Social Learning Theory of Albert Bandura
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Chapter 1: Theoretical and Conceptual Frameworks for Understanding Adolescent Problem Behavior
ChapteR 1: Theoretical and Conceptual frameworks for Understanding Adolescent Problem behavior oVeRVIeW change and encompasses both cognitive and behav- ioral approaches. It moves beyond the narrower be- As a platform for this Adjunct Guide to Driving With havioral perspective defined by the early behaviorists Care, we begin by presenting a number of promi- (e.g., Miller & Dollard, 1941; Skinner, 1938, 1953) nent concepts and theories that provide a concep- and includes the cognitive perspective. Cognitive tual framework for understanding, interpreting and learning assumes that there are psychological factors predicting the development, dynamics, and outcome that influence behavior. of adolescent problems. We look at theories that are particularly relevant to understanding the causal and However, SLT also holds that behavior is influenced dynamic factors of underage AOD use and abuse and by environmental factors, and not just psychological underage impaired driving (UID). An effort is made or cognitive factors. Thus, SLT assumes that psycho- to relate each of these theories to underage drinking logical and environmental factors combined influence and UID. the development of specific behaviors. sUMMARY of seleCTeD ConCePTUAl SLT stresses the importance of attending to and mod- THEORIES eling the behaviors, cognitions (e.g., attitudes and be- liefs) and emotions of others. SLT sees an interactive Although there are a number of important and cred- process between cognitive, behavioral, and environ- ible conceptual orientations that can help in under- mental influences (Ward & Gryczynski, 2009). standing the causal and dynamic factors of UID, we select eight that cover the essential psychosocial ele- There are three principles that help define SLT. -
The Essence of Social Learning Theory
EDS 248 Human Development and Learning Social Cognitive Learning Theory EDS 248 Stephen E. Brock, Ph.D.,NCSP The Essence of Social Learning Theory Learning by observation (or vicarious acquisition) and modeling. Observation of behaviors and their outcomes is a mode of learning (vs. simply being shaped by the environment). Learning does not require behavior change or performance (learned tasks may be displayed now, later, or never). Reinforcement has an indirect effect on learning. Cognitive processes influence learning. Bandura’s Social Learning Theory Behaviorism Cognitivism Reinforcement Expectations Awareness Punishment Attention/ Memory Nurture Social Learning Nature External Theory Internal Environmental factors Person factors Behavior Reciprocal Causation Stephen E. Brock, Ph.D., NCSP 1 EDS 248 Human Development and Learning Behavioral Factors and Social Learning Theory People reinforce others who copy their behavior. Students are reinforced by teachers when they reproduce behaviors being taught. Imitated behavior leads to other people reinforcing copied behavior. Children are reinforced by parents when they reproduce what the teacher has taught Behavior is imitated subsequent to observations of its effect on others. Students will engage in behaviors that are observed to achieve desired outcomes. Students will not engage in behaviors that observed to achieve undesired outcomes. How the environment reinforces and punishes models Model as a discriminative stimulus (S+) (or antecedent) (S+ = model) R > SRF Modeled behavior (R) is reproduced/learned/conditioned because of reinforcement. Observer (student) is reinforced by the model (teacher) Imitated behavior (style of dress) leads to reinforcer (peer praise). People often reinforce others who copy what they themselves do. Problems with a strictly behavioral analysis of social learning theory 1. -
Media and Emotions
Centre for the Study of Communication and Culture Volume 24 (2005) No. 3 IN THIS ISSUE Media and Emotions Werner Wirth and Holger Schramm Institute for Mass Communication and Media Research University of Zurich AQUARTERLY REVIEW OF COMMUNICATION RESEARCH ISSN: 0144-4646 Communication Research Trends Table of Contents Volume 24 (2005) Number 3 http://cscc.scu.edu Media and Emotions 1. Introduction . 3 Published four times a year by the Centre for the Study of Communication and Culture (CSCC), sponsored by the 2. The nature of emotions: Theoretical approaches California Province of the Society of Jesus. and methodological applications . 4 Copyright 2005. ISSN 0144-4646 A. Emotion theories . 4 B. Genesis of emotions . 5 Editor: William E. Biernatzki, S.J. C. Types of emotions . 6 Managing Editor: Paul A. Soukup, S.J. D. Methods of emotion research . 6 Editorial assistant: Yocupitzia Oseguera 3. Emotions as effects of media exposure . 8 A. Dimensions of media emotions . 8 Subscription: B. Empathy . 8 Annual subscription (Vol. 24) US$45 C. Mood regulation . 9 D. Arousal/Excitation . 10 Payment by check, MasterCard, Visa or US$ preferred. E. Suspense . 10 For payments by MasterCard or Visa, send full account F. Fear/Anxiety . 12 number, expiration date, name on account, and signature. G. Affective involvement . 13 H. Entertainment . 14 Checks and/or International Money Orders (drawn on USA banks; for non-USA banks, add $10 for handling) 4. Effects of emotions in media content . 15 should be made payable to Communication Research A. Emotions and information/news . 15 Trends and sent to the managing editor B. -
