SOCIAL COGNITIVE THEORY Chapter 13 Albert Bandura: Modeling Theory SOCIAL COGNITIVE THEORY

Chapter Outline Life of Bandura Modeling Process of Observational Learning Self Reinforcement & Self-Efficacy Developmental Stages of Modeling & Self-Efficacy Behavior Modification Questions About Human Nature Assessment Research Reflections

Life of Bandura 1925 – Born in Canada Parents: Polish immigrants; stressed education 1980 APA’s Distinguished Scientific Contribution Award 2006 APA’s Gold Medal Award for Life Achievement

Much of what we learn could be acquired through observing others… ‘If knowledge could be acquired only through the effects of one’s own actions, the process of cognitive and social development would be greatly retarded, not to mention exceedingly tedious.’ (p. 47, Bandura, 1986)

Social-Cognitive Perspective of Bandura Self is a set of cognitive processes and structures including thoughts and perceptions We learn through observational learning / vicarous reinforcement by observing others’ behavior and the consequences for them Bandura: No direct link between stimulus and behavior – in between there are cognitive processes (different from Skinner)

Social-Cognitive Perspective of Bandura Reciprocal determinism /Triadic reciprocity (Environmental variables, cognitive processes, and behavior) Behavior is controlled by the person through cognitive processes (free will) and by the environment through external social situation (determinism)

Other Differences between Skinner and Bandura Skinner says: Enactive behavior is the core of the study of social science Bandura studies observational learning and says it is much more efficient Reinforcement of enactive behavior is necessary for learning Bandura: Reinforcement facilitates learning, but is not a necessary condition – we learn by observing others receiving reinforcement, but this is not necessary

Basis of Observational Learning: Modeling Observing the behavior of a model & repeating the behavior Bobo Doll Studies Adults acted violently toward doll Children modeled violent behavior Children twice as violent when witnessing violence

Other Modeling Studies Children’s behavior reflect their parents’ behavior Disinhibited vs agressive children Verbal modeling can induce behaviors if the verbal instructions are complete and full Disinhibition Weakening of inhibitions by observing the behavior of a model.

Disinhibition Weakening of inhibitions by observing the behavior of a model. Anonymity of being part of a crowd People in a crowd in a riot, online inflammatory, deragotary messages The disinhibiting power of modeling is increased when: the model is not punished for the behavior, behavior is socially justified, or there is another justifiable cause

Characteristics of the Modeling Situation Three factors 1. Characteristics of the models: Similarity Age Sex Status Prestige

Characteristics of the Modeling Situation Characteristics of the observers: Self-confidence Self-esteem Reward consequences associated with behaviors: Meaningful rewards Observation of a model being rewarded or punished

Process of Observational Learning Governed by four mechanisms Attentional Processes Retention Processes Production Processes All of the above are affected by 4. Incentive & Motivational Processes – without reinforcement, we may learn via models, but the presence of reinforcement make it more likely that observations are translated into production

1. Attentional Processes Pay sufficient attention to a model to imitate displayed behavior Is the model interesting Is the behavior distinctive, clear, and simple Is the observer motivated and is he/she capable of attending? E.g.: Staying awake during driver’s education class

2. Retention Processes Retaining or remembering the model’s behavior so that we can imitate or repeat it later Imaginal coding—creating images and mental pictures Verbal coding—creating a description Rehearsal also important E.g.: Taking notes on the lecture material or the video of a person driving a car

3. Production Processes Physically producing the responses and receiving feedback on the accuracy of our continued practice Influenced by prior skills and knowledge E.g.: Getting in a car with an instructor to practice shifting gears in the school parking lot

Acquisition vs. Performance Acquisition of a behavioral potential Vs Performance of the behavior People don’t always do everything they learn through observation Issue: What factors influence performance? Observed rewards increase probability of performance Observed punishment decreases probability of performance

Self Reinforcement & Self-Efficacy Administering rewards & punishments to oneself for meeting, exceeding, or falling short of one’s own expectations or standards Particularly important for older children and adults Based on standards learned in childhood Power of believing you can Our feeling of adequacy, efficiency, and competence in coping with life

Sources of Information about Self-Efficacy / Ways to Increase Self- Efficact Performance attainment Prior achievements or failures affect performance If exposed to success via arranged reachable goals, performance attainment can be increased Vicarious experiences Seeing appropriate models perform successfully Verbal persuasion Reminding people of their abilities Physiological and emotional arousal Strengthening physiological arousal to increase stamina, and strength against fear, tension, and anxiety

Developmental Stages of Modeling & Self-Efficacy Before the age of 2, infants imitate IMMEDIATELY but with lesser capacity (need multiple repetitions) By the age of 2, sufficient attentional, retention and production process are developed to start imitating behavior SOME TIME AFTER THE OBSERVATION Parental influence diminishes over time Childhood Coping with new demands due to transitions Adolescence Young adulthood Middle years Adulthood Reassessments are difficult Old Age

Behavior Modification GOAL: Modify learned behaviors society considers undesirable Via modeling therapy (videos of appropriate models are useful) Via guided participation (watching a live model, then participate) Via covert modeling (imagine a model coping with feared stimuli) Self-efficacy improved during treatment Applied to: Fears & phobias Anxiety Fear of medical treatment Test anxiety

Questions About Human Nature Free will & determinism Nurture primary Past & present focus Childhood learning is more influential Uniqueness emphasized Growth process Optimistic

4. Incentive & Motivational Processes Perceiving that the model’s behavior leads to a reward Expecting that our learning of the same behavior will lead to reward E.g.: Expecting that when we have mastered driving skills, we will pass the test for a driver’s license

Assessment Both cognitive variables & behavior can be assessed Techniques: Direct observation Self-report inventories Physiological measurements

Research Focus Well-controlled laboratory studies Self-efficacy Collective efficacy Self-efficacy & the internet Relationship between aggressive behavior & TV or online violence

Reflections Contributions Objective & amenable to study Great deal of empirical support Observational learning & behavior modification are pragmatic Can be applied to resolution of problems

Reflections Criticisms Focus on overt behavior ignores human aspect of personality Treats only the symptom, not the cause