion to sheep meat; two wolves later penned with a live sheep seemed actually to fear it (Gustavson et al., 1974, 1976). These studies not only saved the sheep from their predators, but also saved the sheep-shunning coyotes and wolves from angry ranchers and farmers who had wanted to destroy them. Similar applications have prevented baboons from raiding African gardens, raccoons from attacking chickens, ravens and crows from feeding on crane eggs. In all these cases, research helped preserve both the prey and their predators, all of whom occupy an important ecological niche (Dingfelder, 2010; Garcia & Gustavson, 1997).

Such research supports Darwin’s principle that natural selection favors traits that aid survival. Our ancestors who readily learned taste aversions were unlikely to eat the same toxic food again and were more likely to survive and leave descendants. Nausea, like anxiety, pain, and other bad feelings, serves a good purpose. Like a low-oil warning on a car dashboard, each alerts the body to a threat (Neese, 1991).

Animal taste aversion As an alternative to killing wolves and coyotes that preyed on sheep, some ranchers have sickened the animals with lamb laced with a drug.

And remember those Japanese quail that were conditioned to get sexually excited by a red light that signaled a receptive female’s arrival? Michael Domjan and his colleagues (2004) report that such conditioning is even speedier, stronger, and more durable when the CS is ecologically relevant—something similar to stimuli associated with sexual activity in the natural environment, such as the stuffed head of a female quail. In the real world, observes Domjan (2005), conditioned stimuli have a natural association with the unconditioned stimuli they predict.

The tendency to learn behaviors favored by natural selection may help explain why we humans seem naturally disposed to learn associations between the color red and sexuality. Female primates display red when nearing ovulation. In human females, enhanced bloodflow produces the red blush of flirtation and sexual excitation. Does the frequent pairing of red and sex—with Valentine’s hearts, red-light districts, and red lipstick—naturally enhance men’s attraction to women? Experiments (FIGURE 7.13) suggest that, without men’s awareness, it does (Elliot & Niesta, 2008). In follow-up studies,

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Figure 7.13
Romantic red In a series of experiments that controlled for other factors (such as the brightness of the image), men found women more attractive and sexually desirable when framed in red (Elliot & Niesta, 2008). The phenomenon has been found not only in North America and Europe, but also in the West African nation of Burkina Faso (Elliot et al., 2013).

A genetic predisposition to associate a CS with a US that follows predictably and immediately is adaptive. Causes often immediately precede effects, so we may associate an effect with the event that preceded it. As we saw in the taste-aversion findings, however, these predispositions can trick us. When chemotherapy triggers nausea and vomiting more than an hour following treatment, cancer patients may over time develop classically conditioned nausea (and sometimes anxiety) to the sights, sounds, and smells associated with the clinic (FIGURE 7.14) (Hall, 1997). Merely returning to the clinic’s waiting room or seeing the nurses can provoke these conditioned feelings (Burish & Carey, 1986; Davey, 1992). Under normal circumstances, such revulsion to sickening stimuli would be adaptive.

Figure 7.14
Nausea conditioning in cancer patients

Limits on Operant Conditioning

“Once bitten, twice shy.”

G. F. Northall, Folk-Phrases, 1894

As with classical conditioning, nature sets limits on each species’ capacity for operant conditioning. Science fiction writer Robert Heinlein (1907–1988) said it well: “Never try to teach a pig to sing; it wastes your time and annoys the pig.”

We most easily learn and retain behaviors that reflect our biological predispositions. Thus, using food as a reinforcer, you could easily condition a hamster to dig or to rear up, because these are among the animal’s natural food-searching behaviors. But you won’t be so successful if you use food as a reinforcer to shape face washing and other hamster behaviors that aren’t normally associated with food or hunger (Shettleworth, 1973). Similarly, you could easily teach pigeons to flap their wings to avoid being shocked, and to peck to obtain food: Fleeing with their wings and eating with their beaks are natural pigeon behaviors. However, pigeons would have a hard time learning to peck to avoid a shock, or to flap their wings to obtain food (Foree & LoLordo, 1973). The principle: Biological constraints predispose organisms to learn associations that are naturally adaptive.

Natural athletes Animals can most easily learn and retain behaviors that draw on their biological predispositions, such as horses’ inborn ability to move around obstacles with speed and agility.

