Social Learning Theory - UPBcmap.upb.edu.co/.../15679649-Social-Learning-Theory.pdf · Social...
Transcript of Social Learning Theory - UPBcmap.upb.edu.co/.../15679649-Social-Learning-Theory.pdf · Social...
Social Learning Theory
Social Learning Theory
“One difficulty with many learning theories is their almost exclusive emphasis on the processes of acquisition of
behavior and performance, and their almost total neglect of the content of personality”
~Julian Rotter, 1972
Radical Behaviorism Pros and Cons
Pros: “Scientific”– Deals with observable, measurable phenomena– Rigorous methodology
Con: Ignores the things that make humans “human”– Cognitions – Emotions– “Free Will”
Therefore….
Albert Bandura’s (1960s +) Social Learning Theory– aka Social
Cognitive Theory
Put the “person” back into personality
Theoretical Foundations of Social Learning Theory
Psychodynamic explanations of behavior are flawed – They are based on inferred drives/needs/etc., which
cannot be tested– They ignore conscious cognitions– They ignore situational influences
Radical behaviorism is flawed – It ignores cognition and emotion (Rotter’s “content of personality”)
e.g., Assumes that actual reinforcement is necessary for learning to occur
e.g., Rejects free will
Bandura’s Triadic Model of Reciprocal Determinism
Environmental Influences
Personal Factors(beliefs, expectations,
self-perceptions)
Overt Behavior
Beyond Reinforcement 1
External reinforcement isn’t the only way in which behavior is acquired, maintained, or altered
We can also learn by observing, reading, or hearing about others’ behavior– We develop anticipated consequences for our behaviors
Even for behaviors we’re never engaged in
– Our cognitive abilities give us the capability for insight and foresight
Beyond Reinforcement 2
Bandura’s biggest contribution to learning theory:– New patterns of behavior can be acquired in the
absence of external reinforcement– We can pay attention to what others do, and
repeat their actions i.e., We learn through observation, rather than
through direct reinforcement
Self-Regulation and Cognition
We can exercise control over our behavior through self-regulation– We are not slaves to environmental influences– We have free will
Cognition allows us to use previous experiences, rather than trial-and-error, to foresee probable consequences of our acts, and behave accordingly
Self-regulation allows us to choose behaviors that help us to avoid punishments and move towards long-term goals
The Rest of Today’s Lecture
Learning through modeling– Theory– Experimental evidence
Bobo doll studies
– Implications Media use and violence
Interacting with the environment and meeting long-term goals– Self-regulation theory
Modeling We learn much of what we do
through observing and speaking with others (“models”), rather than through personal experience
We form a cognitive image of how to perform certain behaviors through modeling, and use this image as a guide for later behaviors
Basic Processes of Observational Learning 1
1. Attentional Processes(attend to and accurately perceive model’s behavior)
2. Retention Processes(remember the model’s behavior)
Basic Processes of Observational Learning 2
3. Motor Reproduction Processes(translate symbolically coded
memories of the model’s behavior into new response patterns)
4. Motivational Processes(if positive reinforcement is
potentially available, enact the modeled behavior)
Reinforcement in Observational Learning
Types of Reinforcement Vicarious reinforcement– Vicarious positive reinforcement– Vicarious punishment
Self-reinforcement– Reward or punish self for meeting or failing to
meet own standards
Empirical Evidence of Observational Learning
Children who see an adult behave aggressively might view that aggressive behavior as a positive thing (i.e., expect positive reinforcement of some type for that behavior), and therefore might imitate that aggressive behavior– Bandura & Huston, 1961
Children imitate a model’s aggressive behavior in the presence of the model
– Bandura, Ross, & Ross, 1961 Children imitate a model’s aggressive behavior in a new
setting, away from the model– Bandura, Ross, & Ross, 1963
Will children imitate a film-model’s aggressive behavior?
Bandura et al., 1961
0
2
4
6
8
10
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model rewarded
model punished
boys girls Children watch model behave aggressively with Bobo doll
Then model is either rewarded or punished
Then children are frustrated, and allowed access to a room with toys, including a Bobo doll
Do the children imitate the model’s behavior?
Bandura et al., 1963Subjects
48 boys and 48 girls attending Stanford U Nursery School
Mean age 4.3 years Ss are matched across
experimental groups for degree of aggressive behavior shown in nursery school interaction
Exposure to an aggressive model
(4 conditions)1. Observe an adult model
behave aggressive2. Observe same adult model
and same behaviors, but on film
3. Observe same behaviors performed by a cartoon character
4. Control group (no observations)
Response measures1. Total aggression2. Imitative aggression3. Partially imitative
responses Mallet aggression Sitting on the Bobo
doll4. Nonimitative
aggression Aggressive gun play
Bandura et al. Results 1:Total Aggression
Female Male Female Male
Real life model Film modelCartoonModel
No Model Control
Girls Boys
Bandura et al. Results 2:Imitative Aggression
Female Male Female MaleReal life model Film model
Cartoon Control
Girls Boys
Bandura et al. Results 3:Partially Imitative Responses
F M F M
Real life FilmCat Cntrl
Mallet Aggression
F M F MReal life Film
Cat Cntrl
Sits On Bobo Doll
0
20
40
60
80
100
120
140
Girl
s
Boy
s
Girl
s
Boy
s
Girl
s
Boy
s
Girl
s
Boy
s
Total Aggression
ImitativeAggression
MalletAggression
Sit onBobo Doll
Real life mode –Female
Real life model –Male
Film model –Female
Film model –Male
Cartoon
Control
Implications: Eron & Heusmann, 1985
0
10
20
30
40
50
DV: Seriousness of Criminal Act by Age 30
Low LowMed MedHigh High
Frequency of TV Viewing at Age 8
Females Males
Performing the Right Behavior at the Right Time:
Self-Regulation We learn all kinds of
behaviors by observing others
Why don’t we all just run around imitating every behavior we see?
Recall the Triadic Model of Reciprocal Determinism
Environmental Influences
Personal Factors(beliefs, expectations,
self-perceptions)
Overt Behavior
Self-Regulation An important “personal factor” is the ability to self-regulate
Some people are pretty good at this, some people aren’t so good
Self-regulation is probably domain-specific (recall the “environmental influences” component of the triad model)– Can regulate some things,
but not others
Delay of Gratification
Children who are able to delay gratification at age 5 are less likely to become alcoholics or drug addicts later in life– Specific to appetitive
rewards
Summary We acquire, maintain, and modify behaviors that
we see others perform We decide which behaviors to keep, and when to
use them, by using: – symbolic thought (“what are my long term goals?”) – emotion (“damn that Bobo doll!!!”) – self-regulation (“I really want to stab my prof, but I need an A, so…”)
Bandura and other Social Learning Theorists put the “person” back into personality by stressing the interplay of personal factors, environmental factors, and behavior
Thanks
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