Bandura and Mischel – Social Cognitive Learning Theory

according to Mischel, the persistent belief that human behavior is more consistent than is indicated by experimental evidence; behaving in patterns is actually unhealthy, healthy people adapt to situations and react accordingly

Mischel's quantification of the amount of consistency found in human behavior; the correlation of behavior across time, across similar situations, and between personality questionnaires and behavior was about .3; suggests that human behavior was not nearly as consistent as it had been widely assumed to be

contention that person variables, situation variables, and behavior constantly interact with one another

those variables thought by Mischel to determine how a person selects, perceives, interprets, and uses the stimuli confronting him or her; competencies, encoding strategies, expectancies, subjective values, and self regulatory systems and plans

cognitive social person variable that determines how individuals anticipate events in their lives

cognitive social person variable that describes what a person knows and what he or she is capable of doing

cognitive social person variable that determines how individuals anticipate events in their lives; behavior (if i do X, I expect Y), and stimulus (if I see X, I expect Y)

cognitive social person variable that determines under what circumstances a person will translate what has been learned into behavior; determine what is worth having or aspiring for, and what is not

cognitive social person variable that determines the circumstances under which an individual experiences self-reinforcement and self-punishment; also determines the setting of future goals and the formulation of plans (strategies) used in attaining those goals

belief that acting a retain way in a certain situation will have a certain consequence

belief that one environmental event will be followed by another specific event that has been consistently associated with the first event in the past

what a person is actually capable of doing

what a person believes he or she is capable of doing

representation of future outcomes (expectancy); importance of goal setting (motivates you to do better); immediate feedback

observational learning - processes that determine what is attended to and therefore what is learned through observation

observational learning - processes that determine how experiences are encoded into memory for possible future use; (delayed) - gives you ability to do something later

observational learning - processes that determine what behavior a person is physically capable of performing; EX: men can't understand childbirth because they can't experience it

observational learning - processes that determine the circumstances under which learning is translated into behavior; such a translation will not occur unless the person has an adequate incentive

punishment that comes from observing the negative consequences of another person's behavior

reinforcement that comes from observing the positive consequences of another person's behavior

kids not only copy aggression, but act in new aggressive ways

standards that must be met or exceeded before one experiences self-reinforcement; if a person's performance does not meet or exceed a performance standard, he or she experiences self-punishment

best modified by own accomplishments/failures; don't ask kid how friend did on a test compared to them

behavior that is on accordance with internalized moral principles; when a person acts in accordance with internalized moral principles, he or she experiences self-praise - if not, the person experiences self-contempt

cognitive mechanisms a person can employ to escape the self-contempt that ordinarily results when a person acts contrary to an internalized moral principle

expectancies that do not result in effective interactions with the environment; such expectancies can result from inaccurate modeling, from overgeneralization of nonrepresentational personal experience, or from distorted perceived self-efficacy; EX: depression, phobias

observational learning - NOT instinctual

just watching someone do something

type of modeling that requires the observer to participate in the modeling experience; first me, then you do something

modeling involving something other than a live human, for instance, a film, television, instructions, reading materials, or a demonstration

doing something together; most effective

therapeutic procedure whereby a client is asked to imagine a series of interrelated anxiety-provoking scenes until they no longer cause anxiety; brings you to high point of arousal, then brings you back to comfort, then pushes you to a little higher arousal

postponement of a small, immediate reinforcer in order to obtain a larger, more distant reinforcer

very high on generating research and parsimony; high on falsifiability, organizing knowledge, and guiding action

free choice over determinism; optimism over pessimism; equal emphasis on teleology and causality; conscious over unconscious; culture over biology; uniqueness over similarity