Flashcards
Chapter 9: Social Learning Theories
Cards in this deck (39)
- 1Albert Bandura - biographical background- BA from University of British Columbia in Vancouver (1949)
- MA and PhD from University of Iowa (1951 and 1952)
- spent a year as a clinical intern at Wichita (Kansas) Guidance Center
- held position at Stanford University –- rose through ranks and is still there
- his research also investigates how people influence their own motivation and behavior especially through their perception of self-efficacy
- was elected president of the American Psychological Association in 1973 - 2agentic perspective- Bandura has increasingly viewed people as agents or originators of experience
- people are more than reactive organisms shaped by their environment - 3human agencyability to act and make things happen (Bandura)
- people have cognitive, vicarious, self-regulative, and self-reflective capacities that influence behavior and provide some measure of control over it - 4intentionalityenables us to behave purposefully
- 5forethoughtpermits us to anticipate outcomes
- 6self-reactivenessallows us to motivate and regulate actions behaving in ways that give us satisfaction and avoiding behaviors that bring self-censure
- 7self-reflectivenessgives us the ability to reflect on our thoughts and behavior and make changes as needed
- 8triadic reciprocal causationregulation of human behavior by the interplay of behavioral, cognitive, and environmental factors
- 9self-systemcognitive structures that provide reference mechanisms; a set of subfunctions for the perception, evaluation, and regulation of behavior
- 10self (according to social learning theory)group of cognitive processes and structures by which people relate to their environment and that help shape their behaviors
- 11observational learningoccurs either intentionally or accidentally; exceeds more than imitation; learning through seeing
- active judgmental and constructive process - 12characteristics of the model (in modeling)- more likely to be influenced by someone we believe is similar to us instead of someone who’s different
- hostile and aggressive behaviors = more easily learned – especially by young children - 13attributes of the observer (in modeling)- people lacking in self-esteem more likely to follow structure and style of a model as are highly dependent indiv.s
- people who’ve been previously rewarded for conforming behavior - 14reward consequences associated w a behavior (modeling)more likely to emulate behavior if they believe they’ll have positive short or long-term results
- 15four interrelated processes govern development of observational learning- attentional processes
- retention processes
- motor production processes
- motivational processes - 16acquisitionwhat a person has learned and can do
- 17performancewhat a person actually does
- 18motivationprimary component of learning through observation
- 19extrinsic reinforcementarbitrary or socially arranged rather than natural outcome of the behavior; clearly effective in creating behavioral change and has important role to play in early development
- ie: medal for good athletic performance or an A on a term paper - 20intrinsic reinforcementnaturally related to the behavior; it isn’t the behavior itself that’s rewarding but how we feel about it
- 21vicarious reinforcementoccurs when we learn appropriate behavior from successes and mistakes of others
- ie: child who sees sibling spanked for a misdemeanor quickly learns not to do the same thing - 22self-regulationinfluencing one’s own behavior through self-monitoring, self-judgment, and affective self-reaction
- 23self-monitoringpaying attention to one’s behavior; allows one to be diagnose and understand one’s actions; helps one to be motivated and set goals for improvement
- 24self-judgmentevaluating one’s behavior; informed by personal standards that are developed through the reflective processing of the standards and behaviors of significant others as well as other social influences
- 25moral disengagementpermits indiv.s and institutions to perpetuate and encourage violence and other inhuman activities while justifying and exonerating their behavior
- 26Bandura's Theoryclearly grounded in empirical research and is amenable to precise laboratory methods of investigation
- explains complex human behaviors such as decision making and creativity
- underscores the vast differences between a human being and a computer
- psychology = “integrated discipline best suited to advance understanding of human adaptation and change” - 27locus of controlthe extent to which a person believes that reinforcements are controlled by his or her own behavior or by people or outside forces such as luck or fate; anticipates whether one’s actions will influence outcomes
- 28I-E Scaleassessment tool that measures an indiv.’s perception of control
- 29internally controlled indiv.'s (I)assume that their own behaviors and actions are responsible for the consequences that happen to them
- 30externally controlled indiv.'s (E)believe that control is out of their hands
- 31internals- more perceptive and ready to learn about their surroundings
- process information more efficiently than externals
- suffer less from hypertension and are less likely to have a heart attack
- more resistant to influences from other people - 32externals- more likely to conform
- more anxious and depressed
- more vulnerable to stress
- higher female population than males - 33behavior potentiallikelihood that a particular response behavior will occur in a given situation
- 34expectancyindividuals’ subjective expectations about outcome of their behavior
- estimation of the probability that a particular reinforcement will occur if one behaves a certain way in a given situation - 35reinforcement valueimportant or preference of a particular reinforcement for an indiv. -- differs from person to person
- 36psychological situationthe psychological context in which the indiv. responds
- takes into account the importance of both dispositional and situational influences - 37behavior specificityan indiv.’s behavior is influenced by the specific situation
- 38Cognitive-Affective Personality System (CAPS)- considers both stability of personality and variability of behaviors across situations
- indiv.s are described in terms of both distinctive organization of their cognitions and feelings and the psychological features of situations in which they are activated - 39behavior signature- the personality consistencies found in distinctive and stable IF-THEN patterns of variability across situations
Information
- Description
- Flashcards on Chapter 9: Social Learning Theories, created by Juliana Ayala Garcilazo on 10/10/2017.
- Created by
- Juliana Ayala Garcilazo
- Views
- 1
- Rating