The Significance of Social Learning Theories in the Teaching of Social Studies Education
International Journal of Sociology and Anthropology Research Vol. 2, No.1, pp.40-45, August 2016 Published by European Centre for research Training and Development UK (www.eajournals.org) THE SIGNIFICANCE OF SOCIAL LEARNING THEORIES IN THE TEACHING OF SOCIAL STUDIES EDUCATION Edinyang, Sunday David Ph.D Department of Social Science Education, Faculty of Education, University of Calabar, Calabar – Nigeria ABSTRACT: Social learning theories deal with the ability of learners to imbibe and display the behaviors exhibited within their environment. In the society, children are surrounded by many influential models, such as parents within the family, characters on mass/social media, friends within their peer group, religion, other members of the society, and the school. Children pay attention to some of these agents of socialization and imbibe the behaviours exhibited. At a later time they may imitate the behavior they have observed regardless of whether the behavior is appropriate or not, but there are a number of processes that make it more likely that a child will reproduce the behavior that its society deems appropriate for its sex and age. This paper discusses the implications of social learning theories on Social Studies education, and how Social Studies teachers can apply it towards achieving the goals and objectives of the discipline. KEY WORDS: Social learning theories and social studies education. INTRODUCTION Albert Bandura (1977) in McLeod (2011) stated that behaviour is learned from the environment through the process of observational learning. Social Learning Theory originated from Albert Bandura, who believed that behaviourism alone could not explain all there is about learning. -
Why Celebrity Sells: a Dual Entertainment Path Model of Brand Endorsement
Why Celebrity Sells: A Dual Entertainment Path Model of Brand Endorsement Kineta Hung Published as Hung, Kineta (2014), “Why Celebrity Sells: A Dual Entertainment Path Model of Brand Endorsement,” Journal of Advertising, 43(2), 155-166. 1 Why Celebrity Sells: A Dual Entertainment Path Model of Brand Endorsement This paper introduces a dual entertainment path model that integrates insights from media entertainment and transportation theory to show how links between entertainment motives (aspirational and playful) and experiences (celebrity fantasy and emotional investment) influence endorsed brand attitude. Results of two studies validate the salience of two paths. Fans, who hold parasocial bond with the celebrity, are driven by both aspirational and playful motives to engage in celebrity-induced entertainment experiences. Non-fans lack aspirational motive and are driven predominately by playful motive. In either situation, celebrity-induced entertainment experiences enhance endorsed brand attitude. This model complements the existing celebrity endorsement literature by positing entertainment as a salient dimension of brand endorser effects. Its findings provide new insights on how advertisers promote their brands. Keywords: Celebrity Endorsement, Entertainment, Non-Fans, China Marketing. 2 Celebrity endorsement is a highly effective strategy to gain consumer interests and brand loyalty in a cluttered marketplace. Pringle (2004) has reported a high rate-of-return (27 times its costs) for this strategy. Studies use various paradigms, including -
Thinking of Others: Effects of Implicit and Explicit Media Cues on Climate of Opinion Perceptions
Zurich Open Repository and Archive University of Zurich Main Library Strickhofstrasse 39 CH-8057 Zurich www.zora.uzh.ch Year: 2015 Thinking of others: effects of implicit and explicit media cues on climate of opinion perceptions Zerback, Thomas ; Koch, Thomas ; Krämer, Benjamin Abstract: Media contain various cues to opinions of others and therefore serve as an important source of information about the climate of opinion. We distinguish explicit cues directly describing opinion distributions in society, from implicit cues lacking such a direct reference. In an experiment, we examined the relative impact of survey data (explicit cue) and arguments (implicit cue) on climate of opinion judgments. While survey results strongly affected assessments, argumentation had an effect only when no survey information was available. However, arguments produced an indirect effect, as they strongly affected personal opinions, which in turn influenced climate of opinion judgments (projection). DOI: https://doi.org/10.1177/1077699015574481 Posted at the Zurich Open Repository and Archive, University of Zurich ZORA URL: https://doi.org/10.5167/uzh-201508 Journal Article Accepted Version Originally published at: Zerback, Thomas; Koch, Thomas; Krämer, Benjamin (2015). Thinking of others: effects of implicit and explicit media cues on climate of opinion perceptions. Journalism and Mass Communication Quarterly, 92(2):421-443. DOI: https://doi.org/10.1177/1077699015574481 THINKING OF OTHERS 1 Thinking of Others. Effects of Implicit and Explicit Media Cues on Climate of Opinion Perceptions. What do Americans think of Barack Obama? Do they oppose or favor the government’s foreign policy? When asked to assess the way others think about certain people or issues, indi- viduals can use various sources of information. -
Social Learning Theory and Prison Work Release Programs