In their early days of training animals, Marian and Keller Breland presumed that operant principles would work on almost any response an animal could make. But along the way, they too learned about biological constraints. In one act, pigs trained to pick up large wooden “dollars” and deposit them in a piggy bank began to drift back to their natural ways. They dropped the coin, pushed it with their snouts as pigs are prone to do, picked it up again, and then repeated the sequence—delaying their food reinforcer. This instinctive drift occurred as the animals reverted to their biologically predisposed patterns.

Question

UuQedmUB5WT82txs8td+cJA8x9CL+of4yAR3HDx/7zHy2Caf7p8WzBvLr5YWuJ4o/geC8+MzI0aa3RdUi1i/cAJIbDvULeMxSsOdqq15jjfURambchtB9pt0TFdI+M8NLUzLHlm10iaPmjjOVQs+Ek2Nv+XGLwlsiwe5RaIgq5vnna3lHBHJS1wvPkux1DPeAqwj57jdrRTVRa8z4BYlNC3QMMUdLra59lUzdwRQ7pkobaWL1Sau1+0PsFmPaNLpzXaNM1BZ/RLhnWfjzpANS54Z2DbGDusNdSXTFP0+OoZHqm9g6em++CfaOWZQHce23W9/ZBe3pWdBC43R
Possible sample answer: We are wired to develop learning that enables survival. For example, we learn taste aversion even when the NS and UR occur hours apart. Also, when we develop nausea, we are more likely to attribute it to a previous taste than to a previous sight or sound. In operant conditioning, biological constraints predispose organisms to learn associations that are naturally adaptive compared with those that are more arbitrary.

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Cognition’s Influence on Conditioning

7-15 How do cognitive processes affect classical and operant conditioning?

Cognitive Processes and Classical Conditioning

For more information on animal behavior, see books by (we are not making this up) Robin Fox and Lionel Tiger.

In their dismissal of “mentalistic” concepts such as consciousness, Pavlov and Watson underestimated the importance of not only biological constraints, but also the effects of cognitive processes (thoughts, perceptions, expectations). The early behaviorists believed that rats’ and dogs’ learned behaviors could be reduced to mindless mechanisms, so there was no need to consider cognition. But Robert Rescorla and Allan Wagner (1972) showed that an animal can learn the predictability of an event. If a shock always is preceded by a tone, and then may also be preceded by a light that accompanies the tone, a rat will react with fear to the tone but not to the light. Although the light is always followed by the shock, it adds no new information; the tone is a better predictor. The more predictable the association, the stronger the conditioned response. It’s as if the animal learns an expectancy, an awareness of how likely it is that the US will occur.

“All brains are, in essence, anticipation machines.”

Daniel C. Dennett, Consciousness Explained, 1991

Associations can influence attitudes (Hofmann et al., 2010). When British children viewed novel cartoon characters alongside either ice cream (Yum!) or brussels sprouts (Yuk!), they came to like best the ice-cream-associated characters (Field, 2006). Other researchers have classically conditioned adults’ attitudes, using little-known Pokémon characters (Olson & Fazio, 2001). The participants, playing the role of a security guard monitoring a video screen, viewed a stream of words, images, and Pokémon characters. Their task, they were told, was to respond to one target Pokémon character by pressing a button. Unnoticed by the participants, when two other Pokémon characters appeared on the screen, one was consistently associated with various positive words and images (such as awesome or a hot fudge sundae); the other appeared with negative words and images (such as awful or a cockroach). Later, they evaluated the extra Pokémon characters. Without any conscious memory of the pairings, the participants formed more gut-level liking for the characters associated with the positive stimuli.

Follow-up studies indicate that conditioned likes and dislikes are even stronger when people notice and are aware of the associations they have learned (Shanks, 2010). Cognition matters.

Such experiments help explain why classical conditioning treatments that ignore cognition often have limited success. For example, people receiving therapy for alcohol use disorder may be given alcohol spiked with a nauseating drug. Will they then associate alcohol with sickness? If classical conditioning were merely a matter of “stamping in” stimulus associations, we might hope so, and to some extent this does occur. However, one’s awareness that the nausea is induced by the drug, not the alcohol, often weakens the association between drinking alcohol and feeling sick. So, even in classical conditioning, it is—especially with humans—not simply the CS-US association, but also the thought that counts.

