心理學(xué)專業(yè)英語(yǔ)翻譯(共8頁(yè))

1、精選優(yōu)質(zhì)文檔-傾情為你奉上Aggression social learning theory of aggression攻擊-攻擊的社會(huì)學(xué)習(xí)理論SOCIAL LEARNING THEORY AND AGGRESSION社會(huì)學(xué)習(xí)理論和攻擊行為 Social learning theory was developed mainly by Bandura and Walters,and suggests that aggression is learnt from the environment(rather than being an inner drive )through reinforcem

2、ent and the process of modelling.Modelling involves learning through the observation of other people (model),which may lead to imitation if the behaviour to be imitated leads to desirable consequences. 社會(huì)學(xué)習(xí)理論主要是由班杜拉和Walters發(fā)展的，攻擊性行為是通過(guò)強(qiáng)化和榜樣的作用從環(huán)境中習(xí)得的（而不是一個(gè)內(nèi)在驅(qū)動(dòng)）。榜樣行為是指觀察學(xué)習(xí)其他人的行為，如果這些行為被模仿，也許能導(dǎo)致理想的后果。

3、 Bandula distinguished between the learing of aggressing behaviour and the performance of it .Aggessition may be learnt from models through observation ,but the likelihood of it being imitated depends on the perceived consequences of the models aggression if a child sees a models aggression being re

4、warded,this acts as vicarious (indirect) reinforcement for the child who will proceed to imitate it .If the child sees aggression in others punished then ,although the behaviour is learnt,it is less likely to be imitated .班杜拉把攻擊性行為的習(xí)得和攻擊性行為的表現(xiàn)區(qū)分開來(lái)。攻擊性行為可能是通過(guò)觀察榜樣的行為習(xí)得的，但是被模仿的可能性依賴于榜樣攻擊性的知覺(jué)結(jié)果，如果一個(gè)兒童看到

5、榜樣的攻擊行為受到獎(jiǎng)勵(lì)，這種表現(xiàn)會(huì)促使兒童去模仿該行為。如果兒童看到這種行為受到懲罰，即使習(xí)得了這種行為，他們也會(huì)很少去模仿他。 Models can be parents,peers or media characters(thus this theory has implications for the portrayal of violence on television).榜樣可以是父母、同輩或媒體的角色（因此這一理論已影響到電視上對(duì)暴力的描述）SUPPORTING EVIDENCE證據(jù)Bandura et al(1963) allowed one group of children

6、to watch an adult model perform certain aggressive acts with an inflatableBobo dollwhich were unlikely to occur normally ,such as throwing the doll upin the air,hittingit with a hammer and punchingit while saying things likepowand boom.When these children were left in a playroom with the inflatable

7、doll ,they frequently imitated the same acts of aggression,compared to a control group who had not seen the model and showed none of the behaviours.在1963年，班杜拉讓一群孩子觀看成人榜樣對(duì)現(xiàn)實(shí)中不太可能出現(xiàn)的可以充氣的玩偶的攻擊性行為,比如將玩偶拋向空中,用錘子擊打他的同時(shí)說(shuō)像“戰(zhàn)俘”的話和發(fā)出“轟轟”的聲音。當(dāng)這些孩子們被留在一個(gè)帶有充氣娃娃的游戲室里,他們經(jīng)常模仿相同的攻擊行為,與對(duì)照組相比,那些沒(méi)有看到榜樣行為往往不會(huì)出現(xiàn)類似的行為。Ba

8、ndura (1965)used a similar experimental set-up ,but showed different consequences for the models aggression to three groups of children .One group saw the models aggression being rewarded,one group saw the model being punished for the aggression ,and another group saw no specific consequences. 班杜拉(1

9、965)使用一個(gè)類似的試驗(yàn)裝置,但榜樣的攻擊性行為對(duì)三組兒童產(chǎn)生不同的結(jié)果。一組'看到榜樣的攻擊行為受到獎(jiǎng)勵(lì),一組看到榜樣的攻擊行為受到懲罰,另一組沒(méi)有看到具體的后果。When allowed to enter the playroom ,the children who had seen the model punished showed less imitative aggression than the other two groups .However,if all the children were offered rewards for doing what the mod

10、el had done ,all groups showed high levels of imitation.當(dāng)兒童被允許進(jìn)入游戲室后,孩子們看見榜樣行為受到懲罰的兒童比另兩組兒童表現(xiàn)出更少的攻擊性。然而,如果所有的孩子做榜樣已經(jīng)做的行為而受到獎(jiǎng)勵(lì),所有組都會(huì)表現(xiàn)出高水平的模仿行為。 The children in the model punished group had clearly learnt the aggression by observation ,but had not shown their potential to imitate it because they expe

11、cted negative consequences. 兒童通過(guò)觀察榜樣行為顯然已經(jīng)學(xué)會(huì)了懲罰，但因?yàn)樗麄冾A(yù)期的負(fù)面后果，并不能表示他們真的愿意去模仿他們,。EVALUATION 評(píng)價(jià)Methodological faluts 錯(cuò)誤的方法Banduras social learning theory laboratory experiments have been accused of being overly artifical (hitting a Bobo doll is not the same as inflicting aggression on a real person )an

12、d of inducing demand characteristics(the children may have believed that they were meant to behave aggressively ) 班杜拉的社會(huì)學(xué)習(xí)理論實(shí)驗(yàn)室試驗(yàn)已經(jīng)被指責(zé)過(guò)于人為(攻擊玩偶并不能對(duì)真實(shí)的人產(chǎn)生相似的攻擊行為)和誘導(dǎo)需求特性(孩子們可能認(rèn)為他們是為了表現(xiàn)出攻擊性)However ,other experimental studies have demonstrated that children are more likely to hurt other chilren after

13、viewing violent behaviour (Liebert and Baron,1972).然而,其他的實(shí)驗(yàn)研究表明,兒童在觀看暴力行為后更有可能傷害其他的兒童(Liebert和Baron,1972)。Theoretical faults 理論錯(cuò)誤The theory neglects the role of innate factors in aggression .However ,social learning theory does provide a more credible explanatoion of the transmission of violent beha

14、viour than the tranditional behaviourist view of learning .and has investigated the types of models and behaviours that are most likely to be imitated.這個(gè)理論忽略了攻擊性行為的先天因素作用。然而,社會(huì)學(xué)習(xí)理論并提供一個(gè)比傳統(tǒng)的行為主義者學(xué)習(xí)更可靠的暴力行為傳播的觀點(diǎn)。研究表明這個(gè)類型的榜樣和行為,是最有可能被模仿的。IMPLICATIONS FOR REDUCING /CONTROLLING AGGRESSION 減少控制攻擊的內(nèi)涵The im

15、plication of social learning theory is that if aggressive behaviour is not observed or reinforced in a society ,than it will not naturally occur .However many examples of aggression already frequently occur in the great majority of societies ,and so the theory would be more realistically applied to reducing aggression .This could be achieved by ensuring that aggression is not reinforced,or that negative consequences are seen to foll