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Social Learning TheoryOne 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
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Radical Behaviorism Pros and ConsPros: ScientificDeals with
observable, measurable phenomenaRigorous methodologyCon: Ignores
the things that make humans humanCognitions EmotionsFree Will
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Therefore.Albert Banduras (1960s +) Social Learning Theoryaka
Social Cognitive TheoryPut the person back into personality
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Theoretical Foundations of Social Learning TheoryPsychodynamic
explanations of behavior are flawed They are based on inferred
drives/needs/etc., which cannot be testedThey ignore conscious
cognitionsThey ignore situational influencesRadical behaviorism is
flawed It ignores cognition and emotion (Rotters content of
personality)e.g., Assumes that actual reinforcement is necessary
for learning to occure.g., Rejects free will
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Banduras Triadic Model of Reciprocal Determinism
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Beyond Reinforcement 1External reinforcement isnt the only way
in which behavior is acquired, maintained, or alteredWe can also
learn by observing, reading, or hearing about others behaviorWe
develop anticipated consequences for our behaviorsEven for
behaviors were never engaged inOur cognitive abilities give us the
capability for insight and foresight
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Beyond Reinforcement 2Banduras biggest contribution to learning
theory:New patterns of behavior can be acquired in the absence of
external reinforcementWe can pay attention to what others do, and
repeat their actionsi.e., We learn through observation, rather than
through direct reinforcement
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Self-Regulation and CognitionWe can exercise control over our
behavior through self-regulationWe are not slaves to environmental
influencesWe have free willCognition allows us to use previous
experiences, rather than trial-and-error, to foresee probable
consequences of our acts, and behave accordinglySelf-regulation
allows us to choose behaviors that help us to avoid punishments and
move towards long-term goals
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Bandura et al., 1963Subjects 48 boys and 48 girls attending
Stanford U Nursery SchoolMean age 4.3 yearsSs are matched across
experimental groups for degree of aggressive behavior shown in
nursery school interactionExposure to an aggressive model(4
conditions)Observe an adult model behave aggressiveObserve same
adult model and same behaviors, but on filmObserve same behaviors
performed by a cartoon characterControl group (no observations)
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Response measuresTotal aggressionImitative aggressionPartially
imitative responsesMallet aggressionSitting on the Bobo
dollNonimitative aggressionAggressive gun play
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Bandura et al. Results 1:Total Aggression
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Bandura et al. Results 2:Imitative
AggressionFemaleMaleFemaleMaleReal life modelFilm
modelCartoonControlGirlsBoys
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Bandura et al. Results 3:Partially Imitative Responses
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Implications: Eron & Heusmann, 198501020304050DV:
Seriousness of Criminal Act by Age 30LowLowMedMedHighHighFrequency
of TV Viewing at Age 8FemalesMales
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ModelingWe learn much of what we do through observing and
speaking with others (models), rather than through personal
experienceWe form a cognitive image of how to perform certain
behaviors through modeling, and use this image as a guide for later
behaviors
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Basic Processes of Observational Learning 11. Attentional
Processes(attend to and accurately perceive models behavior)2.
Retention Processes(remember the models behavior)
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Basic Processes of Observational Learning 23. Motor Reproduction
Processes(translate symbolically coded memories of the models
behavior into new response patterns)4. Motivational Processes(if
positive reinforcement is potentially available, enact the modeled
behavior)
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Reinforcement in Observational LearningTypes of
ReinforcementVicarious reinforcementVicarious positive
reinforcementVicarious punishmentSelf-reinforcementReward or punish
self for meeting or failing to meet own standards
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Empirical Evidence of Observational LearningChildren 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
behaviorBandura & Huston, 1961Children imitate a models
aggressive behavior in the presence of the modelBandura, Ross,
& Ross, 1961Children imitate a models aggressive behavior in a
new setting, away from the modelBandura, Ross, & Ross, 1963Will
children imitate a film-models aggressive behavior?
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Performing the Right Behavior at the Right
Time:Self-RegulationWe learn all kinds of behaviors by observing
others Why dont we all just run around imitating every behavior we
see?
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Recall the Triadic Model of Reciprocal Determinism
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Self-RegulationAn important personal factor is the ability to
self-regulateSome people are pretty good at this, some people arent
so goodSelf-regulation is probably domain-specific (recall the
environmental influences component of the triad model)Can regulate
some things, but not others
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Delay of GratificationChildren who are able to delay
gratification at age 5 are less likely to become alcoholics or drug
addicts later in lifeSpecific to appetitive rewards
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SummaryWe acquire, maintain, and modify behaviors that we see
others performWe 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