Cognitive Processes and Operant Conditioning

B. F. Skinner acknowledged the biological underpinnings of behavior and the existence of private thought processes. Nevertheless, many psychologists criticized him for discounting cognition’s importance.

A mere eight days before dying of leukemia in 1990, Skinner stood before the American Psychological Association convention. In this final address, he again resisted the growing belief that cognitive processes (thoughts, perceptions, expectations) have a necessary place in the science of psychology and even in our understanding of conditioning. He viewed “cognitive science” as a throwback to early twentieth-century introspectionism. For Skinner, thoughts and emotions were behaviors that follow the same laws as other behaviors.

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Nevertheless, the evidence of cognitive processes cannot be ignored. For example, animals on a fixed-interval reinforcement schedule respond more and more frequently as the time approaches when a response will produce a reinforcer. Although a strict behaviorist would object to talk of “expectations,” the animals behave as if they expected that repeating the response would soon produce the reward.

Latent learning Animals, like people, can learn from experience, with or without reinforcement. After exploring a maze for 10 days, rats received a food reward at the end of the maze. They quickly demonstrated their prior learning of the maze—by immediately completing it as quickly as (and even faster than) rats that had been reinforced for running the maze (Tolman & Honzik, 1930).

cognitive map a mental representation of the layout of one’s environment. For example, after exploring a maze, rats act as if they have learned a cognitive map of it.

latent learning learning that occurs but is not apparent until there is an incentive to demonstrate it.

Evidence of cognitive processes has also come from studying rats in mazes. Rats exploring a maze, given no obvious rewards, seem to develop a cognitive map, a mental representation of the maze. When an experimenter then places food in the maze’s goal box, these rats run the maze as quickly and efficiently as other rats that were previously reinforced with food for this result. Like people sightseeing in a new town, the exploring rats seemingly experienced latent learning during their earlier tours. That learning became apparent only when there was some incentive to demonstrate it. Children, too, may learn from watching a parent but demonstrate the learning only much later, as needed. The point to remember: There is more to learning than associating a response with a consequence; there is also cognition. In Chapter 9 we will encounter more striking evidence of animals’ cognitive abilities in solving problems and in using aspects of language.

intrinsic motivation a desire to perform a behavior effectively for its own sake.

extrinsic motivation a desire to perform a behavior to receive promised rewards or avoid threatened punishment.

The cognitive perspective has also shown us the limits of rewards: Promising people a reward for a task they already enjoy can backfire. Excessive rewards can destroy intrinsic motivation—the desire to perform a behavior effectively and for its own sake. In experiments, children have been promised a payoff for playing with an interesting puzzle or toy. Later, they played with the toy less than unpaid children (Deci et al., 1999; Tang & Hall, 1995). Likewise, rewarding children with toys or candy for reading diminishes the time they spend reading (Marinak & Gambrell, 2008). It is as if they think, “If I have to be bribed into doing this, it must not be worth doing for its own sake.”

To sense the difference between intrinsic motivation and extrinsic motivation (behaving in certain ways to gain external rewards or avoid threatened punishment), think about your experience in this course. Are you feeling pressured to finish this reading before a deadline? Worried about your grade? Eager for the credits that will count toward graduation? If Yes, then you are extrinsically motivated (as, to some extent, almost all students must be). Are you also finding the material interesting? Does learning it make you feel more competent? If there were no grade at stake, might you be curious enough to want to learn the material for its own sake? If Yes, intrinsic motivation also fuels your efforts.

Youth sports coaches who aim to promote enduring interest in an activity, not just to pressure players into winning, should focus on the intrinsic joys of playing and reaching one’s potential (Deci & Ryan, 1985, 2009). Doing so may also ultimately lead to greater rewards. Students who focus on learning (intrinsic reward) often get good grades and graduate (extrinsic rewards). Doctors who focus on healing (intrinsic) may make a good living (extrinsic). Indeed, research suggests that people who focus on their work’s meaning and significance not only do better work but ultimately enjoy more extrinsic rewards (Wrzesniewski et al., 2014). Giving people choices also enhances their intrinsic motivation (Patall et al., 2008).

Nevertheless, extrinsic rewards used to signal a job well done (rather than to bribe or control someone) can be effective (Boggiano et al., 1985). “Most improved player” awards, for example, can boost feelings of competence and increase enjoyment of a sport. Rightly administered, rewards can improve performance and spark creativity (Eisenberger & Aselage, 2009; Henderlong & Lepper, 2002). And the rewards that often follow academic achievement, such as scholarships and jobs, are here to stay.

