COGNITIVE SOCIAL LEARNING THEORY:
PSYCH 2B03 – Personality – October 25th
COGNITIVE SOCIAL LEARNING THEORY: Albert Bandura and Walter Mischel. Brings together behavior (learned and behavior, but no theories associated with it) and cognitive approach with a number of theories. (personality consists of regular patterns of thinking and perceiving) CORE They see personality as a set of processes. These processes are acquired through learning and observation of others, learning through others. They are changeable, respond to the feedback from environment like consequences. They are in the present moment. Not based in childhood, etc. contains a lot of flexibility, and we can be different people than we are today. If it is nothing more or less than a set of cognitive processes, then we can change them in learning and be different people. We watch others do behavior and learn from it.
It is the single most popular alternative of disorders in clinical aspect. Psychology started by physicists. They wanted to bring down the personality into percepts into its elements, and understand the elements. They used introspection to have people analyze what’s in their minds. Problems bc of consistency with the researcher’s perspective, and ones that were consistent. Very biased for the researcher.
History of Behaviourism – John B. Watson was for the Radical Behaviourism. He looked at a different way of doing research, only via behavior. We can only verify overt behavior, nothing in the mind. This is now known as Methodological Behavior. None of the thoughts or mental activity exist. Everything is much more physical. He denied the existence of the mind. He wrote after the work of Pavlov. Thorndike wanted to quantify the intelligence of animals. His famous puzzle box with cats. it was a gradual process of having the animal learn. As instrumental conditioning, based on the consequences of the response, positive response – more frequent and reliable. Unpleasant and less frequent response. Now as reward and punishment. General Learning Theory – more math models of psychology. Clark Hull and Kenneth Spence. They were interested in all kinds of learning and model it mathematically. They were referenced very much, by starting to theorize using GLT. B.F. Skinner came and returned to Radical Behaviourism. Now know as Instrumental or Skinnerian conditioning. He was interested in the change or frequency of responses, based on reinforcement. He didn’t say much about thoughts or the mind. Thought psychology should create a catalogue, the inputs were related to the outputs. Nothing beyond this. A big dictionary of inputs related to outputs. Problems developed, bc memory was being studied. Remembering down the list of nonsense syllables. People don’t tend to remember in the order they learnt for similar items, they tend to group them into categories. Regroup the items from meaning. Suggesting thinking and behaviourists were shocked. So behaviourist were dying down.
History of Cognitivism – Alan Turing with the digital computer. We need a machine faster than the human mind to work on. He created the computer. Tubes needed to be replaced, and bugs would fly in. The mind is like a computer. Lets us think of the mind as an information processing, inputs to the mind and then outputs of the mind. Something we should do with the mind.
Donald Broadbent – Selective Attention. Why did they not attend to something on the screen. The cocktail party effect, ignore everything else and focus on one convo. Auditory selective attention. He made a model of auditory selective attention. The multistore model of memory, of shortterm and longterm. Same as auditory and now memory. Influential. Cognitive approach to everything now. Cognitive approach is influential in experimental psychology. They too only studied it. The cognitive goes BEYOND behavior, to see what leads to what. What goes on in the mind? Behaviourism goes from environment and behavior. The behavior focuses on learning, and cognitive model accepts learning and cognitive processes are important too. Badura – tested the learned aggressiveness. Children watched aggressiveness and gentleness of a doll via a video. The boys had watched the film of it, and watched what the boys did. They did what the model did, they saw aggressiveness they did aggressiveness. There is social learning from this. Physical aggression also done to a human, instead of a doll. Mischel – influenced by Freud and fled from Germany too. Psychoanalytic trained. Mishel’s Critique of Trait Approach: We should see a strong positive correlation between measured traits and observed behavior, only 10% of variance in behavior can be accounted for in its link to traits. If all the behavior is accounted for in behavior and situations, only about 0.3 Highly generalized behavior consistencies have not been demonstrated. The dominant approach was the trait approach at the time, then he came along and critiqued them. He is mostly responsible for the theory, but Badura has some good points. PersonSituation debate – which is more important that shows up in a situation. Our personality is more important in a behavior situation. It might be the situation itself that determines what shows up in a situation. The behaviorist only care about the situation, stimulus and we show a behavior to it. The other variables of our personality show that this is what shows up in our situations, like cognitive traits. Too black and white. Mischel took on Reciprocal Determinism – it’s neither one nor the other, reciprocal interactions, between internal persona variables and the constraints of the situation. A person in a situation, going to decide what to do. Individual will evaluate the situation. We evaluate the situation, what do we want to happen if we behave one way or the other way. After evaluating, we chose a behavior. Most likely to lead to the outcome I want. If that behavior, alters the situation. Like yelling in a movie theatre that there is a fire, people get crazy and scream. Your behavior chosen has changed the situation. What you say can alter the situation, like telling your significant other how much you are wrong, or they are wrong. Then we can reevaluate the situation. Then chose another behavior. BOTH happen, reciprocal determining action, both person variables and situation variables. You behave differently here at school or at a party. In some cases the situation can be a greater factor in determining your behavior. The situation may be ambiguous, few expectations, then your own person variables are more likely to make a contribution to your behaviors.
