Social Cognitive Theory (Albert Bandura) Topic: Individual & the Group Content: Social Cognitive Theory

Who is Albert Bandura? bandura@stanford.edu Canadian born, Stanford researcher/psychologist UBC alumni! Author of social learning/cognitive theory – a blend of traditional behaviorism & cognitive influence (1961, 1968, 1977) Theory of self-efficacy

Quick review: Behaviourist approach Stimulus – response Study beh we can directly SEE/MEASURE Mind is inaccessible to scientific inquiry, so why study it? We can’t see it, measure it - unscientific to study

Late 19t C John Watson: conditioning fear in Baby Albert Thorndike ‘puzzle box’; rewarding cats if they pulled a string BF Skinner, ‘Skinner Box’; highly mechanized; rewards, operant conditioning Emphasis was stimulus -- response

But what’s not explained in behaviourist learning process? Stimulus (which influences occur here?) response

Bandura: Agreed with some aspects of behaviourism (power of reward/pun) BUT Incorporated importance of cognition in SCT– one of the first to do this. We learn by watching/observing/ paying attention/recall/insight/vicarious experience

“Social cognitive theory (1986) holds that an individual’s environment, cognition, and behaviour all interact to determine how he functions, as opposed to one of those factors playing a dominant role.”

Key aspects to social cognitive theory Humans learn through observation We imitate behaviour whether it’s taught to us or not (direct, indirect) Modeled beh is retained Cognitive process key to learning Be thinking: what’s the implication for research method?

Key aspects to social learning theory For social learning to take place, we must: Attention; we must be focused on beh Retain: meaning, we can recall when we do for production Motor reproduction: DO the behaviour *Motivated: have to want to produce the behaviour

Motivational role: Social learning Consistency: repeated exposure to the beh Identification w/ model: ie: younger students identify with older students – same school, DP Rewards & punishments: learning takes place at higher rate when rewarded; less rate when punished Likable: when models are identified with and liked – learning happens at a greater rate

Bandura would argue that Reilly will learn socially about ice skating in which conditions?

Cognitive role  Social learning Vicarious learning/experience Sense of self efficacy – ‘I am able do this action, too’ Learning takes place w/o direct experience (role of thought, imagination, forethought, attention)

Key Study: Bandura, Ross & Ross (1961) 4 Hyp: Children would imitate adult agg Children would imitate same gender model more Boys more agg than girls Non-agg model would inhibit agg beh Sample: 36 boys, 36 girls, age 3-6, preschool – Gr1 Grouped based on ratings from teachers Group 1: watched agg adult bash Bobo (clip) Group 2: watched non agg adult put toys together Control: no model/played in room w/toys Matched pairs design

Bandura, Ross & Ross (1961) Result (p225): Those who watched agg model more likely to demonstrate verbal/phys agg Gender: girls more likely to imitate verbal agg; boys phys agg You are NOT required to evaluate in SAQ, but some critical points you have? I’m sure you have plenty 

Non participant observation Research methods: Lab exp Non participant observation IV: type of model Control: no model DV: op’d agg Controlled variables: model actions; toys in the room, Bobo doll, location; time they see the model; sequence of agg acts; same verbal statements Can it be replicated? – YES Generalize results Researchers were removed – watched kids through one way mirror; video Pre study stage – rating scale (Likert style)

Ethical Consideration: Is it ethical to intentionally frustrate a child? Is it ethical to foster aggression in a child? If aggression had been learned, how might agg beh’s translate into other play scenarios?