BEHAVIORAL AND SOCIAL LEARNING THEORIES

BEHAVIORAL AND SOCIAL LEARNING THEORIES

1. THE APPROACH IS KNOWS AS BEHAVIORISM BECAUSE THEY BELIEVED THAT IT WAS NOT POSSIBLE TO STUDY CONCIOUS EXPERIENCE SCIENTIFICALLY

2. IVAN PAVLOV

   • IVAN AND HIS COWORKERS CONDUCTED A RESEARCH ON DIGESTION IN DOGS
   • HAD SURGICALLY IMPLANTED TUBES IN CHEEKS OF THE DOGS
   • NOTICED THAT (THE REFLEXIVE SECRETION OF SALIVA) WHEN DOGS SAW FOOD BEING BROUGHT TO THEM NOT JUST WHEN PLACED IN THEIR MOUTHS
   • REGONIZED THAT THE DOGS HAD LEARNED TO ASSOCIATE THE SIGHT OF FOOD BY SALIVATING
   • DEMONSTRATED THAT THIS INTREPRETATION WAS CORRECT BY CONDUCTING EXPERIMENTS USING A CLICKING METRONOME INSTEAD OF THE SIGHT OF FOOD AND SMALL QUANTITIES OF POWDERED MEAT
   • WHEN THE METRONOME AND THE MEAT POWDER WERE PRESENTED TOGETHER, THE DOGS QUICKLY LEARNED TO SALIVATE TO THE METRONOME ALONE
   • TO STUDY THE REFLEXIVE SECRETION OF SALIVA DURING EATING
   • AN INHERITED REFLEX COMES TO BE TRIGGERED BY A STIMULUS THAT HAS NOTHING TO DO WITH THAT REFLEX

3. JOHN B WATSON AND MARGARET FLOY WASHBURN

   • THEY AGREED WITH PAVLOV THAT THE IMPORTANCE OF CONDITIONING WENT FAR BEYOND SALIVATING DOGS
   • MOST HUMAN BEHAVIOR WAS LEARNED THROUGH CLASSICAL CONDITIONING

