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PSY 432: Personality Behavior & Learning Theories Julian Rotter (1916-2014) Albert Bandura 88 years old Chapter 9: Social learning Theories Walter Mischel 84 years old ALBERT BANDURA Biographical Background Was born in in Alberta, Canada in 1925; youngest child, and only son, in a family of six He received his bachelors degree in Psychology from the University of British Columbia in 1949 He went on to the University of Iowa, where he received his Ph.D. in 1952 It was there that he came under the influence of the behaviorist tradition and learning theory ALBERT BANDURA Biographical Background During grad school, he would occasionally play golf with friends Met wife in sand trap; Virginia Varns, who was a teacher at the College of Nursing Married in 1952 and have two daughters Bandura and children ALBERT BANDURA Biographical Background In 1953, he started teaching at Stanford University While there, he collaborated with his first graduate student, Richard Walters, resulting in their first book, Adolescent Aggression, in 1959 Bandura was president of the APA in 1973, and received the APA’s Award for Distinguished Scientific Contributions in 1980 In 2006, he received the Gold Medal Award for Life Achievement in the Science of Psychology He continues to work at Stanford to this day SOCIAL COGNITIVE THEORY Bandura does not consider himself a Social Learning Theorist, but prefers Social Cognitive Theory Comprehensive theory that includes motivational and self regulatory mechanisms Emphasizes the social origins of human thought process and behavior Emphasizes cognitive influence on behavior, rather than conditioning influences from the environment AN AGENTIC PERSPECTIVE Bandura (2001) Views people as agents (originators) of experience; not just reactive Human agency Intentionality Enables us to behave with purpose Forethought Allows us to anticipate outcomes Self-reactiveness We can be motivated to regulate our actions Self-reflectiveness We can reflect on our thoughts and behaviors and make needed modifications TRIADIC RECIPROCAL CAUSATION MODEL Bandura (1978) Behavior is the result of interactions among personal characteristics, behavior, environmental factors Learning results from interactions among three factors: 1. Personal characteristics 2. Behavioral patterns 3. Environmental stimuli TRIADIC RECIPROCAL CAUSATION MODEL TRIADIC RECIPROCAL CAUSATION MODEL Bandura (1978) Self-system Cognitive structures that provide reference mechanisms Self A group of cognitive processes and structures by which people relate to the environment and that shape their behavior LEARNING THROUGH OBSERVATION Learning that occurs by observing and imitating others (the person being observed is referred to as the model) Bandura et al. (1977) Major factors that influence modeling 1. Characteristics of the model Influenced more by those who are similar to ourselves; simpler actions; aggressive actions 2. Attributes of the observer Low self-esteem; dependent personality types; motivated individuals 3. Reward consequences associated with a behavior Self-efficacy LEARNING THROUGH OBSERVATION Process of Observational Learning Attentional processes More noticeable, more easily copied Retention processes Verbal; images Motor production processes Successful motor production requires cognitive organization of the response, monitoring of the response, and refinement of the response Motivational processes We must value the response LEARNING THROUGH OBSERVATION Bandura, Ross, & Ross (1961) Procedure Phase 1 Pre-schoolers were divided into two groups and put into two separate rooms and allowed to play with "attractive" toys while “Bobo” an unattractive inflatable, adult-sized, egg-shaped balloon creature sat by itself at the far end of the rooms Bobo LEARNING THROUGH OBSERVATION Bandura, Ross, & Ross (1961) Phase 2 Group 1: While playing with the attractive toys the children witnessed adults enter the room and start beating the daylights out of the clown Group 2: While playing with the attractive toys the children witnessed adults enter the room and play nicely with Bobo Phase 3 Both groups brought into the same room The attractive toys were taken away from each group LEARNING THROUGH OBSERVATION Results • Experimental group: These kids modeled the behavior; Even added aggressive acts that had not been modeled Bandura, Ross, & Ross (1961) LEARNING THROUGH OBSERVATION Criticisms Bobo doll is unrealistic set-up; no external validity Bias towards the production of aggression TYPES OF REINFORCEMENT IN OBSERVATIONAL LEARNING Bandura (1977) Extrinsic reinforcement Intrinsic reinforcement Vicarious reinforcement Self-reinforcement FROM REINFORCEMENT TO SELF -REGULATION Bandura (1991) Posits that human behavior is motivated by self-regulation Self-monitoring Self-judgment Affective self-reaction AGGRESSION, INHUMANE BEHAVIOR, & MORAL DISENGAGEMENT Bandura (1973) Exposure to violence in media leads to aggressive acts by children Aggressive filmed model just as effective as live model Real clown just as effective as Bobo clown AGGRESSION, INHUMANE BEHAVIOR, & MORAL DISENGAGEMENT Modeling is apparent with copycat acts of aggression; dangerous behavior Doomsday Flight 1966 TV movie is a classic example The Program (1993 screen film) and Money Train (1995 screen film) are others Click on picture for news report Click on picture for video clip MODELING’S POSITIVE EFFECT… Friedrich & Stein (1972) The Mister Rogers Study Showed a preschool group Mister Rogers every weekday for four weeks During the viewing period, children from less educated homes became more cooperative, helpful, and more likely to state their feelings SESAME STREET IS DOING ITS PART… Social Cognitive Theory applied here… Maybe a new name? Kudos to Cookie Monster and his friends Cookie Monster making healthier choices SPONGEBOB MAY CAUSE PRESCHOOLERS TO ACT “HURRIED” Lillard & Peterson (2011) Frantic pace can cause preschoolers to act “frantically” Bad news for SpongeBob and friends AGGRESSION, INHUMANE BEHAVIOR, & MORAL DISENGAGEMENT Bandura (1986) Moral Disengagement The process of convincing oneself that ethical standards do not apply to them in a particular