Social Learning And Personality Development Bandura Pdf
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It developed into the SCT in and posits that learning occurs in a social context with a dynamic and reciprocal interaction of the person, environment, and behavior. The unique feature of SCT is the emphasis on social influence and its emphasis on external and internal social reinforcement.
- Social learning and personality development
- Behavioral Change Models
- Social Learning Theory (Albert Bandura)
- Behavioral Change Models
Journal of Cognitive Psychotherapy 13 2 , ,
Social learning and personality development
The social-cognitive perspective on personality is a theory that emphasizes cognitive processes, such as thinking and judging, in the development of personality. By observing an admired role model, an individual may choose to adopt and emphasize particular traits and behaviors. Walter Mischel —present is a personality researcher whose work has helped to shape the social-cognitive theory of personality. As shown in this diagram, features of situations, behaviors, behavior generation processes, and encoding processes are all interconnected.
Is the trait more important in predicting behavior, or the situation? Some traits, like intellect, are stable across situations; however, people may change other aspects of their personality from situation to situation. This argument contradicted the fundamental tenet of trait theory that only internal traits, not external situations, should be taken into account.
Mischel made the case that the field of personality research was searching for consistency in the wrong places. In other words, if x situation occurs, then y behavior might result. In this way, Mischel emphasized the importance of physical, social, and environmental forces in shaping behavior. These findings contradicted the classic trait-theory assumption that individuals who shared a specific trait would behave in a similar manner.
This work has given researchers a new way to conceptualize and assess both stability and variability in behavior that is produced by the underlying personality system.
Self-regulation refers to the ability to set and work toward goals; it is often described as willpower and often relates to the ability to delay gratification. Delayed gratification is the concept of denying oneself a reward in the present to get a better reward in the future. What Mischel found was that young children differ in their degree of self-control. Mischel and his colleagues continued to follow this group of preschoolers through high school, and they found that children who had more self-control in preschool the ones who waited for the bigger reward were more successful in high school.
On the other hand, those children who had poor self-control in preschool the ones who grabbed the one marshmallow were not as successful in high school and were found to have academic and behavioral problems. For Mischel , people are situation processors: the children in the marshmallow test each processed, or interpreted, the reward structure of that situation in their own way.
Social-cognitive theories of personality emphasize the role of cognitive processes, such as thinking and judging, in the development of personality. Social cognition is basically social thought , or how the mind processes social information; social-cognitive theory describes how individuals think and react in social situations.
How the mind works in a social setting is extremely complicated—emotions, social desirability factors, and unconscious thoughts can all interact and affect social cognition in many ways. Two major figures in social cognitive-theory are behaviorist Albert Bandura and clinical psychologist Julian Rotter.
Albert Bandura is a behavioral psychologist credited with creating social learning theory. He agreed with B. Cognitive processes refer to all characteristics previously learned, including beliefs, expectations, and personality characteristics. Behavior refers to anything that we do that may be rewarded or punished. Reciprocal determinism : Bandura proposed the idea of reciprocal determinism, in which our behavior, cognitive processes, and situational context all influence each other.
Instead, Bandura hypothesized that the relationship between behavior and environment was bi-directional , meaning that both factors can influence each other. In this theory, humans are actively involved in molding the environment that influences their own development and growth.
Distinct from self-efficacy, which involves our belief in our own abilities, locus of control refers to our beliefs about the power we have over our lives, and is a cognitive factor that affects personality development. Locus of control can be classified along a spectrum from internal to external; where an individual falls along the spectrum determines the extent to which they believe they can affect the events around them. A person with an internal locus of control believes that their rewards in life are guided by their own decisions and efforts.
If they do not succeed, they believe it is due to their own lack of effort. An internal locus of control has been shown to develop along with self-regulatory abilities.
People with an internal locus of control tend to internalize both failures and successes. Many factors have been associated with an internal locus of control. Males tend to be more internal than females when it comes to personal successes—a factor likely due to cultural norms that emphasize aggressive behavior in males and submissive behavior in females. As societal structures change, this difference may become minimized.
As people get older, they tend to become more internal as well. This may be due to the fact that as children, individuals do not have much control over their lives. Additionally, people higher up in organizational structures tend to be more internal. Rotter theorized that this trait was most closely associated with motivation to succeed. A person with an external locus of control sees their life as being controlled by luck, chance, or other people—especially others with more power than them.
If they do not succeed, they believe it is due to forces outside their control. People with an external locus of control tend to externalize both successes and failures. Individuals who grow up in circumstances where they do not see hard work pay off, as well as individuals who are socially disempowered such as people in a low socioeconomic bracket , may develop an external locus of control. An external locus of control may relate to learned helplessness, a behavior in which an organism forced to endure painful or unpleasant stimuli becomes unable or unwilling to avoid subsequent encounters with those stimuli, even if they are able to escape.