4. SOCIAL LEARNING THEORY

   • ALBERT BANDURA INTEGRATES THE STUDY OF BEHAVIOUR WITH THE STUDY OF COGNITION
     • MOST IMPORTANT ASPECTS OF OUR BEHAVIOR ARE LEARNED FROM OTHER PERSONS IN SOCIETY
   • SOCIAL LEARNING THEORIST : KEY CONCEPTS IN THE STUDY OF PERSONALITY ARE NOT ID, EGO AND SUPEREGO BUT CLASSICAL CONDITIONING, OPERANT CONDITIONING AND MODELLING
   • ROLE OF LEARNING IN PERSONALITY
     • A PERSON DEVELOPS AN ADEQUATE PERSONALITY IF HE OR SHE IS EXPOSED TO GOOD MODELS AND IS REINFORCED FOR APPROPRIATE BEHAVIOR
     • BANDURA BROKE WITH TRADITIONAL BEHAVIORISM IN TWO MAIN WAYS
       • SEES PEOPLE AS PLAYING AN ACTIVE ROLE IN DETERMINING THEIR OWN ACTIONS, RATHER THAN BEING PASSIVELY ACTED ON BY LEARNING ENVIRONMENT
       • EMPHASIZE THE IMPORTANCE OF COGNITION IN PERSONALITY
     • BANDURA 1977 STATE THAT SOCIAL LEARNING IS AN EXAMPLE OF RECIPROCAL DETERMINATION
       • RECIPROCAL DETERMINATION : NOT ONLY BEHAVIOR IS LEARNED BUT SOCIAL LEARNING ENVIRONMENT IS ALTERED BY BEHAVIOR
       • PERSONALITY IS LEARNED BEHAVIOR BUT IS ALSO BEHAVIOR THAT INFLUENCES FUTURE LEARNING EXPERIENCE
   • ROLE OF COGNITION IN PERSONALITY
     • LEARNED COGNITION ARE THE PRIME DETERMINANT OF OUR BEHAVIOR
       • EXP : PEOPLE WHO BELIEVE THAT HELPING OTHERS MAKES THEM SELF RELIANT WILL BE STINGY TOWARD PEOPLE IN NEED
     • SELF EFFICIACY : PERCEPTION THAT ONE IS CAPABLE OF DOING WHAT IS NECESSARY TO REACH ONE'S GOALS BOTH IN THE SENSE OF KNOWING WHAT TO DO AND BEING EMOTIONALLY ABLE TO DO IT
       • PEOPLE WHO PERCEIVE THEMSELVES AS SELF EFFICACIOUS ACCEPT GREATER CHALLENGES, EXPEND MORE EFFORT
       • PEOPLE WITH POOR SELF EFFICACY MAY NOT ACCEPT A PROMOTION AT WORK BECAUSE IT INVOLVES HAVING TO NEGOTIATE WITH DIGNITARIES
       • LEARNED FROM WHAT OTHERS SAY ABT US, DIRECT EXPERIENCES OF SUCCESS AND FAILURE AND OTHER SOURCES
     • BANDURA ALSO EMPHASIZES THE IMPORTANCE OF VALUES AND PERSONALITY STANDARDS IN PERSONALITY
       • SELF REGULATION : WHEN WE BEHAVE IN EAYS THAT MEET OUR PERSONAL STANDARDS, WE COGNITIVELY PAT OURSELVES ON THE BACK N REINFORCE OURSEVES
     • WE DO NOT SAY "GOOD, YOU DID OK!" INSTEAD WE FEEL SELF-REINFORCING SENSE OF PRIDE OR HAPPINESS WHEN WE HAVE MET OUR STANDARDS
       • WE PUNISH OURSELVES (FEEL GUILTY OR DISSAPOINTED) WHEN IT FAILED TO MEET OUR PERSONAL STANDARDS
   • SITUATIONISM AND INTERACTIONISM
     • SOME SITUATIONS TEND TO MAKE US CHEERFUL AND SOME MAKE US GLOOMY
       • B. F. SKINNER ARGUED THAT BEHAVIOR DETERMINED BY THE SITUATIONS IN WHICH PEOPLE FIND THEMSELVES NOT TRAITS INSIDE THE PERSON
         • SITUATIONISM : SUGGEST THAT OUR BEHAVIOR IS CONSISTENT ONLY AS LONG AS OUR SITUATIONS REMAIN CONSISTENT
           • WOMAN MIGHT BE FRIENDLY MOST OF THE TIME WHEN SHE IS WITH HER FAMILY BUT COLD AND DISTANT WITH HER GOSSIPY COWORKERS
           • PEOPLE BEHAVE IN WAYS THAT SUITS THEIR SITUATIONS THAT ARE APT TO CHANGE
     • SOCIAL LEARNING THEORISTS SUGGESTED A CONSTRUCTIVE COMPROMISE BETWEEN THE TRAIT AND SITUATIONISM POSITIONS
       • SOLUTION KNOWN AS PERSON X INTERACTIONISM
         • BEHAVIOR IS INFLUENCED BY COMBINATION OF CHARACTERISTICS OF THE PERSON AND SITUATION
         • EXP : ONE PERSON MIGHT BE RELATIVELY CALM AND RELAXED WHEN NOT FRUSTRATED, IF ENCOUNTERS A STRESSFUL SITUATION, MIGHT REACT WITH INTENSE ANXIETY AND IRRITABILITY
         • DIFF PEOPLE REACT TO SAME SITUATION DIFFERENTLY, SAME PERSON OFTEN BEHAVES DIFFERENTLY IN DIFFERENT SITUATIONS
     • PERSONAL VARIABLES IN THE PERSON X SITUATION INTERATION ARE : COGNITIVE, MOTIVATIONAL, EMTIONAL TENDENCIES THAT WE HAVE ACQUIRED THROUGH SOCIAL LEARNING AND DETERMINE HOW WE RESPOND TO DIFF SITUATUONS
       • SITUATIONS THAT INTERACT WITH OUR PERSONAL CHARACTERISTICS DO NOT JUST HAPPEN TO US AT RANDOM : WE PLAY AN IMPORTANT ROLE IN SELECTING AND CREATING MANY SITUATIONS