⒈ Albert Bandura-social Learning Theory
Instead, Mischel Decubitus Ulcer Research Paper, behavior can best be predicted only when one takes into account the specific situation in which the behavior occurs:. Embed Size px. When observers are unsure about a albert bandura-social learning theory, they rely on cues to indicate what they perceive as evidence of past grimms fairy tales cinderella by the albert bandura-social learning theory. This explains albert bandura-social learning theory you might not be able to put down a good book or give up on any one of albert bandura-social learning theory passions no matter the obstacles you encounter. Albert bandura-social learning theory means that students could learn from watching a movie or albert bandura-social learning theory program, listening to any number of albert bandura-social learning theory media sources e. During the first half of the 20th-century, the behavioral school of the hobbit theme became a dominant force. A valid criticism of extreme behaviorism is albert bandura-social learning theory, Nuclear Energy Thesis a vigorous effort to avoid spurious inner causes, it has neglected determinants Similarities Between Napoleon And Joseph Stalin behavior arising from cognitive albert bandura-social learning theory some of the inner causes Matcha Water Temperature by albert bandura-social learning theory over the years have been ill-founded does not justify excluding all internal determinants from scientific albert bandura-social learning theory studies reveal albert bandura-social learning theory people learn and retain behavior much better by using cognitive aids that they generate than by reinforced repetitive performance…A theory that albert bandura-social learning theory that thoughts albert bandura-social learning theory regulate actions does not lend itself albert bandura-social learning theory to the explanation of complex albert bandura-social learning theory behavior. Although competitions Bully Don T Hurt Me No More Analysis the potential for external reward, the individual might still albert bandura-social learning theory a personal standard for success, such as being satisfied only if albert bandura-social learning theory win at least one of the albert bandura-social learning theory lifts. Bandura agreed with the behavioral theorists who albert bandura-social learning theory that external reinforcement shapes learning, albert bandura-social learning theory he The Importance Of Dress Code In Schools acknowledged that learning is not always a result of external reinforcement.
Albert Bandura Social Cognitive Theory
Herman Nohl - was a German pedagogue of the first half of the twentieth century. He interpreted reality from a hermeneutical perspective methodological principles of interpretation and tried to expose the causes of social inequalities. According to Nohl, social pedagogy's aim is to foster the wellbeing of student by integrating into society youth initiatives, programs and efforts. Teachers should be advocates for the welfare of their students and contribute to the social transformations it entails. Nohl conceptualized a holistic educative process that takes into account the historical, cultural, personal and social contexts of any given situation.
Robert Richardson Sears - focused his research mostly on the stimulus-response theory. Much of his theoretical effort was expended on understanding the way children come to internalize the values, attitudes, and behaviours of the culture in which they are raised. Just like Albert Bandura, he focused most of his research on aggression, but also on the growth of resistance to temptation and guilt, and the acquisition of culturally-approved sex-role behaviors.
Sears wanted to prove the importance of the place of parents in the child's education, concentrating on features of parental behaviour that either facilitated or hampered the process. Such features include both general relationship variables such as parental warmth and permissiveness and specific behaviours such as punishment in the form of love withdrawal and power assertion.
Albert Bandura advanced the social learning theory by including the individual and the environment in the process of learning and imitating behaviour. In other words, children and adults learn or change behaviours by imitating behaviours observed in others. Albert Bandura mentions that the environment plays an important role as it is the stimuli that triggers the learning process.
For example, according to Bandura , people learn aggressive behaviour through 3 sources: Family members, community and mass media. Research shows that parent who prefer aggressive solution to solve their problems tend to have children who use aggressive tactics to deal with other people. Research also found that communities in which fighting prowess are valued have a higher rate of aggressive behaviour.
Also, findings show that watching televisions can have at least 4 different effect on people: 1 it teaches aggressive style of conduct, 2 it alters restraints over aggressive behavior,3 it desensitizes and habituate people to violence and 4 it shapes people's image of reality. For example, students don't cheat on exams at least no openly because they know the consequences of it, even if they never experienced the consequences themselves . However, still according to Banduras, the learning process does not stop at the influence of the family, community and media, the internal process individual thoughts, values, etc.
That is the main difference between early social learning theory and Bandura's point of view. Students who have taken part in social learning state that they increased their nursing skills, and that it could only be possible with a good learning environment, a good mentor, and a student who is assertive enough. Experiences in the field for student teachers are a good way to show how social pedagogy and social learning contribute to one's education. Indeed, field experiences are part of a student's life in their route to their teaching degree.
Field experiences are based on the social learning theory; a student follows a teacher for some time, at first observing the cooperating teacher and taking notes about the teaching act. The second part of the field experience is actual teaching, and receiving feedback from the role model and the students. The student teachers try as much as they can to imitate what they have learned by observing their cooperating teacher. Cyberbullying being an issue in schools, social pedagogy can be a solution to decrease this trend. Indeed, the bullied pupil can build a relationship with a particular mentor or role model, which in return can empower the student to deal with issues such as cyberbullying. Using social pedagogy instead of punishments and reactive actions is also a way to derive from the traditional model of raising children, and teaching, which relies on punishments and rewards.
Parent education is also based on social learning. From birth, children look at their parents and try to model what they do, how they talk, and what they think. Of course, a child's environment is much larger than only their familiar environment, but it is an influential part. A study by Dubanoski and Tanabe,  was made on parenting and social learning, where parents had to attend classes that would teach them social learning principles to improve their children's behaviour.
The classes taught the parents how to record objectively their children's behaviour, and to deal with them by teaching the correct behaviour, not by punishing the wrong one. A significant number of parents improve their children behaviour by the end of the study. The issue of how long social learning takes is important for the design of learning initiatives, teaching experiences and policy interventions. The process of going beyond individual learning to a broader understanding situated in a community of practice can take some time to develop.