TABLE 7.5 below compares the biological and cognitive influences on classical and operant conditioning.

TABLE 7.5
Biological and Cognitive Influences on Conditioning

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Learning by Observation

observational learning learning by observing others.

7-16 How does observational learning differ from associative learning? How may observational learning be enabled by mirror neurons?

modeling the process of observing and imitating a specific behavior.

Cognition is certainly a factor in observational learning, in which higher animals, especially humans, learn without direct experience, by watching and imitating others. A child who sees his sister burn her fingers on a hot stove learns not to touch it. We learn our native languages and various other specific behaviors by observing and imitating others, a process called modeling.

Picture this scene from an experiment by Albert Bandura, the pioneering researcher of observational learning (Bandura et al., 1961): A preschool child works on a drawing. An adult in another part of the room builds with Tinkertoys. As the child watches, the adult gets up and for nearly 10 minutes pounds, kicks, and throws around the room a large inflated Bobo doll, yelling, “Sock him in the nose…. Hit him down…. Kick him.”

Albert Bandura “The Bobo doll follows me wherever I go. The photographs are published in every introductory psychology text and virtually every undergraduate takes introductory psychology. I recently checked into a Washington hotel. The clerk at the desk asked, ‘Aren’t you the psychologist who did the Bobo doll experiment?’ I answered, ‘I am afraid that will be my legacy.’ He replied, ‘That deserves an upgrade. I will put you in a suite in the quiet part of the hotel’” (2005). A recent analysis of citations, awards, and textbook coverage identified Bandura as the world’s most eminent psychologist (Diener et al., 2014).

The child is then taken to another room filled with appealing toys. Soon the experimenter returns and tells the child she has decided to save these good toys “for the other children.” She takes the now-frustrated child to a third room containing a few toys, including a Bobo doll. Left alone, what does the child do?

Compared with children not exposed to the adult model, those who viewed the model’s actions were more likely to lash out at the doll. Observing the aggressive outburst apparently lowered their inhibitions. But something more was also at work, for the children imitated the very acts they had observed and used the very words they had heard (FIGURE 7.15).

Figure 7.15
The famous Bobo doll experiment Notice how the children’s actions directly imitate the adult’s.

For three minutes of classic footage, see LaunchPad’s Video: Bandura’s Bobo Doll Experiment.

That “something more,” Bandura suggests, was this: By watching a model, we experience vicarious reinforcement or vicarious punishment, and we learn to anticipate a behavior’s consequences in situations like those we are observing. We are especially likely to learn from people we perceive as similar to ourselves, as successful, or as admirable. fMRI scans show that when people observe someone winning a reward (and especially when it’s someone likable and similar to themselves), their own brain reward systems activate, much as if they themselves had won the reward (Mobbs et al., 2009). When we identify with someone, we experience their outcomes vicariously. Even our learned fears may extinguish as we observe another safely navigating the feared situation (Golkar et al., 2013). Lord Chesterfield (1694–1773) had the idea: “We are, in truth, more than half what we are by imitation.”

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Mirrors and Imitation in the Brain

mirror neurons frontal lobe neurons that some scientists believe fire when performing certain actions or when observing another doing so. The brain’s mirroring of another’s action may enable imitation and empathy.

On a 1991 hot summer day in Parma, Italy, a lab monkey awaited its researchers’ return from lunch. The researchers had implanted wires next to its motor cortex, in a frontal lobe brain region that enabled the monkey to plan and enact movements. The monitoring device would alert the researchers to activity in that region of the monkey’s brain. When the monkey moved a peanut into its mouth, for example, the device would buzz. That day, as one of the researchers reentered the lab, ice cream cone in hand, the monkey stared at him. As the researcher raised the cone to lick it, the monkey’s monitor buzzed—as if the motionless monkey had itself moved (Blakeslee, 2006; Iacoboni, 2008, 2009).

The same buzzing had been heard earlier, when the monkey watched humans or other monkeys move peanuts to their mouths. The flabbergasted researchers, led by Giacomo Rizzolatti (2002, 2006), had, they believed, stumbled onto a previously unknown type of neuron. These presumed mirror neurons may provide a neural basis for everyday imitation and observational learning. When a monkey grasps, holds, or tears something, these neurons fire. And they likewise fire when the monkey observes another doing so. When one monkey sees, its neurons mirror what another monkey does. (For a debate regarding the importance of mirror neurons, which are sometimes overblown in the popular press, see Gallese et al., 2011; Hickok, 2014.)