Social Learning Person Variables: They are not traits, they are internal. They are not biological traits. Function is determined by which aspects of the environment we are going to pay attention to. Different people pay attention to different things. They can shape the things we pay attention to, and the way in which we interpret things. Active cognitive processes, operating in the present. Not shaped by our past or childhood. They are operating RIGHT NOW. Here in the present. They can be different today, rather than yesterday. They vary bc of learning. They are variables. They vary primarily bc of social learning, no reward or punishment. Involves watching others and learning from their behavior. Instrument and class conditioning a small role. Social learning is very important. Generated by social learning experiences We can be a different person today or tmr, optimistic change for growth and development. Designed to change the perspective, think different, we can be different. These 5 variables are: competency & selfefficacy, encoding strategies & personal constructs, expectancies, subjective values, selfregulatory systems and plans. They are all related and similar to each other Competency & SelfEfficacy – the set of beliefs that we have about our skills and talents that we have. What is it that I’m good at? What can I do? How good am I at relationships? Raj from BBT, did not believe he could talk to women unless drunk. I’m not good at math or essays. Whether they are correct or incorrect. They are across academic, relationships, etc. It makes a big difference in the choices we make. We avoid doing things if we don’t believe we’re not good at it. Think we’re bad in math, don’t do math. Determines our behaviors in those situations, and our amount of effort in it. We’re good at dancing, we’ll work harder at dancing. We give up sooner if we don’t think we can do well. The type of emotions involved. Anxious and concerned, if we think we’re weak in that subject. Challenged and happy where we think we have the appropriate skills. The self talk of positives or negatives, are shaped by these variables. I’m bad at thing, I hate this, etc. if you think you have the skills to succeed, I can solve it and do this. The power of these beliefs is very strong. o A mismatch between what we think we can do, and what we can do. A cause of many psychological problems.
o Lower opinion of our abilities than our actual good abilities – taking the easy way. People don’t try things at which they could succeed. Lower then accurate view of their values. o Higher opinion of yourself than it actually is. You fail bc you don’t have those skills. Rarer. o General set of beliefs and talents. What is it that we can do generically. Probably the most studied one. These beliefs determine in largely the choices and decisions we make, like when we don’t do something bc we feel we don’t have the skills. We work harder in skills we think we have. Encoding Strategies and Personal Constructs Encoding Strategies the ways in which we interpret information. How do we see the world around us? Some people feel cheated and are selfish. Other people think of opposite encoding strategy, they see others as good and honest people. These encoding strategies are selffulfilling prophesies. You see the world as to your perspective. If you think the best of people, you will see the best of people. Situationperson reciprocal determinism. If you act suspicious, then people will also support your view by acting this way. If you treat others with respect, they too will treat you with respect. You do live in the world you think you live in. You create that world with your behavior. o Judged the attractiveness of women through their voice. Men heard women who were called to be attractive. o Original caller had treated women who called, led her to believe she was attractive and she acted that way. Treated as though attractive, you led others to think you are attractive too. o An example. Every interaction with a man, she believed was a romantic relationship. She thought that. Very specific encoding strategies. o We make of the world, what we behave in it. If we see something that’s opposite to it, then we’ll believe in that view. o They are both encoding strategies, ways in which we attend to information. How do we intend to perceive that information? Especially important in interrelationships. Personal constructs are beliefs we have about who we are, what person are we. Much broader than that. Personal Constructs Encoding strategies about yourself. What sort of person am I? Overlaps with the first one of competence. Am I an outgoing and interesting person? Who do you think you are? An example if a colleague who thinks lower of themselves. Positive talk and even bc of that, she STILL thinks it’s not real. She bases other people’s reactions to her, in how she interprets it. He thought lower of himself and managed to ask her out still. He thought she was so beautiful and he had to tell her. She did not think she was like that at all. Many guys were afraid of her, and she thought she wasn’t pretty. How you think shapes how you behave towards people and how they behave towards you. Expectancies – our expectations about what will happen in the world around us. our beliefs about what will follow what. What are the AB relationships we see in our environment. o Stimulusoutcome expectancies ~ what events typically follow other events. When we see a yellow light, we know next is a red light. True in social situations. Sense of what stimuli are followed by what behaviors. Same beliefs about behavior of others. What events in the outside world predict what.
