Social Learning Theory “One difficulty with many learning theories is their almost exclusive emphasis on the processes of acquisition of behavior and performance, and their almost total neglect of the content of personality” ~Julian Rotter, 1972

Radical Behaviorism Pros and Cons Pros: “Scientific” Pros: “Scientific” –Deals with observable, measurable phenomena –Rigorous methodology Con: Ignores the things that make humans “human” Con: Ignores the things that make humans “human” –Cognitions –Emotions –“Free Will”

Therefore…. Albert Bandura’s (1960s +) Social Learning Theory Albert Bandura’s (1960s +) Social Learning Theory –aka Social Cognitive Theory Put the “person” back into personality Put the “person” back into personality

Theoretical Foundations of Social Learning Theory Psychodynamic explanations of behavior are flawed Psychodynamic explanations of behavior are flawed –They are based on inferred drives/needs/etc., which cannot be tested –They ignore conscious cognitions –They ignore situational influences Radical behaviorism is flawed Radical behaviorism is flawed –It ignores cognition and emotion (Rotter’s “content of personality”) e.g., Assumes that actual reinforcement is necessary for learning to occur e.g., Assumes that actual reinforcement is necessary for learning to occur e.g., Rejects free will e.g., Rejects free will

Bandura’s Triadic Model of Reciprocal Determinism Environmental Influences Personal Factors (beliefs, expectations, self-perceptions) Overt Behavior

Beyond Reinforcement 1 External reinforcement isn’t the only way in which behavior is acquired, maintained, or altered External reinforcement isn’t the only way in which behavior is acquired, maintained, or altered We can also learn by observing, reading, or hearing about others’ behavior We can also learn by observing, reading, or hearing about others’ behavior –We develop anticipated consequences for our behaviors Even for behaviors we’re never engaged in Even for behaviors we’re never engaged in –Our cognitive abilities give us the capability for insight and foresight

Beyond Reinforcement 2 Bandura’s biggest contribution to learning theory: Bandura’s biggest contribution to learning theory: –New patterns of behavior can be acquired in the absence of external reinforcement –We can pay attention to what others do, and repeat their actions i.e., We learn through observation, rather than through direct reinforcement i.e., We learn through observation, rather than through direct reinforcement

Self-Regulation and Cognition We can exercise control over our behavior through self-regulation We can exercise control over our behavior through self-regulation –We are not slaves to environmental influences –We have free will Cognition allows us to use previous experiences, rather than trial-and-error, to foresee probable consequences of our acts, and behave accordingly Cognition allows us to use previous experiences, rather than trial-and-error, to foresee probable consequences of our acts, and behave accordingly Self-regulation allows us to choose behaviors that help us to avoid punishments and move towards long-term goals Self-regulation allows us to choose behaviors that help us to avoid punishments and move towards long-term goals

Bandura et al., 1963 Subjects 48 boys and 48 girls attending Stanford U Nursery School 48 boys and 48 girls attending Stanford U Nursery School Mean age 4.3 years Mean age 4.3 years Ss are matched across experimental groups for degree of aggressive behavior shown in nursery school interaction Ss are matched across experimental groups for degree of aggressive behavior shown in nursery school interaction Exposure to an aggressive model (4 conditions) 1.Observe an adult model behave aggressive 2.Observe same adult model and same behaviors, but on film 3.Observe same behaviors performed by a cartoon character 4.Control group (no observations)

Response measures 1. Total aggression 2. Imitative aggression 3. Partially imitative responses Mallet aggression Mallet aggression Sitting on the Bobo doll Sitting on the Bobo doll 4. Nonimitative aggression Aggressive gun play Aggressive gun play

Bandura et al. Results 1: Total Aggression Female Male FemaleMale Real life modelFilm model Cartoon Model No Model Control GirlsBoys

Bandura et al. Results 2: Imitative Aggression FemaleMaleFemaleMale Real life modelFilm model CartoonControl GirlsBoys

