Banduras social learning theory Essay Example for Free

Banduras social learning theory Essay Our study is based on the theory of operant conditioning and Banduras social learning theory. Operant conditioning states that learning happens through association, and we believe that car advertises are trying to make their target population associate buying their car with a desired characteristic/traits/lifestyles e.g. having a lot of female attention. Skinner described the ABC model of operant conditioning, which includes an antecedent, behaviour and a consequence. Bandura for his theory stated that learning can only occur if the four criteria (attention, retention, reproduction and motivation) were met. From looking at YouTube adverts we found that smaller cars had a tendency to have more feminine themes whereas larger cars tended to have more masculine themes.  Aim  To whether there is a difference between gender and the size of cars they drive.  Alternative Hypothesis:  Males will have a higher tendency to drive large cars while females will have a higher tendency to drive smaller cars  Null Hypothesis:  There will be no difference in gender and the size of the car they drive, and any difference will be due to chance. METHOD:  Design:  This is an independent group design and a quasi experiment as each participant can only be in either the male or the female category. We will gather our data by tallying, as our study will only include nominal data. This is useful as tallying is easy to analyse and draw up conclusions from. We are only looking at the gender of the driver and the type/size of their cars, so our data is quantitative. This is a non-participant naturalistic overt observation. Seeing as our results are nominal, this is an independent group design and the hypothesis predicts a difference. We will try our best to operationalise our variables by tallying the cars for the same period of time and by collecting data in different locations throughout Maidstone. Our IV will be the gender and how dependent variable (DV) will be the size of the cars. To make it easier to see the driver or the car, we will be collecting our data by a set of traffic lights, and tallying in the correct sections.  Participants  All of our participants will be over 17, as this is the legal minimum driving age. We will be using opportunity sampling as only those driving at the time of the study will take part in the study. Apparatus  Pen, paper and clipboard   Procedure  1. A table was draw up to collect results in (a copy can be found in appendix)  2. Researchers decided time and place of when they will be getting results  3. Researches went to location, stood by the nearest traffic light and collect results  4. Next lesson, the results were pooled  5. Adjustments were made  6. Carried out inertial test using chi-squared test  Control:  Pilot study was not to include family and sports cars as they are marketed differently and tend to be gender neutral. We increased our ecological validity by carrying out the experiment in different places in Maidstone. Ethics We followed most of the ethical guidelines by: ensuring that no participants were harmed physically or psychology and that the results were anonymous. Participants were not given fully-informed consent and were not debriefed as this would be too time consuming, but if a participant was to ask about our study they would have been told the true aim of the study and having their results omitted if they want to.We will accept our null hypothesis and reject our alternative hypothesis because our observed value (1.34) of chi-squared is lower than the critical value(3.841) and this means our results arent significant. Therefore the probability of our results being due to chance equal p0.5. Evaluation Our results are not generalisable because our participants are only form Maidstone and surroundings areas. People from different areas may have different cars and adverts in different cars might be marketed differently where males may not necessarily drive large cars and females drive small cars. To improve the study, we could look at adverts from other countries and if they are different, we could see whether they have an effect on the drivers.  By using opportunity sampling, our results were not representative because there might be different people that only drive specifically during a certain time of day. Our results are not reliable as they have inter rater reliability and also it is likely that participants may not have been driving their own car they might have been driving a family members car or a company car either way they might have not necessarily been driving their own car. This means our results would be unreliable because we are trying to find out if advertising influences a persons choice in cars we would have to ask the participants if they are driving their own cars and discard the results of those who arent. However, this is would be too time consuming and the only way of doing this efficiently is to do it in a car park but this would mean our sample size would be small.  We can also tell that our results arent replicable as other members of our class had different results and did accept their alternative hypothesis (we all carried out the same tasks with the same aim but under different conditions) and they are not similar to the key study (Bandura) as his study would suggest that advertising would have an effect on peoples choice on the size of the car. Also, there are other factors that may influence the choice on car, for example the cost of the car. Our results were made insignificant because there were more males driving small cars than large cars but overall there were more small cars than large cars observed in the experiment and this could be due to smaller cars being cheaper rather than the way they are being observed.  We could carry out the experiment at different types to have more control over extraneous variables in order to try and improve our study. Seeing as our results show that there is no difference between gender and the size of the car, it seems that our study would have applications to real life as it shows that advertisers are wasting their money marketing their cars specifically to male/females.  The study was valid in that it was a naturalistic observation of real driving behaviour that was not affected by the observer. The drivers of the cars were either male or female. Also, our study has face validity as there are different opinions on types and the sizes of cars, even though there was a general outline, most of us did get confused about some cars and to those that we could not categorise were not included in the study.  Our study would be ethical regardless of the fact that informed consent was not given as if participants were to ask us about the study; they would be informed about the true aim.