o Behavioroutcome expectancies – our OWN behavior. If I do X, what will happen then? What will happen if I say this or that. We built up over the years, based on our repeated interaction with others. o Selfefficacy expectancies – some overlap with competency. The first one was general to all aspects of life. This one is specific to the particular situation we find ourselves in, what are we capable of in this situation? What can I bring to the table right here and right now? In the world, what are the particular skills and abilities we have to this specific situation? o They also very powerfully shape the way we see the world, shape our perceptions of what is happening around us. We see what we want to see, etc. Our expectations can change our visual perception of the object. It was their expectation that lead them to perceive one thing over another. It can shape the behavior we make and how we perceive things. Subjective Values – similar to Freud’s superego and Jung’s persona. It is our moral and values, what is it we want to happen. What is it we are trying to get? We include this in our decision making and life choices. Like taking courses for interest or GPA. What do we want to achieve? In interrelationships of guys and girls. People have different values that they want to achieve, like in dating guy wants sex, girl wants to date. SelfRegulatory Systems & Plans – o For plans, it makes the most explicit plan for our future. They are longterm goal planning. To delay and gratification, to operate on longrange plans, we must be able to delay gratification. Sacrifice working now, to make much better money in the future. People will dramatically do this. Can work on the basis of plans decades ahead, other people cannot plan ahead. Can see the difference in it as early in 45 years of age. Simple test Mischel did – sit at table with child, and there is a treat. One piece of candy right now, but if you wait 10 mins, you’ll get 2 more. Eat it now you only get 1. Most kids cannot wait. They cannot operate on the basis of longrange plans. Important skill to have. What determines this, is the value of the goal. If it is extremely valuable and make a big difference in your life, then you’ll wait longer. Also for personal experiences, when you have delayed gratification for a bigger reward, had that past experience, then this too will help you to be able to postpone gratification easier. Seeing other people postpone it, will help you to want to do this. Believe that the goal is attainable. If you believe it is a reasonable, achievable goal, then you can delay the time to make it happen. Believe that you have the skills and abilities, believe in your competency to get it done. They all contribute to our ability to postpone gratification. Some people literally cannot be able to plan ahead, it is too much for them. o Selfregulatory systems – they are the feedback loops that help us to determine that what we have done, if not then we need to make an adjustment to what we have done. His standards had changed based on his performance. You work hard to keep up your standards, or adjust them to meet your expectations. You adjust your behavior and your standards to get them to meet. How many friends you have, your academics, my work performance, meeting standards to work evaluation. Many areas where there is discrepancy, level of expected achievement and the actual achievement. You have a set point and you change it up or down, depending on the feedback you get. Your level of achievement will shape personal constructs, how intelligent and skilled am I? and competencies.
They are all tied in together. Everything affects the others. Complex interaction between these things. Many of these social ones are studied individually.
Criticisms: unconscious mechanisms are largely ignored. The behaviourist say thoughts cannot cause behavior. They think behavior cannot be shaped by anything else besides behavior. This theory does not better predict behavior than any other theory. Personality theories cannot predict well, most are probabilistic. No one theory is any better of a predictor. Benefits: It explicitly recognizes the role of cognition. Recognizes importance of thoughts and cognition of personality. Stresses the importance of the future and what we want to achieve. Very optimistic of personal change, cognitive approach has considerable impact on psychotherapy and disorders. We can change things and about who they are. Unlike type theory that says there is nothing else you can do, cannot change as its fixed.
