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CHAPTER 17
BANDURA'S SOCIALCOGNITIVE THEORY
Assumptions of the Social-cognitive Approach
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Behavior occurs as the result of a complex interplay between inner
processes (cognitions, motivations, personality factors) and
environmental influences.
– triadic reciprocal determinism - belief that cognition, behavior,
and the environment operate interactively as determinants of one
another.
– assume that we represent external events symbolically
• verbal representation - word that signifies an object in the
environment. For example, the word cat is a verbal
representation of a purring quadruped that exists in the
environment.
• imaginal representation - image conjured up by a person that
resembles an object in the environment.
Assumptions of the Social-cognitive Approach (cont.)
– assume that most of our behavior is not controlled by immediate
external reinforcement.
• much of our behavior is controlled by anticipated outcomes person’s expectancy that the performance of certain behaviors
will secure certain reinforcers, and modeling, type of learning
in which individuals learn new behavior by observing others.
Modeling Theory
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Whether or not the person imitates observed behavior of a model
depends on three factors.
– characteristics of the observer.
– characteristics of the model.
– rewards and punishments associated with the model's behavior.
• vicarious reinforcement - willingness to imitate the behavior
of a model after observing that the model was reinforced for the
behavior.
Aggression and Violence in Films, Television, and Video Games
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Factors Facilitating the Occurrence of Violence and Aggression
– observers who watch models being rewarded for certain behaviors
tend to repeat them, whereas observers who watch models being
punished for their actions tend not to repeat those actions.
– observers are more likely to imitate aggressive models who receive
no punishment for their behavior.
• even when models are punished for their actions, observers
can and will imitate them if given strong incentives.
Aggression and Violence in Films, Television, and Video Games
(cont.)
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Factors… (cont.)
– observers will imitate even a disliked model who has been
rewarded for his aggression if they believe his actions are exciting
and fun.
– observers will imitate aggressive behavior performed by models if
the aggression is justified.
– observers are more apt to behave aggressively if they are low on
impulse control.
Aggression and Violence in Films, Television, and Video Games
(cont.)
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Factors… (cont.)
– observers behave more aggressively if they identify with the
aggressor.
– observers are more apt to be aggressive if they can dehumanize
the victim, or when the injuries suffered by the victim are minimized
or sanitized.
Aggression and Violence in Films, Television, and Video Games
(cont.)
•
Recommendations to Reduce Violence in the Media
– media executives need to be encouraged by members of the public
to create more constructive shows and video games.
– parents need to limit their children=s exposure to media violence by
monitoring the content of programs in advance, modeling
nonaggressive behavior for their children, and rewarding nonviolent
behavior.
Role of Efficacy Expectations in Determining Behavior
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Efficacy Expectations - individuals’ convictions or beliefs that they can
execute the behaviors required to produce certain response
consequences.
Efficacy Expectations Depend on Four Factors:
– performance accomplishments.
– vicarious experiences.
– verbal persuasion.
– emotional arousal.
Research on Efficacy Expectations
– academic development and achievement
– career choices and job performance
– physical and mental health
Personality Development
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Important Factors
– children learn and develop via rewards provided by their
caretakers; learn what not to do by being disciplined (not physically
punished) for their wrong actions
– children learn through watching successful parents
• multiple models - learning more difficult when models are
performing behaviors that conflict with one another.
– children eventually learn to apply self-reinforcers and selfpunishers to their own behavior.
Therapeutic Assessment Techniques
•
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No Use of Traditional Techniques (free association, dream analysis,
transference)
Heavy Reliance on Experimentation to Assess Personality Functioning
and Change.
– modeling used to reduce or eliminate undesirable behavior and to
teach new, more desirable behavior.
• guided participation modeling - procedure in which models
first show study participants how to successfully tolerate
increasingly threatening interactions with dreaded objects, and
then guide the participants through these threatening activities
until they are finally able to master their fears.
Therapeutic Assessment Techniques (cont.)
•
Heavy Reliance… (cont.)
– eliminate fears by raising efficacy expectations.
– self-modeling - type of learning in which individuals watch
themselves behave in a situationally-appropriate manner via
videotape and then show the same behaviors later on.
Evaluative Comments
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Comprehensiveness - broad in scope.
Precision and Testability - precise and testable.
Parsimony - parsimonious.
Empirical Validity - strong empirical support.
Heuristic Value - high heuristic value, proving stimulating to researchers
in clinical psychology, social psychology, health psychology, and
vocational counseling.
Applied Value - strong applied value, especially in the areas of
education and psychopathology.