Evidence has supported the theory that locus of control is learned and can be modified. However, in a non-responsive environment, where an individual actually does not have much control, an external locus of control is associated with a greater sense of satisfaction. Examples of locus of control can be seen in students. A student with an internal locus of control may receive a poor grade on an exam and conclude that they did not study enough.
They realize their efforts caused the grade and that they will have to try harder next time. A student with an external locus of control who does poorly on an exam might conclude that the test was poorly written and the teacher was incompetent, thereby blaming external factors out of their control. Critics of the social-cognitive theory of personality argue that it is not a unified theory and does not explain development over time. The social-cognitive theory of personality emphasizes both learning and cognition as sources of individual differences in personality.
This means that an individual can learn from observing others, as opposed to only being able to learn from their own experiences.
One of the main criticisms of the social-cognitive theory is that it is not a unified theory. This means that the different aspects of the theory may not be connected. For example, researchers currently cannot find a connection between observational learning and self-efficacy within the social-cognitive perspective.
The theory is so broad that not all of its component parts are fully understood and integrated into a single explanation of learning and personality. The findings associated with this theory are still, for the most part, preliminary. It does not provide a full explanation or description of how social cognition, behavior, environment, and personality are related, although there are several hypotheses.
Another limitation is that not all social learning can be directly observed. Because of this, it can be difficult to quantify the effect that social cognition has on development.
Similarly, many aspects of personality are subjective and can be equally hard to measure and quantify. Finally, this theory tends to ignore maturation throughout the lifespan. Because of this, the understanding of how a child learns through observation and how an adult learns through observation are not differentiated, and factors of development are not included.
Walter Mischel —present is a personality researcher whose development of the cognitive-affective personality model has helped to shape the social-cognitive theory of personality.
The topic debated is whether traits or situations are more influential in predicting behavior. Learning Objectives Discuss the major components of social-cognitive theories of personality. Key Takeaways Key Points Social- cognitive theories of personality emphasize the role of cognitive processes, such as thinking and judging, in the development of personality.
Albert Bandura is a behavioral psychologist who came up with the concept of reciprocal determinism, in which cognitive processes, behavior, and context all interact with and influence each other. A person with an external locus of control believes that rewards or outcomes are determined by luck, chance, or other people with more power than them. If they do not succeed, they believe it is due to forces outside of their control. Criticisms of the Social-Cognitive Perspective on Personality Critics of the social-cognitive theory of personality argue that it is not a unified theory and does not explain development over time.
Learning Objectives Discuss the limitations of the social-cognitive perspective on personality. Key Takeaways Key Points One of the main criticisms of social-cognitive theory is that it is not a unified theory—that the different aspects of the theory do not tie together to create a cohesive explanation of behavior.
Social-cognitive theory tends to ignore maturation and developmental stages over a lifetime. It does not explain how motivation or personality changes over time.
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Behavioral Change Models
The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, an environmental influences. The component processes underlying observational learning are: 1 Attention, including modeled events distinctiveness, affective valence, complexity, prevalence, functional value and observer characteristics sensory capacities, arousal level, perceptual set, past reinforcement , 2 Retention, including symbolic coding, cognitive organization, symbolic rehearsal, motor rehearsal , 3 Motor Reproduction, including physical capabilities, self-observation of reproduction, accuracy of feedback, and 4 Motivation, including external, vicarious and self reinforcement. Because it encompasses attention, memory and motivation, social learning theory spans both cognitive and behavioral frameworks. Social learning theory has been applied extensively to the understanding of aggression Bandura, and psychological disorders, particularly in the context of behavior modification Bandura,
Social cognitive theory SCT , used in psychology , education, and communication, holds that portions of an individual's knowledge acquisition can be directly related to observing others within the context of social interactions, experiences, and outside media influences. This theory was advanced by Albert Bandura as an extension of his social learning theory. The theory states that when people observe a model performing a behavior and the consequences of that behavior, they remember the sequence of events and use this information to guide subsequent behaviors. Observing a model can also prompt the viewer to engage in behavior they already learned. Depending on whether people are rewarded or punished for their behavior and the outcome of the behavior, the observer may choose to replicate behavior modeled. Media provides models for a vast array of people in many different environmental settings. The conceptual roots for social cognitive theory come from Edwin B.
“At the time this book was written, theories about social development were undergoing major change. The conceptual system that had been in vogue for years was.
Social Learning Theory (Albert Bandura)
Cognition and Psychotherapy pp Cite as. Many theories have been proposed over the years to explain human behavior. The basic conceptions of human nature they adopt and the causal processes they postulate require careful examination for several reasons. What theorists believe people to be determines which aspects of human functioning they explore most thoroughly and which they leave unexamined.
Social learning theory, proposed by Albert Bandura, emphasizes the importance of observing, modelling, and imitating the behaviors, attitudes, and emotional reactions of others.
Behavioral Change Models
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Get this from a library! Social learning and personality development. [Albert Bandura; Richard H Walters].
Social-Cognitive Perspectives on Personality
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