COGNITIVE SOCIAL LEARNING THEORY: Albert Bandura and Walter Mischel. Brings together behavior (learned and behavior, but no theories associated with it) and cognitive approach with a number of theories. (personality consists of regular patterns of thinking and perceiving) CORE They see personality as a set of processes. These processes are acquired through learning and observation of others, learning through others. They are changeable, respond to the feedback from environment like consequences. They are in the present moment. Not based in childhood, etc. contains a lot of flexibility, and we can be different people than we are today. If it is nothing more or less than a set of cognitive processes, then we can change them in learning and be different people. We watch others do behavior and learn from it.
It is the single most popular alternative of disorders in clinical aspect. Psychology started by physicists. They wanted to bring down the personality into percepts into its elements, and understand the elements. They used introspection to have people analyze what’s in their minds. Problems bc of consistency with the researcher’s perspective, and ones that were consistent. Very biased for the researcher.
History of Behaviourism – John B. Watson was for the Radical Behaviourism. He looked at a different way of doing research, only via behavior. We can only verify overt behavior, nothing in the mind. This is now known as Methodological Behavior. None of the thoughts or mental activity exist. Everything is much more physical. He denied the existence of the mind. He wrote after the work of Pavlov. Thorndike wanted to quantify the intelligence of animals. His famous puzzle box with cats. it was a gradual process of having the animal learn. As instrumental conditioning, based on the consequences of the response, positive response – more frequent and reliable. Unpleasant and less frequent response. Now as reward and punishment. General Learning Theory – more math models of psychology. Clark Hull and Kenneth Spence. They were interested in all kinds of learning and model it mathematically. They were referenced very much, by starting to theorize using GLT. B.F. Skinner came and returned to Radical Behaviourism. Now know as Instrumental or Skinnerian conditioning. He was interested in the change or frequency of responses, based on reinforcement. He didn’t say much about thoughts or the mind. Thought psychology should create a catalogue, the inputs were related to the outputs. Nothing beyond this. A big dictionary of inputs related to outputs. Problems developed, bc memory was being studied. Remembering down the list of nonsense syllables. People don’t tend to remember in the order they learnt for similar items, they tend to group them into categories. Regroup the items from meaning. Suggesting thinking and behaviourists were shocked. So behaviourist were dying down.
History of Cognitivism – Alan Turing with the digital computer. We need a machine faster than the human mind to work on. He created the computer. Tubes needed to be replaced, and bugs would fly in. The mind is like a computer. Lets us think of the mind as an information processing, inputs to the mind and then outputs of the mind. Something we should do with the mind.
Donald Broadbent – Selective Attention. Why did they not attend to something on the screen. The cocktail party effect, ignore everything else and focus on one convo. Auditory selective attention. He made a model of auditory selective attention. The multistore model of memory, of shortterm and longterm. Same as auditory and now memory. Influential. Cognitive approach to everything now. Cognitive approach is influential in experimental psychology. They too only studied it. The cognitive goes BEYOND behavior, to see what leads to what. What goes on in the mind? Behaviourism goes from environment and behavior. The behavior focuses on learning, and cognitive model accepts learning and cognitive processes are important too. Badura – tested the learned aggressiveness. Children watched aggressiveness and gentleness of a doll via a video. The boys had watched the film of it, and watched what the boys did. They did what the model did, they saw aggressiveness they did aggressiveness. There is social learning from this. Physical aggression also done to a human, instead of a doll. Mischel – influenced by Freud and fled from Germany too. Psychoanalytic trained. Mishel’s Critique of Trait Approach: We should see a strong positive correlation between measured traits and observed behavior, only 10% of variance in behavior can be accounted for in its link to traits. If all the behavior is accounted for in behavior and situations, only about 0.3 Highly generalized behavior consistencies have not been demonstrated. The dominant approach was the trait approach at the time, then he came along and critiqued them. He is mostly responsible for the theory, but Badura has some good points. PersonSituation debate – which is more important that shows up in a situation. Our personality is more important in a behavior situation. It might be the situation itself that determines what shows up in a situation. The behaviorist only care about the situation, stimulus and we show a behavior to it. The other variables of our personality show that this is what shows up in our situations, like cognitive traits. Too black and white. Mischel took on Reciprocal Determinism – it’s neither one nor the other, reciprocal interactions, between internal persona variables and the constraints of the situation. A person in a situation, going to decide what to do. Individual will evaluate the situation. We evaluate the situation, what do we want to happen if we behave one way or the other way. After evaluating, we chose a behavior. Most likely to lead to the outcome I want. If that behavior, alters the situation. Like yelling in a movie theatre that there is a fire, people get crazy and scream. Your behavior chosen has changed the situation. What you say can alter the situation, like telling your significant other how much you are wrong, or they are wrong. Then we can reevaluate the situation. Then chose another behavior. BOTH happen, reciprocal determining action, both person variables and situation variables. You behave differently here at school or at a party. In some cases the situation can be a greater factor in determining your behavior. The situation may be ambiguous, few expectations, then your own person variables are more likely to make a contribution to your behaviors.
