Social Learning TheoryOne 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 ConsPros: ScientificDeals with observable, measurable phenomenaRigorous methodologyCon: Ignores the things that make humans humanCognitions EmotionsFree Will

Therefore.Albert Banduras (1960s +) Social Learning Theoryaka Social Cognitive TheoryPut the person back into personality

Theoretical Foundations of Social Learning TheoryPsychodynamic explanations of behavior are flawed They are based on inferred drives/needs/etc., which cannot be testedThey ignore conscious cognitionsThey ignore situational influencesRadical behaviorism is flawed It ignores cognition and emotion (Rotters content of personality)e.g., Assumes that actual reinforcement is necessary for learning to occure.g., Rejects free will

Banduras Triadic Model of Reciprocal Determinism

Beyond Reinforcement 1External reinforcement isnt the only way in which behavior is acquired, maintained, or alteredWe can also learn by observing, reading, or hearing about others behaviorWe develop anticipated consequences for our behaviorsEven for behaviors were never engaged inOur cognitive abilities give us the capability for insight and foresight

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

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

Bandura et al., 1963Subjects 48 boys and 48 girls attending Stanford U Nursery SchoolMean age 4.3 yearsSs are matched across experimental groups for degree of aggressive behavior shown in nursery school interactionExposure to an aggressive model(4 conditions)Observe an adult model behave aggressiveObserve same adult model and same behaviors, but on filmObserve same behaviors performed by a cartoon characterControl group (no observations)

Response measuresTotal aggressionImitative aggressionPartially imitative responsesMallet aggressionSitting on the Bobo dollNonimitative aggressionAggressive gun play

Bandura et al. Results 1:Total Aggression

Bandura et al. Results 2:Imitative AggressionFemaleMaleFemaleMaleReal life modelFilm modelCartoonControlGirlsBoys

Bandura et al. Results 3:Partially Imitative Responses

Implications: Eron & Heusmann, 198501020304050DV: Seriousness of Criminal Act by Age 30LowLowMedMedHighHighFrequency of TV Viewing at Age 8FemalesMales

ModelingWe learn much of what we do through observing and speaking with others (models), rather than through personal experienceWe 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 11. Attentional Processes(attend to and accurately perceive models behavior)2. Retention Processes(remember the models behavior)

Basic Processes of Observational Learning 23. Motor Reproduction Processes(translate symbolically coded memories of the models behavior into new response patterns)4. Motivational Processes(if positive reinforcement is potentially available, enact the modeled behavior)

Reinforcement in Observational LearningTypes of ReinforcementVicarious reinforcementVicarious positive reinforcementVicarious punishmentSelf-reinforcementReward or punish self for meeting or failing to meet own standards

Empirical Evidence of Observational LearningChildren 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 behaviorBandura & Huston, 1961Children imitate a models aggressive behavior in the presence of the modelBandura, Ross, & Ross, 1961Children imitate a models aggressive behavior in a new setting, away from the modelBandura, Ross, & Ross, 1963Will children imitate a film-models aggressive behavior?

Performing the Right Behavior at the Right Time:Self-RegulationWe learn all kinds of behaviors by observing others Why dont we all just run around imitating every behavior we see?

Recall the Triadic Model of Reciprocal Determinism

Self-RegulationAn important personal factor is the ability to self-regulateSome people are pretty good at this, some people arent so goodSelf-regulation is probably domain-specific (recall the environmental influences component of the triad model)Can regulate some things, but not others

Delay of GratificationChildren who are able to delay gratification at age 5 are less likely to become alcoholics or drug addicts later in lifeSpecific to appetitive rewards

SummaryWe acquire, maintain, and modify behaviors that we see others performWe 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