2 Social Learning Theory and Prison Work Release Programs Vivian Astray-Caneda, Malika Busbee, and Markell Fanning Florida International University, USA Abstract: The authors’ review of literature about Bandura’s (1977) social learning theory and self-efficacy leads to implications on how this theory can positively affect prison work release programs and inmate post-release outcomes. Additionally, several causes of deviant behavior have been explained by social learning theory concepts. Six hundred fifty thousand prisoners are released each year from federal, state, and private prisons into the communities of America (Coley & Barton, 2006). When these ex- inmates re-enter society, they seek employment, but with limited education and low literacy levels their prospects for becoming employed are reduced (Coley & Barton, 2006). A three-year study of 1,205 releases showed a strong positive relationship between prisoners obtaining education of any kind in prison and the reduction of recidivism (Haer, 1995). Because education has been shown to reduce recidivism, federal, state and private prisons offer correctional education classes to inmates. The most widely offered correctional education classes are Adult Basic Education, General Education Diploma (GED) preparation, and vocational training (Coley & Barton, 2006). Career and vocational training programs have the longest tradition and are considered by many correctional experts to have the most potential for positive results (Snarr & Wolford, 1985). Many prisons work with local businesses to offer vocational training through work release programs where inmates learn a variety of job skills, by participating in on the job training situations. These training programs involve varying degrees of counseling and support for the inmates as well as close monitoring of the prisoners. -
Social Cognitive Theory
1 SOCIAL COGNITIVE THEORY Albert Bandura Stanford University Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press. 2 Many theories have been proposed over the years to explain the developmental changes that people undergo over the course of their lives. These theories differ in the conceptions of human nature they adopt and in what they regard to be the basic causes and mechanisms of human motivation and behavior. The present chapter analyzes human development from the perspective of social cognitive theory (Bandura, 1986). Since development is a life- long process (Baltes & Reese, 1984), the analysis is concerned with changes in the psychosocial functioning of adults as well as with those occurring in childhood. Development is not a monolithic process. Human capabilities vary in their psychobiologic origins and in the experiential conditions needed to enhance and sustain them. Human development, therefore, encompasses many different types and patterns of changes. Diversity in social practices produces substantial individual differences in the capabilities that are cultivated and those that remain underdeveloped. Triadic Reciprocal Determinism Before analyzing the development of different human capabilities, the model of causation on which social cognitive theory is founded is reviewed briefly. Human behavior has often been explained in terms of one-sided determinism. In such modes of unidirectional causation, behavior is depicted as being shaped and controlled either by environmental influences or by internal dispositions. Social cognitive theory favors a model of causation involving triadic reciprocal determinism. In this model of reciprocal causation, behavior, cognition and other personal factors, and environmental influences all operate as interacting determinants that influence each other bidirectionally (Figure 1). -
Social Learning Theory
Published on Explorable.com (https://explorable.com) Home > Social Learning Theory Social Learning Theory Sarah Mae Sincero214.5K reads One of the most influential learning theories, the Social Learning Theory (SLT), was formulated by Albert Bandura. It encompasses concepts of traditional learning theory and the operant conditioning of B.F. Skinner. However, the theory strongly implies that there are types of learning wherein direct reinforcement is not the causal mechanism; rather, the so called social element can result to the development of new learning among individuals. Social Learning Theory has been useful in explaining how people can learn new things and develop new behaviors by observing other people. It is to assume, therefore, that Social Learning Theory is concerned on observational learning process among people. A. Basic Concepts 1. Observational Learning: The Social Learning Theory says that people can learn by watching other people perform the behavior. Observational learning explains the nature of children to learn behaviors by watching the behavior of the people around them, and eventually, imitating them. With the "Bobo Doll" experiment(s) [1], Bandura included an adult who is tasked to act aggressively toward a Bobo Doll while the children observe him. Later, Bandura let the children play inside a room with the Bobo Doll. He affirmed that these children imitated the aggressive behavior toward the doll, which they had observed earlier. 2. After his studies, Bandura was able to determine 3 basic models of observational learning, which include: a. A Live Model, which includes an actual person performing a behavior. b. A Verbal Instruction Model, which involves telling of details and descriptions of a behavior. -
Behaviourist Approach Timeline