Imitation is widespread in other species. In one experiment, a monkey watching another selecting certain pictures to gain treats learned to imitate the order of choices (FIGURE 7.16 below). In other research, rhesus macaque monkeys rarely made up quickly after a fight—unless they grew up with forgiving older macaques. Then, more often than not, their fights, too, were quickly followed by reconciliation (de Waal & Johanowicz, 1993). Rats, pigeons, crows, and gorillas all observe others and learn (Byrne et al., 2011; Dugatkin, 2002).

Figure 7.16
Cognitive imitation Monkey A (left) watched Monkey B touch four pictures on a display screen in a certain order to gain a banana. Monkey A learned to imitate that order, even when shown the same pictures in a different configuration (Subiaul et al., 2004).

As we will see in Chapter 9, chimpanzees observe and imitate all sorts of novel foraging and tool use behaviors, which are then transmitted from generation to generation within their local culture (Hopper et al., 2008; Whiten et al., 2007). In one 27-year analysis of 73,790 humpback whale observations, a single whale in 1980 whacked the water to drive prey fish into a clump. In the years since, this “lobtail” technique spread among other whales (Allen et al., 2013). Humpback see, humpback do.

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So, too, with monkeys. Erica van de Waal and her co-researchers (2013) trained groups of vervet monkeys to prefer either blue or pink corn by soaking one color in a disgusting-tasting solution. Four to six months later, after a new generation of monkeys was born, the adults stuck with whatever color they had learned to prefer—and, on observing them, so did all but one of 27 infant monkeys. Moreover, when blue- (or pink-) preferring males migrated to the other group, they switched preferences and began eating as the other group did. Monkey see, monkey do.

In humans, imitation is pervasive. Our catchphrases, fashions, ceremonies, foods, traditions, morals, and fads all spread by one person copying another. Imitation shapes even very young humans’ behavior (Bates & Byrne, 2010). Shortly after birth, babies may imitate adults who stick out their tongue. By 8 to 16 months, infants imitate various novel gestures (Jones, 2007). By age 12 months (FIGURE 7.17), they look where an adult is looking (Meltzoff et al., 2009). And by age 14 months, children imitate acts modeled on TV (Meltzoff, 1988; Meltzoff & Moore, 1989, 1997). Even as 2½-year-olds, when many of their mental abilities are near those of adult chimpanzees, young humans surpass chimps at social tasks such as imitating another’s solution to a problem (Herrmann et al., 2007). Children see, children do.

Figure 7.17
Imitation This 12-month-old infant sees an adult look left, and immediately follows her gaze. (From Meltzoff et al., 2009.)

So strong is the human predisposition to learn from watching adults that 2- to 5-year-old children overimitate. Whether living in urban Australia or rural Africa, they copy even irrelevant adult actions. Before reaching for a toy in a plastic jar, they will first stroke the jar with a feather if that’s what they have observed (Lyons et al., 2007). Or, imitating an adult, they will wave a stick over a box and then use the stick to push on a knob that opens the box—when all they needed to do to open the box was to push on the knob (Nielsen & Tomaselli, 2010).

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Animal social learning Whacking the water to boost feeding has spread among humpback whales through social learning (Allen et al., 2013). Likewise, monkeys learn to prefer whatever color corn they observe other monkeys eating.

Humans, like monkeys, have brains that support empathy and imitation. Researchers cannot insert experimental electrodes in human brains, but they can use fMRI scans to see brain activity associated with performing and with observing actions. So, is the human capacity to simulate another’s action and to share in another’s experience due to specialized mirror neurons? Or is it due to distributed brain networks? That issue is currently being debated (Gallese et al. 2011; Iacoboni, 2008, 2009; Mukamel et al., 2010; Spaulding, 2013). Regardless, children’s brains do enable their empathy and their ability to infer another’s mental state, an ability known as theory of mind.

“Children need models more than they need critics.”

