Download Ecological Theories Derived from Learning Theories

Ecological Theories Derived
from Learning Theories
Eiman E AlEissa
H671 Advanced Theories of Health Behavior
02/11/2016
Outline
 Social learning Theory (Salkind, 2004)
 Sears’s Phases of Development
 Important concepts of SLT
 Intrinsic vs. Extrinsic Motivation (Ryan & Deci, 2000)
 Social Cognitive Means (Bandura, 2004)
 SCT Determinants
 SCT overlap with models of health behavior
 Social Mediated pathways + examples
 Self-Management
 Kernels (Embry & Biglan, 2008)
 Types of kernel units + examples
 Selection of consequences
 Individual Behavior, Culture and Social Change
 Behavioral Ecological Model (BEM)
Basic Terms & Principles of Behavior
 Stimuli = anything in the environment that affects
behavior
 Response = Behavior produced by the stimuli
 Unconditioned Stimuli = anything in the environment
that causes natural response
 Conditioned Stimuli = anything in the environment
that has an affect through association with the UCS.
 conditioned Response/ conditional
reflex/respondent conditioning = Behavior produced
by the CS.
 Classical conditioning: learning new behaviors
through association
3
Basic Terms & Principles of Behavior +
 Operant conditioning: a response that operates on or changes the
environment.
 The consequences produced by the response/ behavior may cause the
behavior to more likely (reinforcement) or less likely (punishment) to occur in the
future.
 Reinforces: Consequences that increase the probability of repeating a
behavior (can be negative or positive)
 Punishers: Consequences that decrease the probability of repeating a
behavior
 The Matching Law: the frequency of a behavior or time allocated to
engaging in the behavior is a function of the rate of reinforcement for that
behavior relative to the rete of reinforcement for alternative possible
behaviors.
4
Reaction Potential:
Potential for repeating a response
given a particular stimulus
 Strength of a reaction potential is determined by
 Drive
 Intensity of the stimulus
 Incentive motivation
 Habit strength – experience
 Inhibitory potential
 Consequences of a behavior become the causes of later behavior
 Over time, experiences take on value as secondary reinforcers
5
Sears’s learning model is based on 5
assumptions:
 Assumption # 1: Initially, every behavior begins as an effort to reduce
tension that is associated with some biological need
 Assumption # 2: Behavior (and development) is a function of interactions
between people, especially dyadic (two-person) interaction
 Assumption # 3: Drives (similar to intrinsic motivation) that are present at
birth provide the foundation for later development
 Assumption # 4: Behavior is both the cause and the effect of later behavior:
behavior does not occur in isolation, it always affect other parts of the
individual behavioral system.
 Assumption # 5: The quality of a behavior (in terms of the reinforcement
value positive or negative) is determined by experience and learning
6
Social Learning Model
Sears’s phases of development
Phase
Time frame
Focus
Rudimentary Behavior
Birth -16 months
Innate needs/ reduce
tension
Secondary Behavioral
Systems
16 months- 5 years
Family-Centered
learning
Secondary Motivational
Systems
5 years +
Extra-familial learning
Stimulus
Response
Albert Bandura, 1925Social Cognitive Theory
Vicarious Learning: the ability to learn various
behaviors through indirect reinforcement/
experience
Stimuli
Mediation
Process
Response
Bandura’s Bobo Doll Experiment
https://www.youtube.com/watch?v=Pr0OTCVtHbU
SLT Important concepts +
Mediation Process
Attention
 Attention
 Retention
 Reproduction
 Motivation
Motivation
Social
cognitive
learning
Retention
Reproduction
According to Bandura “the processes take place in an overlapping sequence,
in any given instance, some of the elements may be stronger than others, but if
anyone of them is too weak, the entire learning process is disrupted”
SLT Important Concepts +
 Motivation
 Intrinsic: doing something because it is
inherently interesting or enjoyable
 Competence
 Autonomy
 Extrinsic: to doing something because it is
leads to a separable outcome
 Self efficacy
Social Cognitive Means
 Knowledge
 Perceived Self-Efficacy
 foundation of human motivation and action
 Self-efficacy shape the outcomes people expect their efforts to produce
 Outcome Expectations: expected cost and benefits for different health
habits.
 Physical outcome
 Social outcome
 Self evaluation outcome
 Perceived social and structural Facilitators & impediments
 Self-Efficacy
 Goals
 Outcomes
 Facilitators & impediments
Overlap of Sociocognitive Determinants in
Different Models of Health Behavior
Socially Mediated pathways of
influence
 Direct pathway= media promote changes by informing, modelling, motivating
and guiding personal change.
 Socially mediated pathways= media link participants to social networks and
community settings (these places provide continued personalized guidance,
incentives, and social support)
Media
Influence
Connection to
social systems
Behavior
change
Self-Management Model
 Motivation
 Proximal goals
 Incentives
 Social support
15
Effective prevention programs include 4 major
components:
 information: it informs children of the health risks
and benefits of different lifestyle habits.
 social and self-management skills: for translating
the information learned into effective preventive
practices.
 Building resilience sense efficacy to support the
exercise of control in the face of difficulties and
setbacks.
 create social support for desired personal
change.
Examples of Socially mediated pathways
 Promoting Society-Wide changes
 Serial Dramas
 Health Promotion in children through
interactive media.
Evidence-based Kernels: fundamental units
of behavioral influence
 Kernels: indivisible evidence-based procedures shown through
experimental evaluation to produce effects on behavior.
 Kernels Altering consequences for behavior
 Verbal praise (increase behavior)
 Time out (decrease behavior)
 Kernels affecting behavior via physiology
 Omega 3 supplementation
 Kernels affecting behaviors via relational frames
 Media associating behavior with immediate negative social
outcome.
 Kernels affecting behavior via antecedents
 Stop lights in school settings
Relevance to TTI
 Motivation
 Self-Efficacy
 Self-Management
 Proximal predictors of behavior ( Levels of Causation)
REMEMBER THE THEORY OF TRIADIC INFLUENCE!!
Levels of
Causation
Intrapersonal Stream
Biological/Nature
BIOLOGY/
PERSONALITY
Ultimate
Causes
1
Social/
Personal
Nexus
7
Self
Determination
Expectancies
& Evaluations
13
8
h
Skills:
Social+General
14
b
c
Proximal
Predictors
j
k
B
C
l m
u
d
e
n
16
SOCIAL
NORMATIVE
BELIEFS
o
11
w
20
q
Values/
Evaluations
x
v
6
Interactions w/
Social Instit’s
p
Perceived
Norms
15
s
5
f
10
Motivation
to Comply
19
A
Others’
Beh & Atts
9
i
CULTURAL
ENVIRONMENT
4
Interpersonal
Bonding
SELF-EFFICACY t
BEHAVIORAL
CONTROL
Affect and
Cognitions
Nurture/Cultural
3
a
Social
Competence
g
Cultural/Attitudinal Stream
SOCIAL
SITUATION
2
Sense of
Self/Control
Distal
Influences
Decisions
Social/Normative Stream
Information/
Opportunities
Knowledge/
Expectancies
17
F
21
I
22
Trial Behavior
EXPERIENCES: Expectancies -- Social Reinforcements -- Psychological/Physiological
Experiences
19
18
ATTITUDES
TOWARD THE
BEHAVIOR
DECISIONS/INTENTIONS
D E
12
r
23
J
K
Related Behaviors
H
G
Thank you 
Questions??