Bandura Flashcards
Triadic Reciprocal Determinism
belief that cognition, behavior, and the environment operate interactively as determinants of one another
Assumptions in social-cognitive approach
Assumes that we represent external events symbolically
Assumes that most of our behavior is not controlled by immediate external reinforcement
Anticipated Outcome
assumption
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modeling
a behavior modification technique that involves observing the behavior of others (models) and participating with them in performing the desired behavior
Modeling theory, influences of models, observers, and vicarious Reinforcement
much behavior- good and bad, normal and abnormal is learning by imitating the behavior of other people
Influences of the models
age and gender play role in modeling. Children tend to imitate the behavior of an adult model of the same sex. Similarity between model and observer effects imitation
Influences Observers
range of responses: low self esteem/confidence are more likely to imitate a models behavior rather than those with high esteem/confidence
Vicarious Reinforcement
willingness to imitate the behavior of a model after observing that the model was reinforced for the behavior
Process of observational learning
- Attentional Processes
- Retention Processes
- Production Processes
- Incentive & Motivational Processes
Attentional Processes
developing our cognitive processes and perceptual skills so that we can pay sufficient attention to the model and perceiving the model accurately enough to imitate displayed behavior. example staying awake during driver education course
Retention Process
retaining or remembering the model’s behavior so that we can imitate or repeat it at a later time; encoding mental images and verbal descriptions
ex: taking notes during lecture
Production Processes
translating the mental images or verbal symbolic representations of the models behavior into our own overt behavior by physically producing the responses and receiving feedback on the accuracy of the model’s behavior.
example: driving with drive instructor and shifting gears and dodging cones
Incentive and Motivational Process
perceiving that the models behavior leads to a reward and thus expecting that our learning and successful performance of the same behavior will lead to similar consequences. example expecting that when we have mastered driving skills, we will pass the state test and receive a drivers license
Efficacy Expectation
our feeling of adequacy, efficiency and competence in coping with life
Efficacy expectations depend on four factors:
Performance accomplishments
Vicarious experiences
Verbal persuasion
Emotional arousal
Performance Accomplishments
the most influential source of efficacy : prior achievements demonstrate our capabilities and strengthen our feelings of self-efficacy
Vicarious Experiences
seeing other people perform successfully- if they can do it I can do it
Verbal Persuasion
means reminding people that they possess the ability to achieve whatever they want to achieve, can enhance self-efficacy
Emotional Arousal (physiological and emotional)
judge by how fearful/calm, stressed/calm we feel in situations basis for judging our ability to cope
Research findings on aggression and modeling
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Research summary on Efficacy Expectations
Academic development and achievement- higher efficacy higher achievement
Career choices and job performance:
Physical and mental health: conquering phobias and physical pain
High/low Efficacy Expectations
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Multiple Models in explaining Personality Development
Parents:
=On the plus side, imitation of parents’ behaviors often meets with reward =On the minus side, parents who severely punish their children or are cold and impersonal are likely to have children with behavioral problems
Multiple models:
=Children eventually learn to apply self-reinforcers and self- punishers to their own behavior
Behavior modification techniques
modeling technique to eliminate fears and other intense emotional reactions
guided participation: involves watching a live model and then participating with the model
covert modeling: subjects are instructed to imagine a model coping with a feared of threating situation; but they do not actually see a model
