Psych 205 1st Edition Lecture 21 Outline of Last Lecture I. Strengths and criticisms of the behavioral/ social learning approachOutline of Current Lecture II. Individual differences in gender-role behaviorIII. Observational learning of aggression Current LectureIn todays lecture, we talked more about behavior observation methods and good methods for observation. We were introduced to new terms like agency-communion and masculinity and femininity. We also learned how aggression is related to video games and in what ways video games affect the level of aggression.Assessment: Behavior observation Methods-Uses:-How often does the behavior (B) occur?-What are the events surrounding the behavior?-Triggers, antecedents (A) -What happens afterward?-Consequences (C) -A-B-C approach helpful in determining treatment programs-Direct Observation-Analogue behavioral observation-Situations are created in which the problem behavior is likely to occur-Role-playTechniques for Good Behavioral ObservationThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.-Must have clear definitions of behaviors-Examples of behaviors to be counted-Rules for “borderline” examples-Accuracy of behavior can be improved by having two or more observers independently code the same behaviorsAssessment: Behavior Observation Methods-Self-monitoring-Therapists ask clients to keep records of when and where they engage in certain behaviors-Watching your own behavior has benefits-Also reliant on client’s honesty-Observation by others-Provides the most accurate assessment of a client’s behavior-Used to complement data obtained through other methodsStrengths of the Behavioral/Social Learning Approach-Solid foundation in empirical research -Development of useful therapeutic procedures-Treatments based on conditioning principles have several advantages-Most useful approach for certain populationCriticisms of the Behavioral/Social Learning Approach-Narrow in its description of human personality-Does not give adequate attention to the role of heredity-Human beings are more complex than the laboratory animals-Reduction to observable behaviors distorts the real issues of therapyIndividual Differences in Gender-role Behavior-Traditional gender stereotypes…-Male- aggressive, independent, unemotional-Females- passive, dependent, affectionate-Have observed changes in these “traditional” roles over time-However, we continue to see distinct gender roles within our culture-Why the difference?-Biological differences between the sexes-Hormones, brain structure and function-Behaviorists focus on process of gender-role socialization over the lifespan-Occurs through operant conditioning and observational learningOperant Conditioning in Gender-Role Behavior-Starts early-prior to one year of age-Differences evident in-Parental descriptions of their babies-Toys children receive-kids that ask for toys typically associated with other genderless likely-Clothing-Messages about how they “should” act-Children learn by watching those they admire-Child must first notice that a behavior is performed by one gender more than the otherMasculinity-Femininity-Large individual differences in extent to which most people act in “masculine” or “feminine” manner-Can be thought of as traits-Disagreement about what to call these traits-Original terms- masculinity & femininity-Later replaced by terms that were less emotionally loadedAgency-Communion-Agency-independence, assertiveness, and control-similar to masculinity-Communion -Attachment, cooperation, and interpersonal connection-Similar to femininityMasculinity-Femininity-Early research used 2 assumptions:-Assumption 1: two extremes on the same continuum (only one trait)-Assumption 2: the more we matched the stereotype for our gender; the “healthier” we were from a psychological perspective-Observed in popular personality instruments (the MMPI, still widely usedtoday, has a “Masculinity-Femininity” Scale) Androgyny Model-Replaced traditional views of gender-role behavior-Androgyny-consisting of both masculine and feminine characteristics-Views masculinity and femininity as independent (two separate) traits-Women increase in both as they age-Maintains that the most well-adjusted person in both masculine and feminine-Can be divided into one of four typesMasculinity Model-Argues that society rewards and admires traditionally “masculine” traits-Independent, achieving, powerful, leaders-Has received some research support-Those high in masculinity more likely to use problem-focused coping strategies to deal with stress-Influential with others-Higher self-esteem, less likely to experience helplessness and depressionAndrogyny Model-Argues that we need both types of traits to function most successfully in life-Allows us to take action when needed, be nurturing when needed-Has some research support, but results are mixed-Does not always equate to high self-esteemGender Type and Interpersonal Relationships-Androgynous people are the most liked-Described as popular, interesting, well-adjusted, competent, intelligent, successful-Research comparing different dyads in interaction-Masculine man-feminine women enjoyed theory interactions least-Highest relationship satisfaction for people married to someone with feminine characteristics-Reasons that make feminine and androgynous people preferable partners-Feminine people-affectionate, compassionate, sensitive to others’ needs-Androgynous people- better able to express and understand others’ feelingsUnmitigated Communion-“Communion to the extreme”-So concerned with taking care of others, they sacrifice their own needs and interests-Typically includes low masculinity-Score low on measures of well-being and self-esteem-Related to high scores on measures of depressionUnmitigated Agency-People acting narcissistically, focusing on themselves to the exclusion of others-Interactions are strained to unpleasant-Reluctant to seek or receive helpBandura’s Four-Step Model-People must go through each of four steps before exposure to aggression leads them to act aggressively:-Attending to the aggressive action -Remembering the information-Enacting what is seen-Expecting that rewards will be forthcomingAttending-Children imitated aggressive models only when acts were carried out vigorously-Less intense-did not capture their interest-Certain