Media summaries- summary of influences of media on pro/anti social behaviour
Pro social behaviour
Social learning theory observation of role models leads to a mental
representation which is reinforced by vicarious reinforcement. When a child
acts out that behaviour it is modified by direct experience. Positive
reinforcement encourages behaviours to be repeated leading to high levels of
self efficacy.
evidence- Poulos children watch Lassie, more likely to help puppies in distress.
This shows that children learn pro social messages according to SLT.
behaviour needs to be explicitly modelled therefore pro social messages are
harder to learn than anti social ones. only ST don’t know about LT effects of
SLT.
evidence- Johnston and Ettema- several thousand 9-12 yr olds watched
Freestyle TV series (aims to reduce sex role stereotypes) once a week for 13
weeks. Found they became less stereotyped in their beliefs. This shows that
children are influenced by pro social messages in the way SLT states. when
they watched Freestyle with a teacher led discussion, effects were greater
suggesting other factors influence the learning of pro social messages, on its
own SLT doesn’t account for all ways children learn.
Cognitive priming watching pro social TV activates pro social schemas in our
memory, making behaviours linked to those schemas more likely.
Evidence- Holloway participants in waiting room listened to a positive news
story; other group didn’t listen to anything. All participants told they were
taking part in a study involving bargaining with another participant who was
actually a stooge. Those who heard the positive news story were more co-
operative in their bargaining. 2nd study found co-operation was even higher if
it involved someone who intentionally gave help. This shows that different
messages activate different schemas. only relates to ST findings in male
participants.
Parental mediation if parents discuss programs with the child they are more
likely to learn the messages from them.
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