Guy de Maupassant was born in 1849 and died at the tragically young :: English Literature Essays

Guy de Maupassant was born in 1849 and died at the tragically young age of 43 in 1892. Guy de Maupassant was born in 1849 and died at the tragically young age of 43 in 1892. He was a prolific writer and had written over 300 short stories in his time. Maupassant was considered to be the best author of his time, and probably one of the greatest French authors ever. Not only was he famous but he was very popular with the French audience. Some of Maupassant's stories were based on poverty. This was useful to aid him in his stories as he had a poverty stricken background. People could relate to the themes of his stories as they dealt with everyday situations and this is why it drew in a wide audience. His stories ranged in genre, and because of this many people enjoyed them. They also provided education for some people. His stories were first published in magazines such as "the Strand" and this helped the short story genre become more popular in the 19th century. He based many of his stories in Paris. He may have done this as he knew the area well and this could help him with description. Guy de Maupassant's stories have inspires many other authors and they still do today. "The Necklace" is set in Paris, France. The title of this story is simply and straight to the point so you automatically know what the story is about. It is about a woman born into a lower-middle class family but she feels that she deserves better in life. The general themes in this story are remorse, friendship, love, greed (money), envy, pride and joy. The overall structure of this story is basically telling us that you don't need money to make your life good as long as you have good friends. The story begins with a very descriptive opening of Madame Loisel and the surrounding area "dressed simply", "pretty and charming girls". Its shows how her husband would do anything for her in that her gave up the money he was saving up to buy a hunting gun just to buy her a dress for the ball. Later on she borrowed an exquisite diamond necklace from her rich friend. She realized when she had got home she had lost the necklace this also proved her husbands love as "her husband returned at about seven o'clock in the morning". They bought a new necklace to replace the lost one but it took the losiels' "10 long years" to pay off the necklace. When Madame Losiel met up with her

Importance of Personality Development and Influencing Factors

An individual’s ‘personality’ is their unique and relatively stable patterns of behaviour, thoughts and feelings. The key word is ‘relatively’. It implies that there is scope for change, that one’s personality is not necessarily constant. The influence of various aspects of our environment may affect our inherent behavioural traits, and can modify our personality. Personality development, therefore, is to allow new ideas to influence our personality, and to allow introspection to bring to the forefront latent qualities, effecting a change for the better. There are four aspects to an individual’s personality: body, mind, heart and soul. Several factors contribute to one’s personality, to the development of one’s personality. These are all integral to the above mentioned aspects. The recognition, and consequently, the maintenance and progress of these factors – whether physiological or psychological, whether internal or external – is essential for ‘personality development’. Health is a state of complete physical, mental and social well being, and not merely the absence of disease or infirmities. Fitness is a measure of the body's ability to complete activities necessary for everyday life effectively and efficiently. The basic difference between the two is that health is a definite requisite for one’s life, while fitness is only a measure. Both terms are relative, but health is more of a necessity than fitness, especially for developing one’s personality. An important aspect of our personality is our intelligence. It is important to note that intelligence is not restricted just to the scholarly; it encompasses the various sides to one’s personality – linguistic, logical, kinesthetic, musical, interpersonal, intrapersonal, naturalist, and spiritual, to name a few. And improvement is required in all these spheres for an overall development of one’s personality. Our ‘social skills’ or interpersonal relationships, our ability to establish, nurture and fulfill relationships with others around us – family or friends, plays a pivotal role in our lives. This ability, too, needs to be developed. Our Emotional Intelligence Quotient (EQ) – the ability to perceive, use, understand and manage emotions within ourselves and in others, is very important. Emotions are our responses to events around us, and are created by the combination of our thoughts, feelings, and actions. What is most important is that we create our own emotions. Our responses are shaped by our thoughts – by what we tell ourselves. As we clarify our understanding of our own beliefs and patterns, we learn that we are actually choosing our own lives. Feelings are the internal expression of the emotion and can be differentiated from body sensations and states: â€Å"feeling depressed. † The emotion ‘behind’ the feeling of depression: sadness or anger. Emotion, therefore, includes the situation, the interpretation or perception of the situation and the response or feeling related to the perception of the situation. Our speaking and listening skills are another important element. Speaking, or conveying our thoughts and emotions, and listening, or paying enough attention to what someone else has to say, both are essential for developing and maintaining relationships. Communication is a two-way process, and we need to be able to eloquently and adequately put across our thoughts to others, as well as be able to listen (hear, understand and judge) to the ideas of others. We express ourselves non-verbally too – through our postures and body language. This is also an important tool for communication. Our body language not only gives away our emotions sometimes, it also allows people to guess whether we are confident when we are speaking, whether we are actually listening to the other person, and so on. Our relationship skills are also influenced by our prejudices – opinions or judgements, frequently unfavourable, based on irrelevant considerations, inadequate knowledge or inaccurate stereotyping, and the consequent discriminations we make. People have prejudices for diverse reasons and these biases affect many spheres of their lives; they are negative manifestations of integrative power: instead of bringing or holding people together, they push them apart. Ironically, even prejudice and discrimination imply some sort of relationship, however. If there is no relationship people would be completely unaware of another person's or group's existence. The act of discrimination is an unjust practice or behaviour, whether intentional or not, towards a category of persons. These categories range from sex, ethnicity, nationality, religion, language, to class, and more recently, age and physical disabilities. Prejudices and discriminations are deeply imbedded at both the individual and societal levels, and will eventually result in the dissolving of society. The next important aspect that needs to be attended to is our academic and career requirements. We should adopt some basic â€Å"study skills† to successfully remember what we learn from an adequate period of time. The following is an example: P – Preview: get the overall picture of what is to be studied before doing it in any detail. Q – Question: ask questions while reading or studying; answering them will help to make sense of the material and to remember it more easily because the process will make an impression. R – Read and Review: read actively; to be able to answer questions you have asked yourself or questions the instructor has asked. A review is a survey of what you have covered, of what you are supposed to accomplish. S – Self Evaluation: testing yourself to see how much you have accomplished. T – Time Management: Time is the most valuable resource a student has. A good schedule keeps you from wandering off course. A good schedule, if properly managed, assigns time where time is needed. Certain methods and strategies can be adopted for more effective studying and more adequate preparation for examinations: making schedules first and sticking to them; reading and getting the main idea, extracting the important details and taking (or making) notes, reviewing and revising the actual substance, as well as the notes. After the more ‘material’ aspects comes, what some claim is, the ultimate intelligence. Spiritual intelligence is about the growth of a human being. It is about pondering over life's purpose. Just being in touch with that question is fulfilling. About having a direction in life and being able to heal ourselves of all the resentment we carry. It is thinking of ourselves as an expression of a higher reality. Finally there is the realization that there is an immensity within us. As we move along the path, deeper levels within us get unfolded, leading to fulfillment. Ultimately, we discover freedom from our sense of limitation as human beings and attain ‘moksha’. Indeed, this is a highly idealized perception of spiritual intelligence or spirituality; most humans are essentially spiritual beings asking such fundamental questions as â€Å"Who am I? , â€Å"Where am I going? â€Å", â€Å"What do others mean to me? â€Å", but spiritual intelligence itself is extremely relative. It can, perhaps, more simply be defined as the realization of one’s purpose in life and the achievement of the same, the feeling of being in control, of being aware of oneself and one’s environment. Life’s purposes are varied for different individuals, and it requires inspiration to be able to recognize them, and moreover, to live by them. We need to: Listen to our inner voice. It takes practice to hear our true desires. The passion will come as a whisper or serendipitous event hat reminds us of what is important and what makes us happy. Dwell in possibilities. Our passions could lead us in a lot of different directions to find fulfillment. We have to explore our lives and unearth all the things that bring us joy. Decide what kind of person we want to be. Rather than concentrating on what we want to do, we should think in terms of what kind of person we want to be, and let that guide our choices. The ultimate attainment of fulfillment will come naturally, in time, with the gradual awakening of our spiritual senses, like the well-deserved rest at the end of the day.