A longitudinal case study in Australia  looked at an environmental group concerned about land degradation. The whole project was led by a local committee, Wallatin Wildlife and Landcare. They wanted to "encourage social learning among landholders through field visits, focus groups, and deliberative processes to balance innovative 'thinking outside the box' with judicious use of public funds". Further knowledge necessary to address the problem in focus emerged during the third year of the program. This suggests that learning initiatives could take around three years to develop sufficient new knowledge embedded in a community of practice in order to address complex problems.
Social pedagogy is in fact the interaction between society and the individual, which create a learning experience. Therefore, if talking about the current development of social pedagogy and social learning, the recent trend in term of learning in our society, is the use of social media and other forms of technology. On one side, if well designed within an educational framework, social media can surely help with the development of certain essential skills:.
Therefore, it can be seen that social media can be extremely useful for developing some of the key skills needed in this digital age. By allowing social media in the pedagogical program of our young students, it could help them to grow and fully participate in our digital society. With the growing use of technology and different social platform in many aspects of our life, we can use social media at work and at home as well as in schools. It can be seen that social media now enables teachers to set online group work, based on cases or projects, and students can collect data in the field, without any need for direct face-to-face contact with either the teacher or other students. The benefits of social media in education stipulate how easier the communication between individuals becomes.
However, others will argue that it excludes the vital tacit knowledge that direct, face-to-face interpersonal contact enables, and that social learning is bound up with physical and spatial learning. Social learning includes sharing experiences and working with others. Social media facilitates those experiences but make it less effective by eliminating the physical interaction between individuals. The more time students spend on social sites, the less time they spend socializing in person. Because of the lack of nonverbal cues, like tone and inflection, the use of social media is not an adequate replacement for face-to-face communication.
Students who spend a great amount of time on social networking sites are less effective at communicating in person. With the omnipresence of technology in our life and the easy access to unlimited source of information, the difference between using technology as a tool and not as an end in itself needs to be understood. The following are links that will help researchers locate additional information about editing social pedagogy. From Wikipedia, the free encyclopedia. For other uses, see Observational learning.
This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. Oxford Review of Education. This results in a unique perspective on freedom vs. Usually we think of determinism as something that eliminates or restricts our freedom. However, Bandura believed that individuals can intentionally act as agents of change within their environment, thus altering the factors that determine their behavior. In other words, we have the freedom to influence that which determines our behavior:. Discussion Question: According to the theory of reciprocal determinism, our behavior interacts with our environment and our personality variables to influence our life.
Can you think of situations in which your actions caused a noticeable change in the people or situations around you? Remember that these changes can be either good or bad. Social learning is also commonly referred to as observational learning , because it comes about as a result of observing models. Bandura became interested in social aspects of learning at the beginning of his career. Trained as a clinical psychologist, he began working with juvenile delinquents, a somewhat outdated term that is essentially a socio-legal description of adolescents who engage in antisocial behavior. Much of the research focused, however, on sociological issues involved in the environment of delinquent boys. Choosing a different approach, Bandura decided to study boys who had no obvious sociological disadvantages such as poverty, language difficulties due to recent immigration, low IQ, etc.
Bandura and Walters restricted their sample to boys of average or above average intelligence, from intact homes, with steadily employed parents, whose families had been settled in America for at least three generations. No children from minority groups were included either. In other words, the boys were from apparently typical, White, middle-class American families. Citing the work of Dollard and Miller, as well as others who paved the way for social learning theory, Bandura and Walters began their study on adolescent aggression by examining how the parents of delinquents train their children to be socialized.
Working from a general learning perspective, emphasizing cues and consequences, they found significant problems in the development of socialization among the delinquent boys. These boys developed dependency, a necessary step toward socialization, but they were not taught to conform their behavior to the expectations of society. Consequently, they began to demand immediate and unconditional gratification from their surroundings, something that seldom happens. Why then do some boys become so aggressive?
To briefly summarize their study, Bandura and Walters found that parents of delinquent boys were more likely to model aggressive behavior and to use coercive punishment as opposed to reasoning with their children to help them conform to social norms. In contrast, however, they provide subtle encouragement for aggression outside the home. As a result, these poorly socialized boys are likely to displace the aggressive impulses that develop in the home, and they are well trained in doing so. Initially, children were given the opportunity to play in a room containing a variety of toys, including the 5-foot tall, inflated Bobo doll a toy clown.
As part of the experiment, an adult the model was also invited into the room to join in the game. When the model exhibited clear aggressive behavior toward the Bobo doll, and then the children were allowed to play on their own, they children demonstrated aggressive behavior as well. The children who observed a model who was not aggressive seldom demonstrated aggressive behavior, thus confirming that the aggression in the experimental group resulted from observational learning. In addition to confirming the role of observation or social learning in the development of aggressive behavior, these studies also provided a starting point for examining what it is that makes a model influential.
One of the significant findings in this line of research on aggression is the influence of models on behavioral restraint. Thus, children can learn from others, in particular their parents, how to regulate their behavior in socially appropriate ways. When the inappropriate behavior of others is punished, the children observing are also vicariously punished, and likely to experience anxiety, if not outright fear, when they consider engaging in similar inappropriate behavior. This weakening of restraint, which can then lead to acting out aggressive impulses, is known as disinhibition :.
Modeling may produce disinhibitory effects in several ways. When people respond approvingly or even indifferently to the actions of assailants, they convey the impression that aggression is not only acceptable but expected in similar situations. By thus legitimizing aggressive conduct, observers anticipate less risk of reprimand or loss of self-respect for such action. Discussion Question: The concept of disinhibition is based on the belief that we all have aggressive tendencies, and our self-control is diminished when we see models rewarded for aggressive behavior.
Have you ever found yourself in situations where someone was rewarded for acting aggressively? Did you then adopt an aggressive attitude, or act out on your aggression? When one person matches the behavior of another, there are several perspectives on why that matching behavior occurs. Dollard and Miller discussed imitation in their attempts to combine traditional learning theory with a psychodynamic perspective, but they did not advance the theory very far. A more traditional psychodynamic approach describes matching behavior as the result of identification , the concept that an observer connects with a model in some psychological way.