Timeline of the behaviourist approach 1920 John Watson demonstrates classical conditioning in a human; Little Albert 1984 McCormick and Thompson demonstrate the role of the cerebellum in classical conditioning Alexander Mitiuc/Fotolia perytskyy/Fotolia 1924 1961 Mary Cover Jones demonstrates Albert Bandura demonstrates desensitisation to a phobic stimulus learning of aggression by 1948 imitation of a model B. F. Skinner demonstrates ‘superstitious’ behaviour in petarg/Fotolia pigeons who repeated whatever behaviour they were performing when fed cynoclub/Fotolia 1991 1931 Richardson and DeLong demonstrate the role of B. F. Skinner demonstrates the 1968 the neurotransmitter 1901 use of the ‘Skinner Box’ in which Ayllon and Azrin use the first acetylcholine in operant animals are rewarded with food token economy system to improve Ivan Pavlov teaches dogs to salivate conditioning at the sound of a metronome for particular behaviours behaviour in a psychiatric hospital 1900 1920 1940 1960 1980 2000 Classical conditioning Operant conditioning Social learning theory Neuroscience Early behaviourists focused on classical conditioning; Later behaviourists focused on learning by reward Neo-behaviourists emphasised learning by imitation Much of the modern research into learning as proposed learning to respond to a new (neutral) stimulus in the (reinforcement) and punishment. Operant conditioning of selected others (models) and by witnessing their by the behaviourists centres on how learning takes place same way as an existing (unconditioned) stimulus. is applied in token economy systems. reinforcement and punishment. in the brain. Classical conditioning is applied in desensitisation and aversion therapies. Matt Jarvis is an associate fellow of the BPS. He is the online editor for PSYCHOLOGY REVIEW and leads the psychology team at PsychologyReviewOnline Totton College, Hampshire. -
A Theory of Narrative Empathy
Suzanne Keen A Theory of Narrative Empathy We are living in a time when the activation of mirror neurons in the brains of onlookers can be recorded as they witness another’s actions and emotional reac- tions.1 Contemporary neuroscience has brought us much closer to an understanding of the neural basis for human mind reading and emotion sharing abilities—the mechanisms underlying empathy. The activation of onlookers’ mirror neurons by a coach’s demonstration of technique or an internal visualization of proper form and by representations in television, film, visual art, and pornography has already been recorded.2 Simply hearing a description of an absent other’s actions lights up mirror neuron areas during fMRI imaging of the human brain.3 The possibility that novel reading stimulates mirror neurons’ activation can now, as never before, undergo neu- roscientific investigation. Neuroscientists have already declared that people scoring high on empathy tests have especially busy mirror neuron systems in their brains.4 Fiction writers are likely to be among these high empathy individuals. For the first time we might investigate whether human differences in mirror neuron activity can be altered by exposure to art, to teaching, to literature. This newly enabled capacity to study empathy at the cellular level encourages speculation about human empathy’s positive consequences. These speculations are not new, as any student of eighteenth-century moral sentimentalism will affirm, but they dovetail with efforts on the part of contemporary virtue ethicists, political philosophers, educators, theologians, librarians, and interested parties such as au- thors and publishers to connect the experience of empathy, including its literary Suzanne Keen, Thomas H. -
Social Learning Perspective William G
Social Learning Perspective William G. Huitt & David M. Monetti Citation: Huitt, W., & Monetti, D. (in press). Social learning perspective. In W. Darity, International Encyclopedia of the Social Sciences (2nd ed.). Farmington Hills, MI: Macmillan Reference USA/Thompson Gale. Retrieved [date] from http://www.edpsycinteractive.org/papers/soclrnpers.pdf From the 1930s through the 1950s the behavioral theory of operant conditioning, with its emphasis on the application of consequences to influence behavioral change, was the dominant perspective in U.S. psychology. With the reintroduction of a cognitive perspective in the 1950s (e.g., Miller 1956; Miller, Galanter, and Pribram 1960), researchers began to look for ways to integrate the behavioral and cognitive perspectives. Social learning theory, as developed by Neal Miller and John Dollard (1941), Robert Sears (1951), and Albert Bandura (1977), contributed to connecting behavioral and cognitive approaches to learning, and is an important step toward modern versions of learning theory. Bandura (1962), building on the earlier work of Miller and Dollard (1941), proposed that learning first occurs cognitively through imitation, and then is modified through the application of consequences. In contrast to a purely behavioral approach, social cognitive theorists propose that individuals are active participants in their own learning. Based on a series of studies during the 1960s and 1970s (e.g., Bandura 1963, 1965a), Bandura in 1977 proposed a four-step process for how individuals learn through observing others’ behavior. This process has been referred to as observational learning or modeling, and involves: • attention—the individual notices something in the environment; • retention—the individual remembers what was noticed; • reproduction—the individual produces an action that is a copy of what was noticed; • motivation—the environment delivers a consequence that changes the probability that the behavior will occur again (reinforcement and punishment).