The Crucible - Comparing Play And Movie Essay - 974 Words

Arthur Millers play, The Crucible, and the movie with the same name have many differences and similarities, all of which contribute to the individual effectiveness of each in conveying their central message. There are several additions and variances in the movie. First of all, the scene where the children and Tituba are dancing in the forest is never seen in the forest; we simply learn of it from dialogue. This scene was most probably added in the movie for a dramatic effect: foreshadowing. Along the same lines, there are many scenes included in the movie that are outdoors, however; there were no such scenes in the play. All of the action in the play was indoors. The director, in this case, was simply using the advantages of†¦show more content†¦Next, Tituba was not whipped into confession in the play, whereas she was in the movie. This was most indefinitely added to show that the profession was typically not made willingly. One had to be forced one way or another into confessing, to save their skin or their life. Also, around the time of this scene is one where Abigail and John Proctor have a conversation. In the movie, Abigail kisses John Proctor and he throws her off of him, which did not occur in the play. This was no doubt inserted to show the audience that Abigail was oddly and obsessively lusting over the man while he was making a sincere attempt to get over her. Another significant change is in the character portrayal. In the play, Parris seemed to be overly egocentric and self-conscious. He is still thus in the movie, but is more whiny, and annoyingly so. Putnam, also, seems to have a personality change. In the play, his personality is not so domineering as in the movie, where he is bordering on psychotic. His role seems to be made larger and more significant in the movie, which presumably accounts for the change in character representation. Another difference is the presence of three judges in the movie, whereas in the play there were only two, both of whom where made out to be bad guys. One additional judge is added in the movie possibly to show that it was not the entirety of the Church that was unjust, cruel, and nearly ignorant. IShow MoreRelatedThe Crucible - Comparing Play and Movie1004 Words   |  5 Pages#9;Arthur Miller s play, The Crucible, and the movie with the same name have many differences and similarities, all of which contribute to the individual effectiveness of each in conveying their central message. #9;There are several additions and variances in the movie. First of all, the scene where the children and Tituba are dancing in the forest is never seen in the forest; we simply learn of it from dialogue. 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