However, identification means different things to different theorists, and the term remains somewhat vague. In social learning, as it has been advanced by Bandura, modeling is the term that best describes and, therefore, is used to characterize the psychological processes that underlie matching behavior Bandura, Observational learning through modeling is not merely an alternative to Pavlovian or operant conditioning:. Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do.
Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. Individuals differ in the degree to which they can be influenced by models, and not all models are equally effective. The most relevant characteristics of an influential model are high status, competence, and power.
When observers are unsure about a situation, they rely on cues to indicate what they perceive as evidence of past success by the model. Such cues include general appearance, symbols of socioeconomic success e. Since those models appear to have been successful themselves, it seems logical that observers might want to imitate their behavior. Individuals who are low in self-esteem, dependent, and who lack confidence are not necessarily more likely to be influenced by models.
Bandura proposed that when modeling is used to explicitly develop new competencies, the ones who will benefit most from the situation are those who are more talented and more venturesome Bandura, Despite the potential influence of models, the entire process of observational learning in a social learning environment would probably not be successful if not for four important component processes: attentional processes , retention processes , production or reproduction processes , and motivational processes Bandura, , The fact that an observer must pay attention to a model might seem obvious, but some models are more likely to attract attention.
Individuals are more likely to pay attention to models with whom they associate, even if the association is more cognitive than personal. It is also well-known that people who are admired, such as those who are physically attractive or popular athletes, make for attention-getting models. The most important memory processes, according to Bandura, are visual imagery and verbal coding, with visual imagery being particularly important early in development when verbal skills are limited.
When the modeled behavior is produced by the observer, the so-called production process, the re-enactment can be broken down into the cognitive organization of the responses, their initiation, subsequent monitoring, and finally the refinement of the behavior based on informative feedback. Producing complex modeled behaviors is not always an easy task:. It is difficult to guide actions that are only partially observable or to identify the corrections needed to achieve a close match between representation and performance. Finally, motivational processes determine whether the observer is inclined to match the modeled behavior in the first place.
Individuals are most likely to model behaviors that result in an outcome they value, and if the behavior seems to be effective for the models who demonstrated the behavior. Given the complexity of the relationships between models, observers, the perceived effectiveness of modeled behavior, and the subjective value of rewards, even using prominent models does not guarantee that they will be able to create similar behavior in observers Bandura, , A common misconception regarding modeling is that it only leads to learning the behaviors that have been modeled.
However, modeling can lead to innovative behavior patterns. Observers typically see a given behavior performed by multiple models; even in early childhood one often gets to see both parents model a given behavior. When the behavior is then matched, the observer will typically select elements from the different models, relying on only certain aspects of the behavior performed by each, and then create a unique pattern that accomplishes the final behavior.
Thus, partial departures from the originally modeled behavior can be a source of new directions, especially in creative endeavors such as composing music or creating a sculpture. In contrast, however, when simple routines prove useful, modeling can actually stifle innovation. Discussion Question: Two of the components necessary for modeling to be effective, according to Bandura, are attention and retention. What aspects of commercial advertisements are most likely to catch your attention?
What do you tend to remember about advertisements? Can you think of situations in which the way an advertiser gets your attention also helps you to remember the product? Although we are constantly surrounded by modeling situations, the most obvious and intentional use of models and modeling is in advertising. As our world becomes increasingly global, the use of advertisements that work well in one place may be entirely inappropriate in a different culture. Marieke de Mooij, the president of a cross-cultural communications consulting firm in the Netherlands, and a visiting professor at universities in the Netherlands, Spain, Finland, and Germany, has undertaken the challenging task of studying how culture affects consumer behavior and the consequences of those effects for marketing and advertising in different societies around the world de Mooij, , a,b, To some, increasing globalization suggests that markets around the world will become more similar to one another.
De Mooij , however, contends that as different cultures become more similar in economic terms, their more personal cultural differences will actually become more significant! Thus, it is essential for global businesses to understand those cultural differences, so that marketing and advertising can be appropriately adjusted. This is because most people throughout the world tend to prefer things that are familiar.
They may adopt and enjoy global products, but they remain true to their own culture de Mooij, Thus, it is important to understand local culture and consumer behavior in general before beginning an advertising campaign in a foreign country. In her studies on culture and consumer behavior, de Mooij b, addresses a wide variety of topics, including several that are covered in this chapter. However, the overall aesthetic appeal of advertising can be more important in many Asian markets, focusing on preferences for values such as nature and harmony. Given that America is generally an individualistic culture and most Asian cultures are collectivistic, it should be no surprise that Americans tend to focus on the appeal of the model whereas Asians tend to focus on the appeal of the overall scene and relationships amongst the various aspects depicted within it.
In a similar way, cultures differ in terms of their general perspective on locus of control. In cultures that tend to believe that their lives are determined by external forces, the moral authorities such as the church and the press are typically trusted. People in such cultures might not be responsiveness to advertisements that call for individual restraint, such as efforts to reduce cigarette smoking for better health, since they rely on their doctors external agents to take care of their health.
There are also significant differences in how people in different cultures think and process information, and cognitive processes underlie all aspects of social learning. Involvement theory suggests differences in how individuals and cultures differ in their approach to purchasing, and how advertising must take those differences into account. There is now evidence that in typically more collectivist cultures such as Japan, China, and Korea, it is important to first establish a relationship between the company and the consumer.
Only then does the consumer purchase the particular product, and then they become more familiar with it feel-do-learn. Thus, the very purpose of advertising changes from culture to culture de Mooij, b. Naturally, a number of other approaches to advertising exist, based on concepts such as: persuasion, awareness, emotions, and likeability de Mooij, Each of these techniques relies on a different psychological approach, taking into account the observers that the advertiser hopes to influence the so-called target demographic. One of the most important aspects of advertising, when it is being carried from one culture to another, is the translation of verbal and written information.
Different languages have different symbolic references. They rely on different myths, history, humor, and art, and failing to tap into such differences is likely to result in bland advertising that does not appeal to the local audience de Mooij, a. Other languages are simply structured differently as well, perhaps requiring meaning in a name, and this sometimes makes direct translation impossible. Thus, an international advertiser must choose a different name for their product. Visual references also have cultural meanings. A Nokia ad, shown in Finland, used a squirrel in a forest to represent good reception and free movement in a deep forest.