Joseph Joubert, Pensées, 1842

The brain’s response to observing others makes emotions contagious. Through its neurological echo, our brain simulates and vicariously experiences what we observe. So real are these mental instant replays that we may misremember an action we have observed as an action we have performed (Lindner et al., 2010). But through these reenactments, we grasp others’ states of mind. Observing others’ postures, faces, voices, and writing styles, we unconsciously synchronize our own to theirs—which helps us feel what they are feeling (Bernieri et al., 1994; Ireland & Pennebaker, 2010). We find ourselves yawning when they yawn, laughing when they laugh.

When observing movie characters smoking, smokers’ brains spontaneously simulate smoking, which helps explain their cravings (Wagner et al., 2011). Seeing a loved one’s pain, our faces mirror the other’s emotion. But as FIGURE 7.18 shows, so do our brains. In this fMRI scan, the pain imagined by an empathic romantic partner has triggered some of the same brain activity experienced by the loved one actually having the pain (Singer et al., 2004). Even fiction reading may trigger such activity, as we mentally simulate (and vicariously experience) the experiences described (Mar & Oatley, 2008; Speer et al., 2009). In one experiment, university students read (and vicariously experienced) a fictional fellow student’s description of overcoming obstacles to vote. A week later, those who read the first-person account were more likely to vote in a presidential primary election (Kaufman & Libby, 2012).

Figure 7.18
Experienced and imagined pain in the brain Brain activity related to actual pain (left) is mirrored in the brain of an observing loved one (right). Empathy in the brain shows up in emotional brain areas, but not in the somatosensory cortex, which receives the physical pain input.

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Applications of Observational Learning

So the big news from Bandura’s studies and the mirror-neuron research is that we look, we mentally imitate, and we learn. Models—in our family or neighborhood, or on TV—may have effects, good and bad.

Prosocial Effects

prosocial behavior positive, constructive, helpful behavior. The opposite of antisocial behavior.

7-17 What is the impact of prosocial modeling and of antisocial modeling?

The good news is that prosocial (positive, helpful) models can have prosocial effects. Many business organizations effectively use behavior modeling to help new employees learn communications, sales, and customer service skills (Taylor et al., 2005). Trainees gain these skills faster when they are able to observe the skills being modeled effectively by experienced workers (or actors simulating them).

People who exemplify nonviolent, helpful behavior can also prompt similar behavior in others. India’s Mahatma Gandhi and America’s Martin Luther King, Jr. both drew on the power of modeling, making nonviolent action a powerful force for social change in both countries. The media offer models. One research team found that across seven countries, viewing prosocial media boosted later helping behavior (Prot et al., 2013).

Parents are also powerful models. European Christians who risked their lives to rescue Jews from the Nazis usually had a close relationship with at least one parent who modeled a strong moral or humanitarian concern; this was also true for U.S. civil rights activists in the 1960s (London, 1970; Oliner & Oliner, 1988). The observational learning of morality begins early. Socially responsive toddlers who readily imitate their parents tend to become preschoolers with a strong internalized conscience (Forman et al., 2004).

A model caregiver This girl is learning orphan-nursing skills, as well as compassion, by observing her mentor in this Humane Society program. As the sixteenth-century proverb states, “Example is better than precept.”

Models are most effective when their actions and words are consistent. Sometimes, however, models say one thing and do another. To encourage children to read, read to them and surround them with books and people who read. To increase the odds that your children will practice your religion, worship and attend religious activities with them. Many parents seem to operate according to the principle “Do as I say, not as I do.” Experiments suggest that children learn to do both (Rice & Grusec, 1975; Rushton, 1975). Exposed to a hypocrite, they tend to imitate the hypocrisy—by doing what the model did and saying what the model said.

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Antisocial Effects The bad news is that observational learning may have antisocial effects. This helps us understand why abusive parents might have aggressive children, and why many men who beat their wives had wife-battering fathers (Stith et al., 2000). Critics note that aggressiveness could be genetic. But with monkeys, we know it can be environmental. In study after study, young monkeys separated from their mothers and subjected to high levels of aggression grew up to be aggressive themselves (Chamove, 1980). The lessons we learn as children are not easily replaced as adults, and they are sometimes visited on future generations.

“The problem with television is that the people must sit and keep their eyes glued to a screen: The average American family hasn’t time for it. Therefore the showmen are convinced that…television will never be a serious competitor of [radio] broadcasting.”

