6 - Bandura and Mischel Flashcards
What was Watson’s radical behaviourism?
- reaction to messy and inconsistent introspection
- focus on objective, and repeatable data
- all references to internal processes should be banished
- relationships between environmental variables and observable behaviour
- he believed that all behaviour derived from the environment through learning
What was Thorndike’s contributions?
- law of effect
- instrumental learning, behaviour theory
- conscious act of organisms, not reflex
What was the general learning theory?
- basic rules of learning for mathematics
- Clark Hull, Kenneth Spence
What was Skinner’s semi-revolution?
- return to radical behaviourism
- functional relationships between stimuli and responses (not looking at internal mediators)
- importance of the environment
- main ideas = operant conditioning, positive and negative reinforcement, schedules of reinforcement
What are the two streams of influence for cognitivism?
- development of the first digital computer by Turing (metaphor for mind)
- Donald Broadbent (multistore model of memory)
What was Broadbent’s work about?
- selective attention
- hypothesized internal processes, which contravened the behaviourist notion of only input and output relations
What was Mischel’s critique of traits?
- “Personality and Assessment” = critique of the trait perspective
- expect to see a high correlation if traits are the main factor
- however, there is only a 0.3 correlation between trait and behaviour
- additionally, the correlation between behaviour in one situation and behaviour in another situation is 0.3
- this paper ended up re-energizing the trait perspective
What is reciprocal determinism?
- how we understand the relationship between the person, situation, and behaviour
- it is neither the person nor the situation that is more important for predicting behaviour
- it depends on the particular situation
What are the steps in the cycle of reciprocal determinism?
- we evaluate the situation = what should I be doing, what is an appropriate set of behaviours
- we behave
- the behaviour changes the situation
- then, we re-evaluate the situation
- we change the environment in which we live
How does the cognitive social learning theory talk about motivation?
- no talk about motivation
- goals = why are these goals important
- largely based on learning and experience
What are social learning person variables?
- internal evaluating and interpretation processes, interdependent processes
- not fixed, unchangeable things
- determine which stimuli are perceived, and acted upon
- active cognitive processes, operating in the present
- generated by social learning experiences
What are the 5 social learning person variables?
- competency and self-efficacy
- encoding strategies and personal constructs
- expectancies
- subjective values
- self-regulatory systems and plans
What is competency and self-efficacy?
- beliefs about what skills we have (in general)
- what can we do, what we’re capable of
- the beliefs we have dictate decisions and behaviours we choose to engage in
- those with a higher self-efficacy tend to risk more, try more things (growth choices), work harder, spend more time/effort, and have more positive emotions when facing a challenge
- self-fulfilling prophecies
- self-efficacy is based on =
what we have experienced (done and succeeded at), what others tell us we can do - our perceived skills is constantly adjusting based on feedback from our environment
What are encoding strategies?
- how we select and interpret information
- we tend to produce the outcome we expect
- eg. if we see the world as dangerous, we will have the experience, and find things to support the claim
What are personal constructs?
- encoding strategies about the self
- what kind of person am I
