Next theories

Next theories• Keep the empirical rigor of behaviorism and add. . . .

• Cognition, thought, motivation, etc.

• Social learning– In Skinner box animals are alone

• We learn by watching others!

• Treat humans as active in selecting their environment– In Skinner box a rat is placed in there

• We select our environments and they will change because we are in them

– You at a party!

Theories

• Dollard and Miller’s Social Learning Theory

• Rotter’s Social Learning Theory

• Bandura’s Social Learning Theory

Dollard & Miller

Dollard and Miller

• Combines behaviorism and Freudian theory!

Habit Hierarchy

• All the behaviors a person might do

• From most likely to least likely

Habit Hierarchy

Flex muscles

Comb hair

Talk to a woman

Get a drink

Talk to Ponch

In a bar

But, this can change based on reinforcement or punishment

Activity

• Create your own habit hierarchy for being in the classroom

• List Top 5 habits

• Why do you think these are the top 5?

• How do you think we could change these?

• In order to learn -- John (an organism) must

• 1) Want something (a woman)

• 2) Notice something (perceive the woman)

• 3) Do something (talk to the woman)

• 4) Get something (a smile)

Note

• This is already different than behaviorism

• Dollard and Miller– Motivation (want something)

– Perception (notice something)

Note

• This is already different than behaviorism

• Behaviorism– Learning changes behavior

• Dollard and Miller– Learning changes the HH

• HH is a non-observable psychological entity

What do you want?

• Drives

• A psychological tension that feels good when it is reduced.

Need Drive

Drives

• Primary Drives

• Biologically built-in drives– Food, water, sex, avoid pain, etc.

• Secondary Drives

• Psychologically based– Love, prestige, money, power, etc.– Learned by being paired with primary drives

Imagine

John asks the Charlie's Angels out on a date

John gets rejected!

Is upset so he goes riding with Ponch

Arrests a person for no reason at all!

Why?

• Freud

• Frustration-Aggression Hypothesis– Natural reaction for any person (or animal) to

being blocked from a goal, will be the urge to lash out or injure.

– The more important the goal, the greater will be the aggressive impulse

Frustration-Aggression Hypothesis

• Different than Freud– No ID is needed (or ego)

• Same as Freud– Displacement

• e.g., riots

– Sublimation (can be constructive)

What is fun?

The story about me in the book

Approach-Avoidance Conflict

• Conflict between desire and fear

• Changes over time


• 1) An increase in drive strength will increase the tendency to approach or avoid a goal

VS.

If John wants to relieve a drive more than Ponch, John will also want the goal more!


• 2) Whenever there are two competing responses, the stronger one (the one with the greater drive) will win out.

Drive: Companionship Drive: Avoid rejection


• 3) The tendency to approach a positive goal increases the closer the one is to the goal

John sees the Angels across the roomJohn talks to them

John asks them back to his place


• 3) The tendency to approach a positive goal increases the closer the one is to the goal


• 4) The tendency to avoid a negative goal also increases the closer one is to the goal

John sees the Angels across the roomJohn talks to them

John asks them back to his place


• 5) Tendency 4 is stronger than tendency 3.

0

100

Far from goal Near goal

Str

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Avoidance

Approach

Group Activity

• Have you ever had something in the future that you were both looking forward to and dreading?

• Did your feelings about it change over time in the way Dollard and Miller describe?

Defense Mechanisms

• Freud’s explanation

• Dollard and Miller

• Negative Reinforcement– A reward that consists of the withdrawal of

aversive stimuli

Defense Mechanisms• Negative Reinforcement

• Any stopping of pain or anxiety is negatively reinforcing• The behavior that occurred before such cessation will

become more likely

Put your hand in the fire!

Defense Mechanisms

• Dollard and Miller

• DM are cognitive behaviors that are negatively reinforced because they remove anxiety

Defense Mechanism

• Denial

• Repression

• Reaction Formation

• Projection

• Rationalization

• Intellectualization

Defense Mechanisms

• Freud vs. Dollard and Miller

• Freud was right . . . . Perhaps too complicated

• Principle of Parsimony

Rotter’s Social Learning Theory

Blamoooooo

Jackpot: $100 Jackpot: $1,000

Odds: 50%

All games cost $10

Odds: .000001%

Rotter

• Behaviorism would predict you would go for the biggest reward

• However, your beliefs (i.e., expectancies) are also important!

• Expectancy Value Theory

Elements

• Behavior Potential (BP)

• The probability that you will perform the behavior in question

• Higher the BP, more likely you will do it!

Elements

• Expectancy (E)

• A persons belief about how likely a behavior will bring about a goal

Expectancy

• If you think so:– “Asking out” has high expectancy

• If you do not think so:– “Asking out” has low expectancy

•If you ask a person out will they say yes?

Expectancy

• It is a belief

• Objective odds matter less then subjective odds

• Lottery!

Expectancy

• Specific (E’)

• Belief about a certain behavior at a certain time

• “If I ask Batman out today at lunch will he say yes?”

Questionnaire

• LC questionnaire

Expectancy

• Specific (E’)

• Belief about a certain behavior at a certain time• “If I ask Batman out today at lunch will he say

yes?”

• General (GE)• Belief if anything a person does is likely to make

a difference• “Nothing I do is going to matter anyway – why

bother asking Batman or anyone out!”

Expectancy

• General Expectancy

• Like a trait

• High GE (Internal locus of control)– Energetic, highly motivated

• Low GE (External locus of control)– Depressed, low motivation

Expectancy

• Both E’ and GE are important

E = Expectancy for a behavior to bring about a reward

GE = General expectancy

E’ = Specific expectancy for the behavior

N = number of times you have been in this situation

N

GEEE '

Elements

• Reinforcement Value (RV)

• The subjective benefit of a reward

• How much do you really care about the outcome?

Reinforcement Value

• How much do you care about getting that date?

• How much do you care if you are rejected?

• How much do you care about doing school work instead?

• Note: RV is a relative term!

Putting it all together

• How do you predict BP?

)&( RVEfBP

Putting it all together

• How do you predict BP?

• Psychological Situation• These values change as a result of the situation

)&( RVEfBP

Will you dance or take notes?)&( RVEfBP

Notes:

FUN: E = .01

GOOD GRADES: E = .50

Dance:

FUN: E = .30


RV

Fun = .30

Good Grades = .90


Notes:

FUN: E = .01 BP = .003

GOOD GRADES: E = .50 BP = .45

Dance:

FUN: E = .30 BP = .009


RV

Fun = .30

Good Grades = .90


Notes:

FUN: E = .01


Dance:

FUN: E = .80


RV

Fun = .95

Good Grades = .05


Notes:

FUN: E = .01 BP = .009


Dance:

FUN: E = .80 BP = .72


RV

Fun = .95

Good Grades = .05

Imagine

• High RV• Low E

• What might happen?

John wants a date really bad!

Doesn’t think he can get one.

Maladjustment

Excessive time spent fantasizing

Failure to develop social relationships

Failure to develop social skills

Self-fulfilling prophecy

Imagine

• Two behaviors have high RV?

• What might happen?

John wants to dedicate his life to the ladies!

John wants to dedicate his life to police work!

Maladjustment

Feel conflict

Erratic and unpredictable behavior

Neither may be accomplished

Therapy

• Focuses on the conscious and rational mind

• 1) What can you do?• 2) What do you want?

• Importance of minimal goal level• Importance of prioritizing desires

Next theories

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