Social Learning Theory Albert Bandura Prepared by : Sarahandi Api Abdullah

Learning By Response Consequences Direct experience : Positive and negative effect Learning by reinforcement portrayed as a mechanic process Profit more extensively Response consequences have several functions

Response Consequences Informative Function Motivational Function Reinforcing Function

Informative Function Not only perform responses but also notice the effects they produce Develop hypotheses about response Serve as guide for future action Outcomes change behaviour in human largely Consequences generally produce little change in complex behaviour

Motivational Function Anticipatory enable humans to be motivated People can convert future consequences into current motivation of behaviour Anticipatory thought encourages foresightful behaviour

Reinforcing Function Consequences increase behaviour automatically without conscious involvement Reinforcing consequences were ineffective in modifying behaviour as long as participants were unaware of the reinforcement contingency: but participants suddenly increased the appropriate behaviour when they discovered which responses would be rewarded (Spielberger and De Nike, 1966). Behaviour is not much affected by it consequences without awareness of what is being reinforced (Dulany, 1968). Learning can occur without awareness, albeit slowly and quite efficiently (Postman and Sassenrath, 1961). Awareness is not an all-or non phenomenon Reinforcement provide an effective means of regulating behaviour that have already learn

Learning Through Modelling Most human behaviour is learned observationally through modelling People can learn from example

Four Component Processes Attentional Process Retention Processes Motor Reproduction Processes Motivational Processes

Attentional Process Modelling Stimuli Distinctiveness Affective Valence Complexity Prevalence Functional Value Observer Characteristics Sensory Capacities Aurosal Lebel Perceptual Set Past reinforcement

Retention Process Symbolic Coding Cognitive Organization Symbolic Rehearsal Motor Rehearsal

Motor Reproduction Process Physical Capabilities Availability of component responses Self Observation of reproductions Accuracy feedback

Motivational Process External Reinforcement Vicarious Reinforcement Self Reinforcement

Comparative Analysis 0f modelling Lower species will learn simple acts through modelling Higher species have increasing capability to symbolize experience

Locus of response integration in Observational learning New pattern of behaviour are created by organizing responses into certain patterns and sequences Response components chained by reinforcement to form more complex units of behaviour People guide their actions

Role of Reinforcement on observational learning Matching responses must be reinforced in order to be learned (Baer & Sherman, 1964; Miller & Dollard, 1941; Gewirtz & Stingle, 1968) Achieved through differential reinforcement Imitative behaviour that a person has previously learned can be prompted by actions of others and the prospect of reward Occur through symbolic processes during exposure to modelled activities

The Modelling Process and Transmission of response information Modelling influences: transmit information to observers Conveyed by physical demonstration, pictorial representation or verbal description

Physical demonstration Directed observation of behaviour as it is performed by others

Verbal Description Preferred mode of response guidance as linguistic skill are developed Use extensively: can convey with words an almost infinite variety

Pictorial Representation The abundant and varied symbolic modelling provided by television, films and other visual media It has been shown that both children and adults acquire attitudes, emotional responses and new styles of conduct through filmed and televised modelling (Bandura, 1973; Liebert, Neale & Davidson, 1973) Media play an influential role in shaping behaviour and social attitude Developments in communication technology will enable people to observe on request almost any desired activity at any time on computer linked television console (Parker, 1970)

Scope Of Modelling Influences Modelling can influence, create generative and innovative behaviour Through a process of abstract modelling, observers derive the principles underlying specific performances for generating behaviour that goes beyond what they have seen or heard (Bandura, 1971b; Zimmerman & Rosenthal, 1974)

Abstract Modelling People observe others performing various performing various responses embodying a certain rule or principle Observer must apply what the have learned to new or familiar situations Observer extract the common attributes exemplified in diverse modelled responses and formulate rules for regenerating behaviour General features can be extracted through repeated exposure

Creative Modelling Innovative patterns can emerge through modelling process Different observers adopt different combinations of characteristics Models are unusually productive and observers possess limited skills

Other Modelling Modelling influences can strengthen or weaken inhibitions over behaviour that observers have previously learned (Bandura,1971b) The actions of others can also serve as social cues for eliciting pre-existing behaviour Modelling influences can have additional effect

Diffusion of innovation Modelling plays a prime role in spreading new ideas and social practices within society Successful diffusion of innovation follows a common pattern: i. New behaviour is introduced by prominent examples ii. Adopted at a rapidly accelerating rate iii. Stabilizes or declines upon its functional value Two processes in the social diffusion of innovation: i. Acquisition of innovative behaviour ii. Adoption in practice

Acquisition of innovative behaviour Modelling serves as the major vehicle for transmitting new styles of behaviour Symbolic modelling usually function as the principal conveyance of innovations

Adoptive Behaviour Highly susceptible to reinforcement influences Depicted as resulting in a host of rewarding effects. Partly governed by self-generated consequences to one’s own conduct

Interdependence of Personal and Environmental influences The influence exerted by the individual and by his or her behaviour will be designated together as the personal determinant Internal personal factors and behaviour operate as reciprocal determinants of each other The environment is only potentiality until actualized by appropriate actions Behaviour partly determines which of the potential environmental influence

Selective activation of potential influence Behavioural and environmental influences affect each other The rewards of an environment The potential environment is fixed so that behaviour determines only the extent to which it impinges on the organism

Reciprocal Influence and the exercise of self direction Freedom is defined in terms of the number of option available to people and the right to exercise them

Constraints On Personal Freedom Can be limited in many different ways Society must place some limits on conduct Legal Prohibition

Freedom and Determinism Skills at one’s command and the exercise of self-influence which choice of action require Those who have many behavioural options and are adept at regulating their own behaviour will experience greater freedom

Reciprocal Influence and the limits of the social control Bearing on the public’s concern that advances in psychological knowledge All behaviour is inevitably controlled Possible remedies : i. Individual Safeguards ii. Social Safeguards