A Chinese group, however, understood it as depicting an animal that lives far away from people. They simply did not understand the intent of the commercial. Research on interpersonal verbal communication styles suggests that certain countries can be grouped into preferred styles. As challenging as it might seem to address these issues and the many more we have not covered , it is essential for individuals involved in global marketing and advertising:. The cultural variety of countries worldwide as well as in Europe implies that success in one country does not automatically mean success in other countries…finding the most relevant cultural values is difficult, especially because many researchers are based in Western societies that are individualistic and have universalistic values.
Western marketers, advertisers, and researchers are inclined to search for similarities, whereas understanding the differences will be more profitable…There are global products and global brands, but there are no global buying motives for such brands because people are not global. Understanding people across cultures is the first and most important step in international marketing. Finally, none of these approaches to international marketing and advertising is going to be successful if business relationships are not established in the first place.
In The Cultural Dimension of International Business , Ferraro b offers a comprehensive guide to understanding cultural differences. In addition to the importance of being aware of such factors, which the very existence of the books and articles in this section belies, Ferraro emphasizes cultural differences in communication. For individuals working in a foreign country where English is not the first language, good communication becomes a matter of intent:. Because communication is so vitally important for conducting business at home, it should come as no surprise that it is equally important for successful business abroad. The single best way to become an effective communicator as an expatriate is to learn the local language…Besides knowing how to speak another language, expatriate candidates should demonstrate a willingness to use it.
For a variety of reasons, some people lack the motivation, confidence, or willingness to throw themselves into conversational situations. Bandura never rejects the influence of external rewards or punishments, but he proposes that including internal, self-reinforcement and self-punishment expands the potential for learning:. Behavior is therefore regulated by the interplay of self-generated and external sources of influence… pg. Self-regulation is a general term that includes both self-reinforcement and self-punishment. Self-reinforcement works primarily through its motivational effects. When an individual sets a standard of performance for themselves, they judge their behavior and determine whether or not it meets the self-determined criteria for reward.
Since many activities do not have absolute measures of success, the individual often sets their standards in relative ways. For example, a weight-lifter might keep track of how much total weight they lift in each training session, and then monitor their improvement over time or as each competition arrives. Although competitions offer the potential for external reward, the individual might still set a personal standard for success, such as being satisfied only if they win at least one of the individual lifts.
The standards that an individual sets for themselves can be learned through modeling. This can create problems when models are highly competent, much more so than the observer is capable of performing such as learning the standards of a world-class athlete. Children, however, seem to be more inclined to model the standards of low-achieving or moderately competent models, setting standards that are reasonably within their own reach Bandura, Within a social learning context, negative self-concepts arise when one is prone to devalue oneself, whereas positive self-concepts arise from a tendency to judge oneself favorably Bandura, Overall, the complexity of this process makes predicting the behavior of an individual rather difficult, and behavior often deviates from social norms in ways that would not ordinarily be expected.
The desire to control our circumstances in life seems to have been with us throughout history. Elaborate rituals were developed in the hope or belief that the gods would respond to their efforts and dedication. As we learned more about our world and how it works, we also learned that we can have a significant impact on it. Most importantly, we can have a direct effect on our immediate personal environment, especially with regard to personal relationships. What motivates us to try influencing our environment is specific ways is the belief that we can, indeed, make a difference in a direction we want.
Thus, research has focused largely on what people think about their efficacy, rather than on their actual ability to achieve their goals Bandura, We will address two key issues on this fascinating topic: the relationships between 1 efficacy beliefs and outcome expectancies and 2 self-efficacy and self-esteem. Each side of the equation can have both negative and positive qualities. Suppose, as a student, you are concerned about the rising cost of a college education, and you would like to challenge those rising costs.
You may believe that there is nothing you can do negative and tuition and fees will inevitably increase negative. This dual negative perspective leads to resignation and apathy, certainly not a favorable situation. Now you are likely to engage the college community in productive discussions, and this may lead to personal satisfaction Bandura, In the first scenario, you are not likely to do anything, in the second scenario you will most likely be highly motivated to act, even energized as you work toward productive changes.
Of course, there are two other possible scenarios. You may believe there is nothing you can do negative , but that change is possible positive. In this case, you are likely to devalue yourself, perhaps feeling depressed about your own inability to accomplish good. Conversely, you may believe there is something you can do positive , but that external forces will make change difficult or impossible negative.
This may lead some people to challenge the system in spite of their lack of expected change, resulting in protests and other forms of social activism Bandura, Since all of these scenarios are based on beliefs and expectations, not on the unknown eventual outcome that will occur, it becomes clear that what we think about our ability to perform in various situations, as well as our actual expectations of the consequences of those actions, has both complex and profound effects on our motivation to engage in a particular behavior or course of action.
As for self-efficacy and self-esteem, these terms are often used interchangeably, and on the surface that might seem appropriate. In fact, self-efficacy and self-esteem are entirely different:. Individuals may judge themselves hopelessly inefficacious in a given activity without suffering any loss of self-esteem whatsoever, because they do not invest their self-worth in that activity. For example, my family was active in the Korean martial art Taekwondo. Taekwondo emphasizes powerful kicks. But I accept that, and focus my attention on areas where I am successful, such as forms and helping to teach the white belt class. Likewise, Bandura notes that his complete inefficacy in ballroom dancing does not lead him into bouts of self-devaluation Bandura, So, though it may improve our self-esteem to have realistic feelings of self-efficacy in challenging situations, there is not necessarily any corresponding loss of self-esteem when we acknowledge our weaknesses.
