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EDM 101 Unit 4 A

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12 views

EDM 101 Unit 4 A

Uploaded by

sonumeenasonumeena441
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Albert Bandura:

Social / Observational
Learning Theory (SLT)
 Albert Bandura is a psychologist who is the David
Starr Jordan Professor Emeritus of Social Science in
Psychology at Stanford University.
 Born: 4 December 1925 (age 92), Mundare,
Canada(Cog.PSY, Founder of SL)
 Awards: National Medal of Science for Behavioral
and Social Science, etc.
 Known for: Social cognitive theory, Self-
efficacy, Social learning theory, Bobo doll
experiment, Agency, Reciprocal determinism
 Nationality: American, Canadian
In order to succeed, people need a sense of
self-efficacy, to struggle together with resilience to
meet the inevitable obstacles and inequities of life.
Basic Premise

 We learn behavior through observation


 Vicarious reinforcement: Learn
through observing consequences of
behaviors of others
Modeling

 Observe behavior of others and repeat


the behavior
 Bobo doll studies (1963)
 Disinhibition: Weakening of inhibition
through exposure to a model
Factors Influencing
Modeling: Impact Tendency
to Imitate
 Characteristics of the models:
similarity, age, sex, status, prestige,
simple vs. complex behavior
 Characteristics of observers: Low self-
confidence, low self-esteem,
reinforcement for imitation
 Reward consequences of behavior:
Directly witnessing associated rewards
The Observational
Learning Process: 4 Steps
 Attentional processes
 Retention processes
 Production processes
 Incentive and motivational processes
Step 1: Attentional
Processes
 Developing cognitive processes to pay
attention to a model- more developed
processes allow for better attention
 Must observe the model accurately
enough to imitate behavior
Step 2: Retention
Processes
 To later imitate behavior, must
remember aspects of the behavior
 Retain information in 2 ways:
– Imaginal internal representation: Visual
image Ex: Forming a mental picture
– Verbal system: Verbal description of
behavior Ex: Silently rehearsing steps in
behavior
Step 3: Production
Processes

 Taking imaginal and verbal


representations and translating into
overt behavior- practice behaviors
 Receive feedback on accuracy of
behavior- how well have you imitated
the modeled behavior?
 Important in mastering difficult skills
– Ex: Driving a car
Step 4: Incentive and
Motivational Processes
 With incentives, observation more
quickly becomes action, pay more
attention, retain more information
 Incentive to learn influenced by
anticipated reinforcements
Outcome Expectancy
 Expected consequence of the
behaviour is most significant influence
on whether an observer will reproduce
an observed behaviour
 Individuals are more likely to imitate
behaviour that they believe leads to
positive outcomes.
 Outcome expectancy is based on both
consequences of rewards and
punishments and on anticipated
consequences
Aspects of the Self: Self-
reinforcement and Self-
efficacy
 Self-reinforcement: Rewards or punishments
given to oneself for reaching, exceeding or
falling short of personal expectations
– Ex: Pride, shame, guilt
 Self-efficacy: Belief in ability to cope with
life
– Meeting standards: Enhances self-efficacy
– Failure to meet standards: Reduces self-efficacy
Self-Efficacy

 High self-efficacy
– Believe can deal effectively with life events
– Confident in abilities
– Expect to overcome obstacles effectively
 Low self-efficacy
– Feel unable to exercise control over life
– Low confidence, believe all efforts are futile
Sources of Information in
Determining Self-efficacy
 Performance attainment
– Most influential
– Role of feedback
– More we achieve, more we believe we
can achieve
– Leads to feelings of competency and
control
Sources of Information in
Determining Self-efficacy
 Vicarious experience
– Seeing others perform successfully
– If they can, I can too
 Verbal persuasion
– Verbal reminders of abilities
 Physiological and emotional arousal
– Related to perceived ability to cope
– Calm, composed feelings: Higher self-efficacy
– Nervous, agitated feelings: Lower self-efficacy
Developmental Stages of
Modeling and Self-efficacy
 Childhood
– Infancy: Direct modeling immediately
following observation, develop self-
efficacy with control over environment
– By age 2: Developed attentional,
retention and production processes to
model behavior some time after
observation, not immediately
Developmental Stages of
Modeling and Self-efficacy
 Adolescence
– Involves coping with new demands
– Success depends on level of self-efficacy
established during childhood
Developmental Stages of
Modeling and Self-efficacy
 Adulthood: 2 Periods
– Young adulthood:
 Adjustments: Career, marriage, parenthood
 High self-efficacy to adjust successfully

– Middle adulthood:
 Adjustment: Reevaluate career, family life
 Need to find opportunities to continue to
enhance self-efficacy
Developmental Stages of
Modeling and Self-efficacy
 Old age:
– Decline in mental/physical function,
retirement
– Requires reappraisal of abilities
– Belief in ability to perform a task is key
throughout the lifespan
Application of Social
Learning Theory: Behavior
Modification
 Fears and phobias
– Guided participation: Observe and imitate
– Covert modeling: Imaginal
 Anxiety
– Fear of medical treatment
– Test anxiety
Assessment of Bandura’s
Theory: Self-efficacy
 Age and gender differences
 Physical appearance
 Academic performance
 Career choice and job performance
 Physical health
 Mental health
 Coping with stress
Assessment of Bandura’s
Theory: Television and
Aggressive Behaviors
 Relationship between watching
violence and imitating violence
Assessment of Bandura’s
Theory
 Strengths:
– Focus on observable behavior- research
support
– Practical application to real-world
problems
– Large-scale changes

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