Bandura et al. Results 3: Partially Imitative Responses FMFM Real life Film CatCntrl Mallet Aggression F M F M Real life Film Cat Cntrl Sits On Bobo Doll

Girls Boys Girls Boys Girls Boys Girls Boys Total Aggression Imitative Aggression Mallet Aggression Sit on Bobo Doll Real life mode – Female Real life model – Male Film model – Female Film model – Male Cartoon Control

Implications: Eron & Heusmann, DV: Seriousness of Criminal Act by Age 30 Low Med High Frequency of TV Viewing at Age 8 Females Males

Modeling We learn much of what we do through observing and speaking with others (“models”), rather than through personal experience We learn much of what we do through observing and speaking with others (“models”), rather than through personal experience We form a cognitive image of how to perform certain behaviors through modeling, and use this image as a guide for later behaviors We form a cognitive image of how to perform certain behaviors through modeling, and use this image as a guide for later behaviors

Basic Processes of Observational Learning 1 1. Attentional Processes (attend to and accurately perceive model’s behavior) 2. Retention Processes (remember the model’s behavior)

Basic Processes of Observational Learning 2 3. Motor Reproduction Processes (translate symbolically coded memories of the model’s behavior into new response patterns) 4. Motivational Processes (if positive reinforcement is potentially available, enact the modeled behavior)

Reinforcement in Observational Learning Types of Reinforcement Vicarious reinforcement Vicarious reinforcement –Vicarious positive reinforcement –Vicarious punishment Self-reinforcement Self-reinforcement –Reward or punish self for meeting or failing to meet own standards

Empirical Evidence of Observational Learning Children who see an adult behave aggressively might view that aggressive behavior as a positive thing (i.e., expect positive reinforcement of some type for that behavior), and therefore might imitate that aggressive behavior Children who see an adult behave aggressively might view that aggressive behavior as a positive thing (i.e., expect positive reinforcement of some type for that behavior), and therefore might imitate that aggressive behavior –Bandura & Huston, 1961 Children imitate a model’s aggressive behavior in the presence of the model Children imitate a model’s aggressive behavior in the presence of the model –Bandura, Ross, & Ross, 1961 Children imitate a model’s aggressive behavior in a new setting, away from the model Children imitate a model’s aggressive behavior in a new setting, away from the model –Bandura, Ross, & Ross, 1963 Will children imitate a film-model’s aggressive behavior? Will children imitate a film-model’s aggressive behavior?

Performing the Right Behavior at the Right Time: Self-Regulation We learn all kinds of behaviors by observing others We learn all kinds of behaviors by observing others Why don’t we all just run around imitating every behavior we see? Why don’t we all just run around imitating every behavior we see?

Recall the Triadic Model of Reciprocal Determinism Environmental Influences Personal Factors (beliefs, expectations, self-perceptions) Overt Behavior

Self-Regulation An important “personal factor” is the ability to self-regulate An important “personal factor” is the ability to self-regulate Some people are pretty good at this, some people aren’t so good Some people are pretty good at this, some people aren’t so good Self-regulation is probably domain- specific (recall the “environmental influences” component of the triad model) Self-regulation is probably domain- specific (recall the “environmental influences” component of the triad model) –Can regulate some things, but not others

Delay of Gratification Children who are able to delay gratification at age 5 are less likely to become alcoholics or drug addicts later in life Children who are able to delay gratification at age 5 are less likely to become alcoholics or drug addicts later in life –Specific to appetitive rewards

Summary We acquire, maintain, and modify behaviors that we see others perform We acquire, maintain, and modify behaviors that we see others perform We decide which behaviors to keep, and when to use them, by using: We decide which behaviors to keep, and when to use them, by using: –symbolic thought (“what are my long term goals?”) –emotion (“damn that Bobo doll!!!”) –self-regulation (“I really want to stab my prof, but I need an A, so…”) Bandura and other Social Learning Theorists put the “person” back into personality by stressing the interplay of personal factors, environmental factors, and behavior Bandura and other Social Learning Theorists put the “person” back into personality by stressing the interplay of personal factors, environmental factors, and behavior