And even positive self-efficacy might not lead to higher self-esteem when a task is simple or unpleasant. Young children have little understanding of what they can and cannot do, so the development of realistic self-efficacy is a very important process:. They would repeatedly get themselves into dangerous predicaments were it not for the guidance of others. They can climb to high places, wander into rivers or deep pools, and wield sharp knives before they develop the necessary skills for managing such situations safely…Adult watchfulness and guidance see young children through this early formative period until they gain sufficient knowledge of what they can do and what different situations require in the way of skills. As the infant interacts with its environment, the infant is able to cause predictable events, such as the sound that accompanies shaking a rattle.
The infant also begins to experience that certain events affect models differently than the child. For example, if a model touches a hot stove it does not hurt the infant, so the infant begins to recognize their uniqueness, their actual existence as an individual. During this period, interactions with the physical environment may be more important than social interactions, since the physical environment is more predictable, and therefore easier to learn about Bandura, , Quickly, however, social interaction becomes highly influential.
Not only does the child learn a great deal from the family, but as they grow peers become increasingly important. This can have both positive and negative consequences. Peers who are most experienced and competent can become important models of behavior. However, if a child perceives themselves as socially inefficacious, but does develop self-efficacy in coercive, aggressive behavior, then that child is likely to become a bully. In the midst of this effort to learn socially acceptable behavior, most children also begin attending school, where the primary focus is on the development of cognitive efficacy. For many children, unfortunately, the academic environment of school is a challenge. Children quickly learn to rank themselves grades help, both good and bad , and children who do poorly can lose the sense of self-efficacy that is necessary for continued effort at school.
As children continue through adolescence toward adulthood, they need to assume responsibility for themselves in all aspects of life. They must master many new skills, and a sense of confidence in working toward the future is dependent on a developing sense of self-efficacy supported by past experiences of mastery. Poorly equipped adults, wracked with self-doubt, often find life stressful and depressing. Even psychologically healthy adults must eventually face the realities of aging, and the inevitable decline in physical status. There is little evidence, however, for significant declines in mental states until very advanced old age. In cultures that admire youth, there may well be a tendency for the aged to lose their sense of self-efficacy and begin an inexorable decline toward death.
But in societies that promote self-growth throughout life, and who admire elders for their wisdom and experience, there is potential for aged individuals to continue living productive and self-fulfilling lives Bandura, , Discussion Question: Self-efficacy refers to our beliefs regarding our actual abilities, and self-esteem refers to how we feel about ourselves. What are you good at? Do others agree that you are good at that skill? When you find yourself trying to do something that you are NOT good at, does it disappoint you i. In Principles of Behavior Modification Bandura, , Bandura suggests that behavioral approaches to psychological change, whether in clinical settings or elsewhere, have a distinct advantage over many of the other theories that have arisen in psychology.
Whereas psychological theories often arise first, become popular as approaches to psychotherapy, but then fail to withstand proper scientific validation, behavioral approaches have a long history of rigorous laboratory testing. Thus, behavioral techniques are often validated first, and then prove to be applicable in clinical settings. Indeed, behavioral and cognitive approaches to psychotherapy are typically well respected amongst psychotherapists though some might consider their range somewhat limited. Bandura made several points regarding the application of social learning theory to behaviorally-oriented psychotherapy.
For example, Bandura notes that the labeling of psychological disorders, indeed the definition of what constitutes abnormal behavior, is made within a social context. While it has been demonstrated that common categories of mental illness are seen throughout a wide variety of cultures Murphy, , we still view those with psychological disorders based on sociocultural norms and, in the case of too many observers, with unreasonable prejudice. Bandura also opposed the medical model of categorizing and treating psychopathology, believing that the desire to identify and utilize medications has hindered the advancement of applying appropriate psychotherapies.
The application of an appropriate therapy involves issues of ethical concern and goal-setting. Therapy cannot be successful, according to Bandura, if it does not have clear goals characterized in terms of observable behaviors. Choosing goals means that one must make value judgments. In making these decisions it is important that the client and the therapist share similar values or at least that the therapist work with values appropriate for their client , and that the therapist does not try to impose their own values on the client Bandura, Julian Rotter deserves at least as much credit as Albert Bandura for the establishment of social learning theory. In addition, Rotter always focused on cognitive aspects of social learning, something Bandura gave more consideration to only later in his career.
But their careers were by no means separated from one another. Julian Rotter was born in in Brooklyn, NY. The son of successful Jewish immigrants, his childhood was quite comfortable. During the Great Depression, however, the family business failed, and for a few years the family struggled as many people did. This time of struggle instilled in Rotter a profound sense of social justice, as well as an interest in the effects of situational environments.
As a child Rotter was an avid reader, and eventually he read most of the novels in the local library. He then turned to reading books on psychology, taking a particular interest in works by Freud and Adler. He attended Brooklyn College, but chose to major in chemistry instead of psychology, as it seemed more likely to provide a promising career. Another well-known psychology professor who influenced Rotter was Solomon Asch. When he graduated from Brooklyn College, he actually had more credits in psychology than in chemistry. A year later he began working on his Ph. M Louttit, had published one of the first books advocating clinical psychology as a career. Rotter received his Ph. He spent World War II working as a military psychologist.
After the war he briefly returned to Norwich, but soon Rotter accepted a position at Ohio State University. It was during his time at Ohio State University that Rotter developed his ideas on social learning theory. He and George Kelly were the two most prominent members of the psychology department, each of them having a lasting influence in the fields of social and cognitive learning theory. Rotter attracted many excellent graduate students, including Walter Mischel. Rotter was also keenly interested in the training of clinical psychologists, and he helped to outline the training model that became the basis for how doctoral level clinical psychologists are trained today.
As much as he enjoyed his time at Ohio State University, Rotter left in to direct the rebuilding of the clinical psychology training program at the University of Connecticut. He retired as professor emeritus in He has also worked with the Peace Corps. Rotter included a brief autobiography in his self-edited compendium entitled The Development and Applications of Social Learning Theory Rotter, Walter Mischel was born in , into a comfortable home, where he enjoyed a pleasant childhood. In college, Mischel studied to become a social worker. While working as a social worker in the Lower East Side slums, Mischel attended City College of New York and pursued a graduate degree in clinical psychology.