context The process seems to permit individuals and institutions to take part in violence and other inhumane activities Their behavior is justified or exonerated Rationalization, minimizing, displacement, etc. are used to help in this respect SELF-EFFICACY Bandura (1977) The belief that we can perform an action successfully A judgment of personal capacity PSYCHOTHERAPY & BEHAVIOR MODIFICATION Modeling has been used to reduce fears in children and adults Increase self-efficacy BANDURA’S THEORY Strengths Strong emphasis on experimental research Clinical application; using modeling as a form of psychotherapy Blend of internal and external variables add holistic value to his ideas; allows for analysis of a wide range of behaviors Appreciated that his experiments were based on philosophical assumptions; yet he avoided elevating his empirical conclusions into philosophical ones Not guilty of overextending his findings BANDURA’S THEORY Weaknesses Ethical issues of using aggressive models In order to develop self-regulation and self-efficacy in the classroom, there must be enough time to create a sense of mastery in each subject Unfortunately, that time may not always be available Unconscious mind not considered JULIAN ROTTER Biographical Background Born in Brooklyn in 1916 In high school, he became familiar with the writings of Freud and Adler Undergrad: Majored in chemistry at Brooklyn College Got MA at University of Iowa In 1941, received a PhD in clinical psychology from Indiana University Published Social Learning and Clinical Psychology in 1954 Moved to the University of Connecticut in 1963 and remained there after retirement Died in 2014 INTERNAL VS. EXTERNAL CONTROL OF REINFORCEMENT Rotter's devised the most famous scale for measuring generalized expectancies (1966) Internal-External Control Scale (I-E Scale) Attempts to measure our locus of control The degree to which people perceive a causal relationship between their own efforts and environmental consequences LOCUS OF CONTROL Gender Males tend to be more internal than females when it comes to personal successes Rotter attributed this to cultural norms that emphasize aggressive behavior in males and submissive behavior in females However, he predicted that as societal structures change, this difference will be minimized LOCUS OF CONTROL Age As people get older, they tend to become more internal This may be due to the fact that as children, individuals do not have much control over their lives Additionally, people higher up in organizational structures tend to be more internal LOCUS OF CONTROL Moderation is best Rotter felt that an extreme belief in either internal or external locus of control is unrealistic and unhealthy PREDICTING BEHAVIOR Rotter suggested four variables that must be analyzed in order to make accurate predictions in any specific situation Behavior potential Expectancy Reinforcement value Psychological situation PREDICTING SPECIFIC BEHAVIORS Behavior Potential Behavior potential is the possibility that a particular response will occur at a given time and place in relation to its likely reinforcement Expectancy People's expectancy in any given situation is their confidence that a particular reinforcement will follow a specific behavior in a specific situation or situations Expectancies can be either general or specific, and the overall likelihood of success is a function of both generalized and specific expectancies PREDICTING SPECIFIC BEHAVIORS Reinforcement Value Reinforcement value is a person's preference for any particular reinforcement over other reinforcements if all are equally likely to occur Psychological Situation The psychological situation is that part of the external and internal world to which a person is responding Behavior is a function of the interaction of people with their meaningful environment WALTER MISCHEL Biographical Background Mischel was born in 1930 in Vienna, Austria, fleeing with his family to the United States after the Nazi occupation in 1938 He grew up in Brooklyn, New York and studied under George Kelly and Julian Rotter at Ohio State University, where he received his Ph.D. in clinical psychology in 1956 Mischel taught at the University of Colorado from 1956 to 1958, at Harvard University from 1958 to 1962, and at Stanford University from 1962 to 1983 Since 1983, Mischel has been in the Department of Psychology at Columbia University BEHAVIORAL SPECIFICITY Mischel (1968) Posits that individual behavior is influenced by the specific situation We behave consistently in the same manner in different situations only to the extent that these situations lead to similar consequences and have similar meaning for the person Traits can be helpful in describing behavior, they should not be seen as the sole determinants of behavior A COGNITIVE-AFFECTIVE PERSONALITY SYSTEM Mischel & Shoda (1995) Mischel does not believe that inconsistencies in behavior are due solely to the situation; he recognizes that inconsistent behaviors reflect stable patterns of variation within a person People's pattern of variability is their behavioral signature, or their unique and stable pattern of behaving differently in different situations A COGNITIVE-AFFECTIVE PERSONALITY SYSTEM Mischel & Shoda (1995) The personality dispositions that a person values very highly or those that are integral to his or her goals in life will influence his or her behavior more markedly than other dispositions The situation won’t affect behavior if its dealing with an important disposition CREDITS Some slides prepared with the help of the following websites : cepd410102.pbworks.com/w/file/fetch /.../social%20cognition. pptx psycdweeb.weebly.com/uploads/3/5/2/0/3520924/ alber t_bandura.ppt www.tarleton.edu/.../Learning Bandura.ppt rinaldipsych.synthasite.com/.../feist7e_ ppt_ch17_Rotter_Mischel.ppt www.uky.edu/.../Social%20Cognitive%20com ... faculty.caldwell.edu/ Jpedoto/Big%20Five-trait%20Controversy%202. ppt http://www.emor y.edu/EDUCATION/mfp/bandurabio.html http://itcdland.csumb.edu/~ mdrolet/MISTPor tfolio/ePor tfolio/Delivera bles/Drolet_Paper2.pdf https://www.boundless.com/psychology/personality/the -socialcognitive-perspective/bandura -and-rotter-s-per spectives/
