Chapter 13: Bandura – Social Cognitive Learning Theory

bobo doll study

Freud, Dollard and Miller (imitation)

identify with parents and model their behaviors shapes personality

Kidd et al. kids who had reliable interactions before marshmallow task (Mischel) waited 4 times longer than those who had unrealiable interactions

personality is shaped by the mutual, reciprocal interactions of behavior, person, and environment (BPE), meaning all three act on and influence each other

- can be filmed or live models- learning is not always evident in performance

= learning by observing others without being directly rewarded

models can influence our development for these standardsex: I don't like how much I drink but I do it because those are my friends

= do you think you have the ability to accomplish a certain task

belief about a desirable or undesirable outcome that will occur if behavior is performed

I am confident I can put coins in a soda machine (high self-efficacy) but doubt the machine will deliver my chosen soda (low outcome expectations)

- if you have higher self-efficacy you are more likely to obtain your goal

- higher self-efficacy- make proximal goals, not distal

close goalsfar away goalsex: I am going to cut sugar from my diet vs. I will cut 50% of my weight in 6 months

because we feel like we have more control over the situation

higher self-efficacy leads to leads to higher immune system functioning

- boys and girls more likely to imitate aggression if aggressive model is rewarded than if punished- more likely to model aggressive bx if you do nothing(no consequence) than if punished

attentional processes = observing bx of modelrentention = remembering what model didmotor reproduction = doing itmotivational = wanting it

people are responsible for own bx; empowerment model

personal constructs people use to describe themselves; cognitive structures and functions

self-observation (observe own performance)judgment process (standards for self, how hard on self, expectations)self-response (reward or punish)

choosing goalscontrolling bx from emotions

- use learning principles (not talking)- increase self-efficacy through treatment of phobias = self-efficacy varies with behavioral domain so change bx sometimes- distrusts cognitive therapy bc we can think we need to lose weight but won't happen until we perform a BEHAVIOR

you need positive efficacy

the PERSON has EFFICACY EXPECTATIONS that affect BEHAVIOR and BEHAVIOR leads to OUTCOME EXPECTATIONS which then brings the OUTCOME

yes I can do it

belief about what will occur is bx is successfully performed; ex: if I do X I will get a promotion

- performance accomplishments- vicarious experience- verbal persuasion- emotional arousal

self = believe in selfcollective = ability to accomplish task as group (ex: sorority raise money)proxy = need another person to help accomplish goal

all 3 used to help get through day but not all equal

good when young but bad when old bc shouldn't rely on others

achieve difficult goals together

failure to regulate bx to live up to high moral standardsex: cheating bc everyone does it