Dollardand Miller
Chapter 10
Psychoanalytic Learning Theory
Hull’s Theory of Learning
Drive – any strong impulse that moves an organism to action
Reinforcer – anything that reduces a drive Habit – association b/t stimulus and
response (S-R learning)
Dollard & Miller’s Theory of Learning Drive
Cue
Response
Reinforcement
Response Hierarchies
Habit family hierarchy Innate hierarchy of responsesDominant response
Learning Initial hierarchy of responsesResultant hierarchy of responses
Example of a response hierarchy: child
R1: cry
R2: grab teddy bear
R3: hide
R4: demand Daddy
R5: go quietly to bed
dominant response
gradient of reward
The more closely the response is followed by reward, the more it is strengthened.
Language can influence this by making a response "close" by talking about it.
Bandura (1925- )
& Mischel (1930- )
Consistency of Human Behavior
Mischel’s Peace Corps studyPersonality Coefficient
Weak correlation (.30) between standard personality tests and behavior
Consistency ParadoxThe persistent belief that human behavior is
consistent over time and situation when experimental evidence indicates that it is not
In fact, Mischel believes consistency is maladaptive
The Situational Context of Behavior
Variables affecting personalityPerson variables – personal traits that
influence response to a situationSituation variables – environmental
circumstances person finds themselves in
Traditional theory overemphasizes Person Variables
Skinner overemphasizes Situation Variables
The Situational Context of Behavior
Reciprocal DeterminismPersonality
emerges from the mutual interactions of individuals, their actions, and their environments.
Imagine combinations of these behaviors:
hit cry smile
With any of these situations:
... when pushed. ... when teased. ... when complimented.
It makes sense to “hit back when pushed.” It does not make sense
to “cry when complimented.”
Person Variables
Beliefs, values, and information gathering strategies that determine which stimuli are perceived, selected, interpreted, and used
1. Encoding Strategies
“How we see things”personal constructs - trait terms people use to
describe themselves and other people Ex. passionate, hard-working
situational descriptions – how situation is interpreted
helps explain why people have different reactions to same situation
2. Expectancies
“What we think will happen”Behavior-Outcome Expectancies
Stimulus-Outcome Expectancies
Self-Efficacy Expectancies
Behavior-Outcome Expectancies
If I act in this way, it will have the following result. If I study 3 hours, will I get an A ? If I run, will I catch the bus?
Used when specifics about current situation unknown, based on past, similar experiences
Stimulus-Outcome Expectancies
What will happen next?
Learned from past experiences
I know what to expect from
this stimulus!
Self-Efficacy Expectancies
Can I do it?
Self-efficacy – what a person can do
Perceived self-efficacy – what a person thinks they are capable of doing
Self-Efficacy Expectancies
Strong emotion – low self-efficacy Calmness – high self-efficacy
People w/ high self-efficacy Set higher goals Persist longer More venturesome Recover more quickly from set-backs Have less fear, anxiety, stress & depression
3. Subjective values (of outcome)
“What is worth having or doing?”
desirability of outcomes (given the particular individual’s goals or values)
4. Self-regulatory systems and plans
“How do we attain our goals?”
Self-Regulated Behavior
Most behavior is self-regulated Performance Standards:
When performance meets standards, person feels good
When performance does not meet standards, person feels bad
Intrinsic vs. extrinsic reinforcement/punishment
I.e., most behavior is purposive or teleological
Self-Regulated BehaviorSelf-Efficacy as a mediator of performanceMoral Conduct as a regulator of performanceSelf-Exonerating Mechanisms excuse
violations of moral standards
Self-Exonerating Mechanisms
Moral justification Euphemistic labeling Advantageous comparison Displacement of responsibility Diffusion of responsibility Disregard or distortion of consequences Dehumanization Attribution of blame
Delay of Gratification
5. Competencies
“What we are capable of doing?”
behavioral cognitive
Examples
Sexual gender identity Knowing structure of the physical world Social rules and conventions Personal constructs about self, others Rehearsal strategies for learning
Five Person Variables
1. Encoding strategies
2. Expectancies
3. Subjective values
4. Self-regulatory systems & plans
5. Competencies
Experiment
nursery school students would behave more aggressively when they observed an aggressive adult
Observational Learning
Learning that takes place when one observes and models the behavior of others
Models as sources of vicarious reinforcement and vicarious punishmentNews and Entertainment Media as Models
Elements Necessary for Modeling
Attention One must pay attention to a behavior and its
consequences Retention
One must recall what was observed Reproduction
Observers must have the motor ability to reproduce the modeled behavior
Motivation Observer must expect reinforcement for modeled act
Dysfunctional Expectancies and Psychotherapy Psychological problems result from
dysfunctional expectanciesThinking you can do more than you can
frustrationBelieving you can do less than you can
inhibits personal growth Goal of Psychotherapy: Change perceived
self-efficacy
Social Cognitive Theory View of Human Nature Freedom versus Determinism
Bandura as a “soft-determinist”Freedom as options
Chance Encounters and Life Paths Mind-Body Relationship
Social Cognitive Theory does not accept dualism
Critique
Contributions
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