Social Cognitive Theory and Extensions, Applications (Chapters 12 + 13) Flashcards
Mischel
Grew up in Vienna was inspired by Freud’s psychoanalysis theory however he realised this concepts did not fit with juvenile deliquents
Mischel critique popular personality theories
Wrote the 1968 book Personality & Assessmenty challenging the entire body of theoretical assumptions & methodological practice that were associated both psychoanalysis trait theory
Created a set of cognitive-social personal variables
delay gratification
Bandura—bobo dolls (acquisition vs. performance)
bodo experiment kids would watch a video of an adult being aggressive towards the Bobo doll then they either would get punished or rewarded for their behavior. then children would get the chance to interact with Bobo doll
acquisition is the learning of behavior which happens through observation regardless of reinforcement
just because a kid learns something does not mean they will do it
will only imitate the behavior when given an incentive
performance is replicating that behavior which is dependent on the rewards/punishments
children who saw the adult get punished did not model the same behavior while kids who saw the adults get rewarded replicated the same aggressive behavior
Reciprocal determinism:
Banduras: concept that behavior is determined by an interaction between person & situation/envrionment
ALL THREE Behavior, personality & environment influence one another they are one interacting system
B=F(P←→S)
Behaviorist
behavior only due to the sitution
Watson hand me a baby B=S
behavior is the situation/environment
three kinds of person-situation interactions
- Reactive (construal/appraisal): People exposed to the same objective environment perceive and react differently to it.
ex. how Prof. John perceives his neighbor Smith when he is trying to relax.
- Proactive (selection of environment) : people are active agents
We choose our own environment. For example, I chose the school I currently attend, and I chose my friends. - Evocative (evokes reactions from others): People have different qualities that evoke different responses from others. In other words, we elicit different responses.
ex. if I dress nicely, people will treat me better.
Attributions (causal explanations):
attributions are casual explanations for behavior
Weiner’s model
(internal vs. external causes, stable vs. variable causes) and consequences.
attributions can be internal (within the person)
or external (in the environment)
stable causes (cannot change they are fixed)
variable (are unstable or flexible they can change)
- what are some attributions for aceing an exam?
- Internal stable: student is smart, gifted
- Internal variable: student put a lot of effort into studying
- External stable: the test was easy
- External variable: student got lucky
Stance on situational consistency of behavior
a social cognitive theory that behavior is situation-specific
think of the behaviorists (i can turn a rat into anything ) & anti trait theorist is not who you are is which environment you in )
contrast against trait theory that states behavior is consistent in all situations
relates to Mischel aggressive camps (behavioral signature IF -THEN ) if I’m in this situation then i will act this way
the 6 basic assumptions of social cognitive theory
- emphasis on people as active agents (kelly & rogers)
ex. I want to go to grad school so I work hard in my undergrad to be competitive - Emphasis social origins of behavior (Behaviorists & Post -Freudians)
ex. Freud 2 instinct of origins sex and aggression - Emphasis on cognitive Processes (thought ) kelly
ex. Lily my dog has a cognitive map of my house if she gets lost she will find her way back - Emphasis behavior as a situation-specific
ex. behavior is situation-based based you act that way because of a situation or environment
i’m shy due to give a speech since alot of people came - Learning complex behavior without reward
(Post Behaviorist ; Tolman)
ex. Tourist study rats learned even without reinforcement - Emphasize empirical research
(Behaviorist: Rogers, Trait theories)
ex. Research is important to prove our theory is it tested or verified
behavoral signatures IF-THEN
Mischel attended summer camp in order to observe whether children’s interactions were positive or negative
situation-based- distinct profiles of behavior that happen in specific situations
IF THEN- if I’m under a situation then I will react this way
only aggressive in certain situations
Some are aggressive more frequently than others (individual trait effects)
Person X environment stable profile of expressing particular behaviors in specific groups of situations (ex aggressive only with peers but never with authority figures)
Change: modeling, guided mastery, (behavior change)
behavior change- one of bandura goals
therapeutic (change) : new patterns of though & behavior, generalization & maintenance of those patterns
ex. based on self-efficacy & cognitive competencies
therapist under this new framework tells you have the tools in order to change this behavior
2 different methods use
1. modeling : watching someone else do this behavior and having positive consequences
- guided mastery: same as modeling but you will assist in trying out this behavior
building up those mastering experiences that will increase self-efficacy
research examples
(therapeutic change)
Bandura, snake phobias
hypothesis increasing self-efficacy will decrease phobia
used guided mastery/participation
will observe interactions with snakes and then would also interact with snake
show to be effective in reducing phobia
similar research with test anxiety & women self -defense
women would master self -dense skills which are shown to be effective in gaining freedom of action & decreasing avoidance behavior
Delay of gratification
Delay of gratification
postponement of pleasure
Mischel placed kids in one room, placed an oreo cookie in front of them, and told them if they waited, they could have two oreos. He then left them alone in the room. The point of this experiment is to see if they can wait for a greater prize
Higgins: Ideal self and Ought self as self-guides and their emotional consequences
According to Higgins, people whose actual self showed discrepancies with their ideal self showed sadness, but those who showed actual self showed discrepancy with their Ought self showed anxiety.
This is due to the fact that individuals not meeting their ought self means not achieving their obligations,(perceived this as threat) while not meeting the ideal self means losing potential positive outcomes, which result in a feeling of sadness, not anxiety since there’s no threat
Actual self
Ideal self=oughth self
whats’s self-efficacy
connections between self-efficacy and anxiety, depression and health (e.g., condom use study)
the self-perceived ability to perform tasks relevant to a situation
r empirical findings show that individuals who have self-efficacy showed that they put greater effort into their performances, have less anxiety and depression in certain situations, carefully select more challenging and difficult tasks, are better equipped to deal with stress and disappointments. Strong self-efficacy beliefs are good for health better immnue system
Positive self-efficacy beliefs lead to the idea of safe sexual behavior and a higher probability of adopting safe sexual practices