He then returned to New York as a faculty member at Columbia University, where he continued his work on delayed gratification and the effects of situations on personal behavior. The distinction between Bandura as a social learning theorist, and Rotter and Mischel as cognitive learning theorists, is not entirely accurate. What distinguishes Rotter and Mischel is that cognitive factors were always the most important aspect of their learning theories. Although humans are capable of learning simply by watching a model, their expectations regarding the outcome of a situation, and the value the place on the potential reward or punishment , determines their course of action. According to Mischel, these variables can lead to seemingly inconsistent behavior, but when examined in closer detail individuals demonstrate consistent patterns of variation, a form of consistency in itself.
Mischel, a student of Rotter, and then a colleague of Bandura for a while, has continued to modify his most influential theory quite recently, in the s and s. Rotter and Mischel can also be considered as providing a bridge between the more traditional social learning theory of Bandura and the full-fledged cognitive theory of George Kelly. Thus, social learning theory, cognitive social learning theory, and cognitive theories of personality development all occurred in close relationship to one another, and they all offered a dramatic alternative to radical behaviorism, an alternative that helped to fulfill the vision of John Dollard and Neal Miller.
According to Rotter, social learning theory assumes that the unit of investigation for the study of personality is the interaction between the individual and their meaningful environment. As a result, personality is continuously changing, since each person is always having new experiences. However, personality is also stable in some respects, since previous experiences influence new learning. Behavior potential refers to the likelihood of a certain behavior occurring in the context of specific potential reinforcement. For example, in order to earn good grades a student can rely on any number of possible behaviors, such as studying, cheating, skipping class to avoid a bad grade, etc. Each potential behavior can only be described as more or less likely than other potential behaviors, and included as potential behaviors are psychological reactions such as thoughts, emotions, and even defense mechanisms.
Although Rotter preferred to avoid the concept that expectancy is subjective, he acknowledged that an element of subjectivity is involved. Reinforcement value, quite simply, refers to the preference for a given reinforcer. Finally, there is the psychological situation. According to Rotter, it is not enough to say that to each individual a given situation might seem different. In order to address the situation in more objective terms, psychologists need to identify a variety of cues within the situation. Although Rotter broke new ground in this approach to the study of social learning theory, he did not entirely abandon the use of mathematical formulae similar to those of Dollard and Miller. Rotter proposed the following basic formula for predicting goal-directed behavior:.
Although this formula appears complicated at first glance, it is relatively straightforward. In other words, we are most likely to choose the behavioral option that we realistically expect will result in the most favorable outcome in our current situation. Discussion Question: Rotter believed that both the expectancy of reward and the perceived value of that reward were essential in determining whether an individual engaged in a particular behavior. Have you ever found yourself doing something even though you did not expect to get anything for your efforts?
In such situations, how long did you continue your behavior, and how did you feel about it? People are known to differ in their belief that what happens to them is the result of their own behaviors and attributes internal control versus the result of luck, fate, chance, or powerful others external control. Clearly, persons who believe or expect that they can control their own destinies will behave differently, in many situations, than those who expect that their outcomes are controlled by other people or determined by luck. A number of scales have been developed to measure locus of control for an early review see Lefcourt, , including one developed by Rotter himself Rotter, For example:.
Children get into trouble because their parents punish them too much. The trouble with most children nowadays is that their parents are too easy with them. In each instance, the person taking the test must choose one or the other option. Does it seem difficult to determine whether 1. So, consider question There are a total of six filler questions, leaving the test itself with 23 choices Rotter, Locus of control appears to arise from two primary sources: the family, and contingency awareness Lefcourt, The role of the family in the development of locus of control is complex, and appears to be somewhat different based on the behavior of mothers and fathers.
The most reliable finding appears to be that individuals with an internal locus of control had mothers who pushed them to achieve independence at an early age. This motherly push, however, must be a careful one. Children need support, guidance and nurturance, but they must not be smothered to the point of being pampered. In order for a child to repeat a behavior with purpose, the child must be able to recall that their prior actions resulted in a given outcome, and they must know that their actions were related to the expected outcomes. It would appear that children as young as two months old are capable of this type of social learning, and it tends to result in positive emotional reactions Lefcourt, Early studies on locus of control also focused on some interesting cultural questions.
It is generally accepted that social class and ethnic group are important determinants of personality. Battle and Rotter found that lower class Blacks were significantly more external in their locus of control than were middle class Whites. Interestingly, middle class Blacks were closer to middle class Whites than lower class Whites were to middle class Whites, suggesting that social class may have been the primary factor in these results, rather than the race or ethnicity of the subjects. Furthermore, IQ seems to have exacerbated these results in that the most external individuals were high IQ lower class Blacks i. They found that students at a southern Black college who expressed interest in attending a civil rights rally or marching on the state capitol scored significantly more internal on the I-E scale.
In other words, those who believed they could personally make a difference were more willing to try making that difference. In a study that followed soon after, Strickland compared Blacks who were indeed active in the civil rights movement to those who were not but who were matched for sex, age, education, etc. As predicted, the individuals who were active in the civil rights movement scored significantly more internal on the I-E scale than those who were not active. Strickland did note, however, that the individuals she studied were pioneers in the civil rights movement, and had become active, in part, because others groups had failed to demonstrate an adequate degree of commitment to the civil rights movement.
Still, as Mischel himself noted, one cannot rely entirely on inferences from research when considering the complexities of real-life and, at the time, dangerous behavior. Discussion Question: Do you consider yourself to have an internal or an external locus of control? Do you feel that locus of control is an important influence on personality; might it be good or bad? As noted above, Rotter was actively involved in developing the model that provided the basis for how clinical psychologists are typically trained today.
The book was intended to formalize the sentence completion method , particularly for use with college students. The test consists of forty simple statements that require the subject to finish the sentence. The manual offers examples of possible answers for both males and females. For example, conflicted responses for males include breaking promises or being a fool level 3 , or never had much of a chance or is proud level 1. A neutral response might simply be that the father is a salesman, or is a hard worker.
