Introduction toTheories of Communication Effects:

Social Learning Theory

A service of the

Communication Science & ResearchResource Group

Recap: Theory mapMODEL STAGE (Early --> Late)

Messagelearning

Reasonedaction

Sociallearning

Diffusion

Attention…….Comprehension…….Yielding…..Retention……………….. Action

Attitudes Subjective norms.….Intention to act……………………………. Action Perceived control

Attention...Retention...Reproduction...Motivation…………………..Performance

Knowledge……Persuasion...Decision…….Implementation….Confirmation

Rehearsal & trial behavior occurs

Origins of Social Learning Theory (Albert Bandura)

Reaction against behaviorism (behavior conditioned to environmental stimuli)

Recognition of reciprocal influences and mediating effects of (social) cognition

Educational psychology & learning theory

Studies of origins of aggressive behavior

Basic assumptions

Reciprocal influences

People rationally assess behavior and its consequences, self-direction

Learning does not have to be direct and experiential; it can be vicarious (through observation of others)

Behavior

Personalfactors

Environment

Principles of Social Learning

People learn to act by:

> observing the actions of others> observing the apparent consequences of those actions> evaluating those consequences for their own life> rehearsing, then attempting to reproduce those actions themselves

Application: modeling desirable behaviors

Social Learning TheoryOriginated with the “Bobo doll” experiments(Bandura, Ross & Ross, 1963)

"Sock him in the nose" ”Knock him down" "Throw him in the air” "Kick him” "Pow” "He keeps coming back for more" "He sure is a tough fella."

Social (Observational) learning processFive steps:

1. AttentionPeople must be aware of modeled event

2. Retention/Symbolic representationPeople conceptualize the action

3. Reproduction/Transformation into actionInitial attempts to re-enact behavior

4. Motivational incentivesPeople have reasons to act

5. PerformanceConsistent & accurate enactment

1. AttentionAttention to the behavior of others depends

on:

> discriminability of the behavior> salience of the behavior> complexity of the behavior> emotional appeal of situation> prevalence/familiarity with the situation> functional value of the behavior

Application: modeled behavior should be salient, distinctive, attractive, useful, comprehensible, etc.

2. RetentionRetention of the modeled behavior depends on:

> organization & encoding of information about the behavior

> perceived value of the modeled behavior

> mental rehearsal of the behavior

Application: easy to visualize, segmentation, verbal aids/cues to recall, explicit benefits, repetition, stimulus to mentally rehearse

3. Reproduction

Reproduction (trial) of the modeled behavior depends on:

> physical ability to perform

> accuracy of retained information

> immediacy of feedback & reinforcement

> accuracy of feedback from others

> extent & accuracy of self-observation

Application: model trials, show feedback, provide/encourage social reinforcement, stimulate/aid self-observation

4. MotivationMotivation to perform depends on:

> presence of incentives- direct (social, affective, physiological) - vicarious (anticipated)- self-produced (satisfaction)

> social barriers or facilitating factors

> economic or material resources

> self-efficacy (perceived ability to perform)

Application: model vicarious incentives, provide for direct incentives, reward success, reduce barriers

Key Concept: Self-efficacy“A person’s belief in their ability to produce desired

results by their own actions.”

Four sources:

MasteryPersonal success; overcoming/managing failureVicarious successObserving the success of othersPersuasionConvinced by others that success is possiblePhysical/emotional feedbackReading one’s own internal state

Collective efficacy“A group’s shared belief in its joint capability to

organize and execute a course of action required to produce a given level of attainments.”

Sources of collective efficacy:

MasteryHas the group enjoyed previous success?Vicarious successHave other similar groups been successful?Social cohesionDo conditions or processes exist for effective interaction & coordination?Critical massIs critical mass attainable?

Social Learning & the TRA Model

Subjective norm regarding the behavior

Perceived control over the behavior

Intention to act Behavior

Attitude toward the behavior

Efficacy beliefs and evaluations of those beliefs

In response to the development of the self-efficacy concept in social learning theory, some versions of the Theory of Reasoned Action have added a third component: Perceived Control. Like Attitudes and Subjective Norms, Perceived Control can be measured as the product of beliefs about facilitating and constraining factors and evaluations of how positive or negative those factors are.

Attention

Putting it to work

Performance

Retention

Reproduction

Motivation

Where is your audience?What can you tell them and how?

Social Learning Theory addresses all stages in the hierarchy of

effects. For programmatic purposes it is particularly rich for

understanding the Retention, Reproduction, & Motivation stages

Using Observational Learning

Identify motives for action• What personal and social incentives affect learning

and behavior?

Identify compelling message characteristics• What models will be appealing and compelling?• How should the behavior be visually represented?• How can you stimulate/reinforce rehearsal?• How can trials be encouraged?• How can feedback be provided?• How can incentives for performance be provided?

Identify reinforcing activities• How can mediated learning be reinforced through

other program activities?

Next Week:

Diffusion Theory

Social networks and the spread of innovations

Looking ahead