1. Learning Theory From Social to Cognition
Kimberley A. Clow
Office Hour: Thursdays 2-3pm
Office: S302

2. Outline Social & Cognitive Factors Dysfunctional Personalities
Reciprocal Determinism
Person-Situation Interaction
Goal Directed Behaviourism
Locus of Control
Self-Efficacy
Self-Regulation
Dysfunctional Personalities
Changing Personality

3. The Effects of Frustration
Frustration-Aggression Hypothesis
Dollard & Miller
Frustration results when a drive or goal is blocked
Look for ways to change the situation
Aggression is often the method chosen
Displaced aggression may arise

4. Reciprocal Determinism

5. Person-Situation Interaction
Mischel’s theory centers on the apparent INCONSISTENCY of behaviour
Behaviour is not consistent across situations
Not all effects of personality
Everyone does not behave the same in the same situation
Not all effects of environment
Consistency Paradox

6. Goal Directed Behaviourism
Edward Tolman
Purposive Behaviourism
Behaviour is directed toward a specific goal
Julian Rotter
Behaviour occurs based on people’s expectancies that their behaviour will be followed by reinforcement in that situation

7. Generalized Expectancies
Needs
Behaviours that move us toward a goal
Types of Needs
Recognition-Status
Dominance
Independence
Protection-Dependency
Love & Affection
Physical Comfort

8. Answer ‘Yes’ or ‘No’ I need to be kept informed about news events
People make a difference in controlling crime.
Have you ever had a good-luck charm?
Marriage is largely a gamble for most people.
It is important for me to vote.
My life seems like a series of random events.
I earn the respect and honours I receive.
Are some people just born lucky?
Persistence and hard work usually lead to success

9. Other people usually control my life.
Most things that affect my health happen to me by accident.
Do you believe that wishing can make good things happen?
Do you think it's better to be smart than to be lucky?
Do you believe that when bad things are going to happen they are just going to happen no matter what you try to do to stop them?
When I get what I want it’s usually because I worked hard for it.
When I make plans I am almost certain to make them work.

10. I prefer games involving some luck over games requiring pure skills.
I can learn almost anything if I set my mind to it.
My major accomplishments are entirely due to my hard work and ability.
I usually don’t set goals because I have a hard time following through on them.
Competition discourages excellence.
Often people get ahead just by being lucky.
On any sort of exam or competition I like to know how well I do relatively to every one else.
It’s pointless to keep working on something that’s too difficult for me.

11. Scoring Internal Control External Control Yes No Yes No
1, 2, 5, 7, 9, 13, 15, 16, 18, 19, 23 No
3, 4, 6, 8, 10, 11, 12, 14, 17, 20, 21, 22, 24
External Control
Yes
3, 4, 6, 8, 10, 11, 12, 14, 17, 20, 21, 22, 24 No
1, 2, 5, 7, 9, 13, 15, 16, 18, 19, 23

12. Locus of Control

13. Causal Attributions Dimensions Locus of Control Stability
Controllability
Internal
External
Stable
Skill
Task Difficulty
Unstable
Effort
Luck

14. Interpersonal Trust Scale
In dealing with strangers one is better off to be cautious until they have provided evidence that they are trustworthy.
It is safe to believe that in spite of what people say most people are primarily interested in their own welfare strongly disagree
Many major national sports contests are fixed in one way or another
A large share of accident claims filed against insurance companies are phony
Fear and social disgrace or punishment rather than conscience prevents most people from breaking the law

16. Self-Regulation Beyond Stimulus-Response Related Concepts
Controlling our own behaviour
Self-Observation
Know thy self!
Judgment
Don’t set standards too high
Self-Response
Use self-rewards, not punishments
Related Concepts
Goal Setting
Self-Efficacy

17. Social Learning Person Variables
Cognitive Affective Units
All those psychological, social, & physiological aspects that allow us to interact with our environment with some amount of stability & consistency
Types
Encoding Strategies
Competencies
Expectancies & Beliefs
Goals & Values
Affective Responses

18. Summary of Social-Cognitive Factors
Personality develops through an interaction
Internal factors
Behaviour
Environment
Goal Directed Behaviour
Expectancies
Self-Regulatory Capabilities
Self-Reflective Capability
Self-Efficacy

19. Dysfunctional Personalities
Depression
Phobias
Aggressive Behaviours

20. Altering Behaviour
Modeling Therapy

21. Strengths & Weaknesses
Does not take traits or biology into account
More to a person than the sum of his or her learning
Strengths
Add cognition into behaviourism
Effects of beliefs
Learning can occur through indirect experience
Solid theory with research support
Detailed hypotheses and specific variables