2. LEARNING OUTCOME
Evaluate Social Cognitive Theory, making
reference to two relevant studies.
I can evaluation SCT by applying it to relevant
real world examples.
3. Social Cognitive Theory
Behavior
Environment
Person
(Cognition &
Emotions)
Reciprocal
Determinism
SCT explains how humans learn behavior and cultural norms through
observational learning. This is shaped by how our cognition shapes
reinforcement, environmental modeling, and our feelings of self-efficacy.
4. SCT KEY TERMS
Modeling: To observe the actions of another person and use the
observations as a guide for future behavior. In order for modeling
to occur there must be…
Attention
Retention
Reproduction
Motivation
Self-Efficacy: The belief that one is capable of starting and
carrying out an action.
5. MOTIVATING FACTORS IN
OBSERVATIONAL LEARNING
Observing a Model: To learn a new behavior, one must first observe
someone else (a "model") performing that behavior. For the observation to result
in learning, you must pay attention to the behavior, remember the behavior, and be
physically capable of reproducing the behavior.
Outcome Expectancies (Rewards/Punishments): Bandura argues
that people can learn from observing the consequences of others; they don't need
to experience those consequences themselves. This called vicarious
reinforcement, which leads to outcome expectancies, and happens when we
watch what happens to others around us.
Self-Efficacy: Self-efficacy refers to the extent to which you think you can
reproduce the behavior that you have observed, mastering that particular skill. In
simple terms, it is the extent to which you believe in your ability to complete a task.
Identification/Liking the Model: There is a tendency to imitate models
who are like ourselves. (Age, Gender, Etc.) Also, warm and friendly models (or
ones that we like nonetheless) are more likely to be imitated than cold, uncaring
models.
6. CHILDREN SEE, CHILDREN DO
Children See, Children Do
What is the message of the commercial? How do
children learn?
To what extent do each motivating factor impact the
children in the commercial?
7. BANDURA ET AL. (1961)
THE BOBO DOLL EXPERIMENT
Bandura on the Bobo Doll Study
8. BANDURA ET AL. (1961)
Aim: To discover if children would imitate aggressive
behavior modeled by adults; Also, to know if children
were more likely to imitate same-sex models.
Method:
Participants: 72 Children (3-6 Years Old at the Stanford Preschool)
Treatment Group 1: Observed an adult model playing violently with a
Bobo Doll.
Treatment Group 2: Observed a model assembling toys for 10
minutes. (Non-Violent)
Control: Did not Observe a Model
9. BANDURA ET AL. (1961)
Findings: Children were significantly more
aggressive (and in novel ways) when they had
observed a violent model.
Children were more likely to imitate same-sex models.
Conclusion: Children can learn aggressive
behavior based on social observations and
especially from those models that they
identified with.
Critical Thinking: External Validity? Others?
10. CHARLTON ET AL. (2002)
Aim: To investigate whether the introduction of
T.V. to a community (St. Helena) increases
aggressive behavior among children.
Method: Natural Experiment Set up cameras
on a playground and observed behavior of
children (Ages 3-8) from two local schools.
Compared results before and after.
11. CHARLTON ET AL. (2002)
Findings:
No noticeable increase in aggressive behavior
developed after T.V. was introduced.
Teachers & Adults explained that there were strict rules
on children on the island
Discussion/Conclusions: Children may learn
behaviors but not display them for various
reasons. Does not challenge SLT, rather, Bandura
et al. (1961).
Criticisms: Ecological Validity? Others?
12. PERRY, PERRY, & RASMUSSEN
(1986)
Aim: To investigate the motivations of children
demonstrating aggressive/antisocial behavior at
school.
Method: 160 children were sampled and categorized
as either being aggressive or non-aggressive. The
children were then questioned about their feeling of
self-efficacy in avoiding aggression and the other
measuring outcome expectancies of aggressive
behavior.
13. PERRY, PERRY, & RASMUSSEN
(1986)
Findings:
Aggressive children found it easy to engage in aggressive behavior
and more difficult to inhibit these impulses. These aggressive children
were also more likely to believe that aggression would bring more
rewards than punishments.
Conclusions: Aggression in children can be predicted
based on their feelings of self-efficacy (I can be
aggressive) and outcome expectancies (I will be
rewarded).
Explanation? Critical Thinking?
14. SCT APPLICATION
Pick one of the three following common applications of SCT to
explain behavior.
Violence & Video Games/Media
The Spread of School Shootings
The “Trump Effect” on Bullying/Hate in America
As you learn about these issues, consider the following questions.
1. Explain the augment that uses SCT to explain an increase in
violence based on your chosen subject?
2. TWE does SCT apply to your chosen topic.
3. Does your chosen topic actually lead to more violence?
16. VAN DE WAAL ET AL. (2014)
Aim: To determine the circumstances and
models that shape social learning.
Method:
Field Observation of wild Vervet Monkeys
Placed sandy grapes in the field and observed the
strategies that the monkeys would use to eat the
grapes.
17. VAN DE WAAL ET AL. (2014)
Findings:
Four different strategies of eating the grapes were adopted by
different groups of monkeys.
All Infant monkeys first adopted the strategy of their mother
even if other strategies were present.
Mothers who explored the grapes in different ways were more
likely to have infants who were more likely to explore the
grapes differently.
Conclusion: Vervet Monkeys learn their habits
from observing the actions of their mothers.
Critical Thinking