Social Learning Person Variables: They are not traits, they are internal. They are not biological traits. Function is determined by which aspects of the environment we are going to pay attention to. Different people pay attention to different things. They can shape the things we pay attention to, and the way in which we interpret things. Active cognitive processes, operating in the present. Not shaped by our past or childhood. They are operating RIGHT NOW. Here in the present. They can be different today, rather than yesterday. They vary bc of learning. They are variables. They vary primarily bc of social learning, no reward or punishment. Involves watching others and learning from their behavior. Instrument and class conditioning a small role. Social learning is very important. Generated by social learning experiences We can be a different person today or tmr, optimistic change for growth and development. Designed to change the perspective, think different, we can be different. These 5 variables are: competency & selfefficacy, encoding strategies & personal constructs, expectancies, subjective values, selfregulatory systems and plans. They are all related and similar to each other Competency & SelfEfficacy – the set of beliefs that we have about our skills and talents that we have. What is it that I’m good at? What can I do? How good am I at relationships? Raj from BBT, did not believe he could talk to women unless drunk. I’m not good at math or essays. Whether they are correct or incorrect. They are across academic, relationships, etc. It makes a big difference in the choices we make. We avoid doing things if we don’t believe we’re not good at it. Think we’re bad in math, don’t do math. Determines our behaviors in those situations, and our amount of effort in it. We’re good at dancing, we’ll work harder at dancing. We give up sooner if we don’t think we can do well. The type of emotions involved. Anxious and concerned, if we think we’re weak in that subject. Challenged and happy where we think we have the appropriate skills. The self talk of positives or negatives, are shaped by these variables. I’m bad at thing, I hate this, etc. if you think you have the skills to succeed, I can solve it and do this. The power of these beliefs is very strong. o A mismatch between what we think we can do, and what we can do. A cause of many psychological problems.
o Lower opinion of our abilities than our actual good abilities – taking the easy way. People don’t try things at which they could succeed. Lower then accurate view of their values. o Higher opinion of yourself than it actually is. You fail bc you don’t have those skills. Rarer. o General set of beliefs and talents. What is it that we can do generically. Probably the most studied one. These beliefs determine in largely the choices and decisions we make, like when we don’t do something bc we feel we don’t have the skills. We work harder in skills we think we have. Encoding Strategies and Personal Constructs Encoding Strategies the ways in which we interpret information. How do we see the world around us? Some people feel cheated and are selfish. Other people think of opposite encoding strategy, they see others as good and honest people. These encoding strategies are selffulfilling prophesies. You see the world as to your perspective. If you think the best of people, you will see the best of people. Situationperson reciprocal determinism. If you act suspicious, then people will also support your view by acting this way. If you treat others with respect, they too will treat you with respect. You do live in the world you think you live in. You create that world with your behavior. o Judged the attractiveness of women through their voice. Men heard women who were called to be attractive. o Original caller had treated women who called, led her to believe she was attractive and she acted that way. Treated as though attractive, you led others to think you are attractive too. o An example. Every interaction with a man, she believed was a romantic relationship. She thought that. Very specific encoding strategies. o We make of the world, what we behave in it. If we see something that’s opposite to it, then we’ll believe in that view. o They are both encoding strategies, ways in which we attend to information. How do we intend to perceive that information? Especially important in interrelationships. Personal constructs are beliefs we have about who we are, what person are we. Much broader than that. Personal Constructs Encoding strategies about yourself. What sort of person am I? Overlaps with the first one of competence. Am I an outgoing and interesting person? Who do you think you are? An example if a colleague who thinks lower of themselves. Positive talk and even bc of that, she STILL thinks it’s not real. She bases other people’s reactions to her, in how she interprets it. He thought lower of himself and managed to ask her out still. He thought she was so beautiful and he had to tell her. She did not think she was like that at all. Many guys were afraid of her, and she thought she wasn’t pretty. How you think shapes how you behave towards people and how they behave towards you. Expectancies – our expectations about what will happen in the world around us. our beliefs about what will follow what. What are the AB relationships we see in our environment. o Stimulusoutcome expectancies ~ what events typically follow other events. When we see a yellow light, we know next is a red light. True in social situations. Sense of what stimuli are followed by what behaviors. Same beliefs about behavior of others. What events in the outside world predict what.