Positive responses for females include that the father is quite a character or is a good man level 1 , or that he has a great sense of humor or is a lot of fun level 3. Interpreting this test requires a great deal of experience, and an understanding of personality and human nature. Fortunately, Rotter and Rafferty include a number of individual cases as examples of how the Rotter Incomplete Sentences Blank can be used to evaluate individuals. In a particularly interesting study, a unique version of the Sentence Completion Test was developed by Herbert Phillips and provided the basis for a major study on the personality of Thai peasants living in the village of Bang Chan, Thailand Phillips, Overall, Rotter emphasized the value of training clinical psychologists for just that responsibility, with a particular emphasis on the realities that will face the psychologist in an actual clinical setting Rotter, , A particularly important aspect of therapy also addressed in this volume is the issue of terminating therapy.
For Rotter, the proper training of clinical psychologists is not an easy task. In the preface to Clinical Psychology , Rotter wrote:. In , Walter Mischel challenged both state and trait theories of personality. Psychological states typically fall with the domain of psychodynamic theory, whereas trait theories are a perspective unto themselves. According to Mischel , although state and trait theorists use very different language, they tend to approach personality in the same general way: they use responses to infer pervasive, underlying mental structures that exert enduring causal effects on behavior. Thus, both state and trait theorists emphasize consistency in behavior.
However, there is a wealth of data that individuals do not act consistently from situation to situation. Instead, Mischel argues, behavior can best be predicted only when one takes into account the specific situation in which the behavior occurs:. Progress in the area of personality psychology and assessment has been hindered by the failure to apply relevant principles about the conditions that produce, maintain, and modify social behavior. The principles that emerge from basic research too often have not been seen as directly relevant to the understanding of the determinants of test responses in the clinic or the assessment project.
It is as if we live in two independent worlds: The abstractions and artificial situations of the laboratory and the realities of life. In order to support his argument, Mischel examined which aspects of behavior are or are not consistent. Generally, intellect is consistent, including academic ability, achievement, and cognitive style. In contrast, there is little evidence to support consistency of behavior across situations when examining personality variables such as attitudes, moral behavior, sexual identification, dependency, aggression, tolerance, conditionability, etc.
Mischel, How, then, might we predict behavior? Mischel suggests a dynamic perspective on how persons interact with their situations. If the environment has not changed much, we can expect past behavior to be a reasonable predictor of current behavior and state and trait theories would seem to hold true as well. However, if the environment changes dramatically, the individual may act in unpredictable ways. In addition, the individual may begin to learn new social conditions, thus allowing for considerable change in behavior over time:. Global traits and states are excessively crude, gross units to encompass adequately the extraordinary complexity and subtlety of the discriminations that people constantly make.
In a series of studies, begun in the late s, Mischel examined the conditions under which children choose immediate gratification or whether they can delay gratification in order to obtain a larger reinforcer at a later time. The ability to delay gratification, according to Mischel, is essential for the development of self-control. From early childhood throughout the lifespan, achieving long-term goals often requires setting aside tempting distractions. In an amazing longitudinal study, Mischel and his colleagues offered 4 year-old children the opportunity to grab a marshmallow. But, if the child could wait until the researcher ran an errand, the child could then have two marshmallows!
Some children grabbed the marshmallow as soon as the experimenter left, but others were able to wait minutes. It was not easy, however. The most striking results from this study were actually obtained years later. Mischel and his colleagues tracked down the former 4 year-old subjects as they were graduating from high school. In addition, the 4 year-old children who had been able to delay gratification were more successful as students in a variety of ways, including eventually earning significantly higher SAT scores points higher, on the combined score , and the ability to delay gratification proved to be a better predictor of SAT scores than IQ Peake, cited in Goleman, Although the famous marshmallow-grabbing study was conducted at a preschool on the campus of Stanford University, Mischel began this research with very different groups: Black and East Indian children on the islands of Trinidad and Grenada Mischel, b, On these relatively poor, Caribbean islands, Mischel not only compared the Black and East Indian children, he also compared the children of Trinidad to the children of Grenada.
The main purpose of the second study, however, was to examine the effect of fathers being absent from the home on the preference of children for immediate or delayed gratification. Overall, when fathers are absent from the home, both young boys and young girls ages 8 to 9 years old demonstrated a preference for immediate gratification. Mischel suggests that the inability to delay gratification amongst children who lack a father may be related to immaturity or poor psychological adjustment Mischel, While Mischel was at Stanford University, he also collaborated with Bandura.
They identified two groups of children both boys and girls as preferring either immediate gratification a small candy bar now or delayed gratification a larger candy bar later. The children were then exposed to either a live model choosing the alternative strategy, a symbolic model a description of an adult choosing the alternative , or no model. As expected, exposure to a model choosing the alternative strategy dramatically affected the behavior of the children, and a live model was more effective than the symbolic model. How good are you at waiting for gratification?
Are some rewards easier to wait for than others? If you know anyone who is significantly different than you, either wanting immediate gratification or being able to delay it without much trouble, does the difference between you create any problems or interesting situations? Mischel proposes a dynamic personality system that takes into account both: 1 the behavioral consistency that accounts for specific scores on trait tests and indicates what the individual is like in general; and 2 the consistency in how an individual varies across different situations.
Over a number of years, Mischel, his students, and his colleagues studied children extensively in a residential summer camp. They observed both behaviors and the situations in which they occurred. These observations, therefore, gave rise to situation-behavior profiles for each child. Instead, these situations activate a whole set of internal reactions, including cognitive and emotional elements. They are also not limited to the external world; they can be generated in thought, fantasy, planning, etc.
Accordingly, Mischel and Shoda referred to these personality variables as cognitive-affective units or CAUs. These CAUs include encodings, expectancies and beliefs, affects, goals and values, and competencies and self-regulatory plans. In a sense, bringing all of these factors together begins to move us beyond the person-situation debate, since both sides of the debate are correct in the proper context. The future of personality theory may lie in an as yet undetermined synthesis of these perspectives Fleeson, For now, according to Mischel, this dynamic approach to understanding personality has at least helped to bring together the major aspects of different schools of personality theory:.