New York Times, 1939

TV shows and Internet videos are powerful sources of observational learning. While watching TV and videos, children may “learn” that bullying is an effective way to control others, that free and easy sex brings pleasure without later misery or disease, or that men should be tough and women gentle. And they have ample time to learn such lessons. During their first 18 years, most children in developed countries spend more time watching TV than they spend in school. The average teen watches more than 4 hours a day; the average adult, 3 hours (Robinson & Martin, 2009; Strasburger et al., 2010).

Children see, children do? Children who often experience physical punishment tend to display more aggression.

Screen time’s greatest effect may stem from what it displaces. Children and adults who spend several hours a day in front of a screen spend that many fewer hours in other pursuits—talking, studying, playing, reading, or socializing face-to-face with friends. What would you have done with your extra time if you had spent even half as many hours in front of a screen? How might you be different as a result?

TV viewers are learning about life from a rather peculiar storyteller, one that reflects the culture’s mythology but not its reality. Between 1998 and 2006, prime-time violence reportedly increased 75 percent (PTC, 2007). If we include cable programming and video rentals, the violence numbers escalate. An analysis of more than 3000 network and cable programs aired during one closely studied year revealed that nearly 6 in 10 featured violence, that 74 percent of the violence went unpunished, that 58 percent did not show the victims’ pain, that nearly half the incidents involved “justified” violence, and that nearly half involved an attractive perpetrator. These conditions define the recipe for the violence-viewing effect described in many studies (Donnerstein, 1998, 2011). To read more about this effect, see Thinking Critically About: Does Viewing Media Violence Trigger Violent Behavior? below.

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THINKING CRITICALLY ABOUT

Does Viewing Media Violence Trigger Violent Behavior?

Was the judge who in 1993 tried two British 10-year-olds for their murder of a 2-year-old right to suspect that the pair had been influenced by “violent video films”? Were the American media right to wonder if Adam Lanza, the 2012 mass killer of young children and their teachers at Connecticut’s Sandy Hook Elementary School, was influenced by the violent video games found stockpiled in his home? To understand whether violence viewing leads to violent behavior, researchers have done both correlational and experimental studies (Groves et al., in press).

Correlational studies do support this link:

  • In the United States and Canada, homicide rates doubled between 1957 and 1974, just when TV was introduced and spreading. Moreover, census regions with later dates for TV service also had homicide rates that jumped later (Centerwall, 1989).
  • White South Africans were first introduced to TV in 1975. A similar near-doubling of the homicide rate began after 1975 (Centerwall, 1989).
  • Elementary schoolchildren with heavy exposure to media violence (via TV, videos, and video games) tend to get into more fights (FIGURE 7.19). As teens, they are at greater risk for violent behavior (Boxer et al., 2009).

But as we know from Chapter 1, correlation need not mean causation. So these studies do not prove that viewing violence causes aggression (Ferguson, 2009; Freedman, 1988; McGuire, 1986). Maybe aggressive children prefer violent programs. Maybe abused or neglected children are both more aggressive and more often left in front of the TV or computer. Maybe violent programs reflect, rather than affect, violent trends.

To pin down causation, psychologists experimented. They randomly assigned some viewers to observe violence and others to watch entertaining nonviolence. Does viewing cruelty prepare people, when irritated, to react more cruelly? To some extent, it does. This is especially so when an attractive person commits seemingly justified, realistic violence that goes unpunished and causes no visible pain or harm (Donnerstein, 1998, 2011).

The violence-viewing effect seems to stem from at least two factors. One is imitation. More than 100 studies confirm that people sometimes imitate what they’ve viewed. Watching risk-glorifying behaviors (dangerous driving, extreme sports, unprotected sex) increases viewers’ real-life risk-taking (Fischer et al., 2011; Geen & Thomas, 1986). Children as young as 14 months will imitate acts they observe on TV (Meltzoff & Moore, 1989, 1997). As they watch, their brains simulate the behavior, and after this inner rehearsal they become more likely to act it out. Thus, in one experiment, violent play increased sevenfold immediately after children viewed Power Rangers episodes (Boyatzis et al., 1995). As happened in the Bobo doll experiment, children often precisely imitated the models’ violent acts—in this case, flying karate kicks. Another large experiment randomly assigned some preschoolers to a media diet. With their exposure to violence-laden programs limited, and their exposure to educational programs increased, their aggressive behavior diminished (Christakis et al., 2013).