o Behavioroutcome expectancies – our OWN behavior. If I do X, what will happen then? What will happen if I say this or that. We built up over the years, based on our repeated interaction with others. o Selfefficacy expectancies – some overlap with competency. The first one was general to all aspects of life. This one is specific to the particular situation we find ourselves in, what are we capable of in this situation? What can I bring to the table right here and right now? In the world, what are the particular skills and abilities we have to this specific situation? o They also very powerfully shape the way we see the world, shape our perceptions of what is happening around us. We see what we want to see, etc. Our expectations can change our visual perception of the object. It was their expectation that lead them to perceive one thing over another. It can shape the behavior we make and how we perceive things. Subjective Values – similar to Freud’s superego and Jung’s persona. It is our moral and values, what is it we want to happen. What is it we are trying to get? We include this in our decision making and life choices. Like taking courses for interest or GPA. What do we want to achieve? In interrelationships of guys and girls. People have different values that they want to achieve, like in dating guy wants sex, girl wants to date. SelfRegulatory Systems & Plans – o For plans, it makes the most explicit plan for our future. They are longterm goal planning. To delay and gratification, to operate on longrange plans, we must be able to delay gratification. Sacrifice working now, to make much better money in the future. People will dramatically do this. Can work on the basis of plans decades ahead, other people cannot plan ahead. Can see the difference in it as early in 45 years of age. Simple test Mischel did – sit at table with child, and there is a treat. One piece of candy right now, but if you wait 10 mins, you’ll get 2 more. Eat it now you only get 1. Most kids cannot wait. They cannot operate on the basis of longrange plans. Important skill to have. What determines this, is the value of the goal. If it is extremely valuable and make a big difference in your life, then you’ll wait longer. Also for personal experiences, when you have delayed gratification for a bigger reward, had that past experience, then this too will help you to be able to postpone gratification easier. Seeing other people postpone it, will help you to want to do this. Believe that the goal is attainable. If you believe it is a reasonable, achievable goal, then you can delay the time to make it happen. Believe that you have the skills and abilities, believe in your competency to get it done. They all contribute to our ability to postpone gratification. Some people literally cannot be able to plan ahead, it is too much for them. o Selfregulatory systems – they are the feedback loops that help us to determine that what we have done, if not then we need to make an adjustment to what we have done. His standards had changed based on his performance. You work hard to keep up your standards, or adjust them to meet your expectations. You adjust your behavior and your standards to get them to meet. How many friends you have, your academics, my work performance, meeting standards to work evaluation. Many areas where there is discrepancy, level of expected achievement and the actual achievement. You have a set point and you change it up or down, depending on the feedback you get. Your level of achievement will shape personal constructs, how intelligent and skilled am I? and competencies.
They are all tied in together. Everything affects the others. Complex interaction between these things. Many of these social ones are studied individually.
Criticisms: unconscious mechanisms are largely ignored. The behaviourist say thoughts cannot cause behavior. They think behavior cannot be shaped by anything else besides behavior. This theory does not better predict behavior than any other theory. Personality theories cannot predict well, most are probabilistic. No one theory is any better of a predictor. Benefits: It explicitly recognizes the role of cognition. Recognizes importance of thoughts and cognition of personality. Stresses the importance of the future and what we want to achieve. Very optimistic of personal change, cognitive approach has considerable impact on psychotherapy and disorders. We can change things and about who they are. Unlike type theory that says there is nothing else you can do, cannot change as its fixed.