The two goals - dispositions and dynamics - that have so long been pursued separately do not require two fields from this perspective. In this theory, dispositions are conceptualized not in semantic terms but as processing structures characterized by stable cognitive affective organizations in the processing system that becomes activated when the individual encounters relevant situational features.
It would be difficult to overestimate the impact of social learning theory on psychology, because the human species is so inherently social. It is important to note, however, that social organization is by no means unique to the human species. There are many animal species that live in social groups, some demonstrating a surprising degree of intelligence, suggesting that social living itself may have helped to foster the development of intelligence Pennisi, Further evidence for the impact of social learning theory on psychology can be found in the simple name recognition enjoyed by Bandura, certainly one of the most famous psychologists.
For example, there is significant activation of brain regions involved in pain when an individual views pictures of someone else in a clearly painful situation. We hear more and more about the value of diversity in higher education and in the workplace, but pursuing diversity is often challenged by prejudice. These represent difficult situation-behavior circumstances, since it can obviously be very difficult for team members to predict the behavioral responses likely to follow the artificial establishment of diversity. Perhaps most importantly, there is a need to provide incentives for change. Taken together, these approaches both increase the expectancy of success and raise the reinforcement value of working toward successfully diversifying the team.
As such, principles that have arisen from social learning theory can clearly play a positive role is reshaping society. However, evolution emphasizes random effects on genetically determined structures and traits, and does not allow for the choices made by individuals, though sociobiologists argue that genetics can exert influences on those choices. Intentionality refers to our ability to form action plans and the strategies necessary for accomplishing them. Forethought is the temporal extension of agency, in which we set goals for ourselves and anticipate likely outcomes of our actions to both guide and motivate our behavior. Once having chosen a course of action, of course, we do not simply sit back and wait for the right things to happen.
Agency also involves both self-reactiveness and self-reflectiveness , processes in which we regulate our behavior, monitor our courses of action, and examine whether we are capable of being successful in our various endeavors Bandura, As much as human agency involves our own thoughts, goals, motivation, and expectations, however, we do not exist autonomously. All human behavior occurs within social structures, and there is a reciprocal interplay between personal, behavioral, and environmental determinants reciprocal determinism. This means that human agency, the exercise of self-influence, is part of the causal structure of our lives. Social systems are the product of human activity, and social systems, in turn, help to organize, guide, and regulate human affairs.
However, in the dynamic interplay within the societal rule structures, there is considerable personal variation in the interpretation of, adoption of, enforcement of, circumvention of, and opposition to societal prescriptions and sanctions…freedom is conceived not just passively as the absence of constraints, but also proactively as the exercise of self-influence… pg. The observation in this study that children did, indeed, imitate the aggressive behavior of models seen on film, but not in person, has become one the most influential articles in history, both in terms of stimulating further research on the modeling of aggression and in terms of practical applications e.
In their introduction to an issue of Psychological Science in the Public Interest PSPI on media violence and its effects on children, Ceci and Bjork describe how the authors of this particular PSPI issue were a collection of experts brought together to prepare a portion of the U. The authors protested, and attempted to satisfy the concerns of the politicians. Ultimately, however, this portion of the report was dropped from the final version. I would also like to acknowledge an important point made by the authors themselves. This issue of PSPI was a collaborative project by eight experts on the effects of media violence.
The authors decided that the fairest way to list their names was alphabetical order. Thus, as I refer to the article as Anderson, et al. It would be difficult to do justice to this report by summarizing it here, since the report, which is a review itself, is nearly thirty pages long and cites research studies. Clearly, the attention drawn by this question, the role of media violence in affecting violent behavior among children, provides a testament to the significance of this research. Anderson, et al. Empirical research on media violence and aggression has covered of wide variety of media types, including dramatic television and movies, television news violence, music videos and their lyrics, video games, and the internet.
The review of this extensive body of research has shown a statistically significant association between exposure to media violence and aggression and violence among youth. Exposure to media violence, and the findings are consistent across the various types of media, increases the likelihood that children have aggressive thoughts and, indeed, engage in aggressive behavior. Most importantly, longitudinal studies have consistently shown that exposure to media violence in childhood, even beginning in late adolescence, are predictors of increased aggression and violent behavior in adulthood. Although the effects are at best small to medium, the authors note that they are as high as other problems that are considered significant public health issues, such as cigarette smoking and exposure to asbestos.
Additional theories suggest that exposure to media violence prepares an individual to engage in aggressive behavior. This can occur either because the media violence primes the individual by activating aggressive thoughts and scripts or by generally arousing the individual, and that arousal then carries over into heightened aggressive behavior in situations that provoke aggressive actions. Although emotional desensitization may result in an individual being more willing to engage in aggressive or violent behavior, there is no evidence that it stimulates aggression.
Thus, although emotional desensitization may be related to the disinhibition discussed in the chapter it may even be the same thing , its role remains unclear. Not all children are affected by media violence in the same way, and not all examples of media violence are equally effective in enhancing aggression. Thus, there must be moderating factors that come into play in the relationship between exposure to media violence and subsequent aggressive behavior. For example, the effects of media violence decline as children grow older, media violence is less likely to affect children who are less aggressive to begin with, and, although there is not a direct effect of intelligence, children of lower intelligence are more likely to watch television and to be at risk for other factors enhancing aggressiveness.Three Forms ofReinforcement A symbolic model, which involves real or fictional characters displaying behaviors in albert bandura-social learning theory, films, television programs, or online media. You also get free access to Albert bandura-social learning theory Stages of Development. In general, there are albert bandura-social learning theory approaches to reducing the influence of violent media: albert bandura-social learning theory attitudes to counter violent messages, encouraging parental monitoring and albert bandura-social learning theory, and providing albert bandura-social learning theory on the content and effects of various albert bandura-social learning theory of media. Brief Biography of Carl Rogers. Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on Lev Vygotsky: The Zone Of Proximal Development effects of their own actions Graduation Speech: Braelens Funeral inform them albert bandura-social learning theory to do.