Prolonged exposure to violence also desensitizes viewers. They become more indifferent to it when later viewing a brawl, whether on TV or in real life (Fanti et al., 2009; Rule & Ferguson, 1986). Adult males who spent three evenings watching sexually violent movies became progressively less bothered by the rapes and slashings. Compared with those in a control group, the film watchers later expressed less sympathy for domestic violence victims, and they rated the victims’ injuries as less severe (Mullin & Linz, 1995). Likewise, moviegoers were less likely to help an injured woman pick up her crutches if they had just watched a violent rather than a nonviolent movie (Bushman & Anderson, 2009).

“Thirty seconds worth of glorification of a soap bar sells soap. Twenty-five minutes worth of glorification of violence sells violence.”

U.S. Senator Paul Simon, Remarks to the Communitarian Network, 1993

Drawing on such findings, the International Society for Research on Aggression’s Media Violence Commission (2012) concluded that violent media are not the primary cause of school shootings, but that “exposure to media violence is one risk factor for increased aggression.” And the American Academy of Pediatrics (2009) has advised pediatricians that “media violence can contribute to aggressive behavior, desensitization to violence, nightmares, and fear of being harmed.” Indeed, an evil psychologist could hardly imagine a better way to make people indifferent to brutality than to expose them to a graded series of scenes, from fights to killings to the mutilations in slasher movies (Donnerstein et al., 1987). Watching cruelty fosters indifference.

Figure 7.19
Heavy exposure to media violence predicts future aggressive behavior Researchers studied more than 400 third- to fifth-graders. After controlling for existing differences in hostility and aggression, the researchers reported increased aggression in those heavily exposed to violent TV, videos, and video games (Gentile et al., 2011; Gentile & Bushman, 2012).

RETRIEVAL PRACTICE

  • Jason’s parents and older friends all smoke, but they advise him not to. Juan’s parents and friends don’t smoke, but they say nothing to deter him from doing so. Will Jason or Juan be more likely to start smoking?

Jason may be more likely to smoke, because observational learning studies suggest that children tend to do as others do and say what they say.

***

Our knowledge of learning principles comes from the work of hundreds of investigators. This chapter has focused on the ideas of a few pioneers—Ivan Pavlov, John Watson, B. F. Skinner, and Albert Bandura. They illustrate the impact that can result from single-minded devotion to a few well-defined problems and ideas. These researchers defined the issues and impressed on us the importance of learning. As their legacy demonstrates, intellectual history is often made by people who risk going to extremes in pushing ideas to their limits (Simonton, 2000).

Question

iscAEfA41OP6e8+UqJnyrrsYCeGkfCdP4iWA0+plMNosySkSmsfMJbFhcrCzSnhfM0oOXlkvtP5df7IXzMzcQeJQ6GBYGxdF9CHqyuMmBwG05ZVFuO7LxZUxdWo7xw11Hbv9yGibz5OiaFZHptxOJqz+2oHg8Dk1nlIYx+gYyocDMljISpZTnf8sYC3uulspaLfFqVjYzBF6tcO6/MUJYM5ilV4qfD7QoPeZpDJlh670/qqDZAYU9Vk8flrHwrm+BHiZ1khWDiseC+OxpAOyEiVyCH57YqDpl5u9sobGHwJ1M4hRoOkjrPzERweAJKvr
Possible sample answer: Experimental studies, many with children, show evidence for imitation (for example, Bobo doll, imitation of gazes and novel gestures, even problem-solving). Biological evidence also confirms this type of learning: fMRI scans show that when people observe a similar and likeable “other” winning an award, their own reward systems activate in much the same ways as if they had won it. Primate studies have shown that areas in the motor cortex activate when monkeys see another monkey or the researcher completing certain motor actions.

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RETRIEVAL PRACTICE

  • Match the examples (1-5) to the appropriate underlying learning principle (a-e):

a. Classical conditioning

d. Observational learning

b. Operant conditioning

e. Biological predispositions

c. Latent learning

  1. Knowing the way from your bed to the bathroom in the dark
  2. Your little brother getting in a fight after watching a violent action movie
  3. Salivating when you smell brownies in the oven
  4. Disliking the taste of chili after becoming violently sick a few hours after eating chili
  5. Your dog racing to greet you on your arrival home

1. c, 2. d, 3. a, 4. e, 5. b

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