Personality, 9e Jerry M. Burger © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

Chapter 13 The Behavioral/Social Learning Approach: Theory, Application, and Assessment © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

Chapter Outline Behaviorism Basic principles of conditioning Social learning theory Social-cognitive theory Application: Conditioning principles and self-efficacy in psychotherapy © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Chapter Outline Assessment: Behavior observation methods Strengths and criticisms of the behavioral/social learning approach © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Behaviorism Overt behavior - That which can be observed, predicted, and controlled by scientists Principles that help explain human behavior Classical conditioning Operant conditioning © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Behaviorism Radical behaviorism - People do not know the reason for their behavior Developed by B. F. Skinner Challenged the extent to which one is able to observe the inner causes of one’s behavior © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Principles of Conditioning - Classical Conditioning Begins with an existing stimulus-response (S-R) association Unconditioned stimulus (UCS) evokes unconditioned response (UCR) Unconditioned stimulus paired with a conditioned stimulus (CS) evokes conditioned response (CR) Second-order conditioning - Building one conditioned S-R association on another © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Figure Classical Conditioning Diagram © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Limitations of Classical Conditioning Persistence of new S-R association requires occasional pairing or reinforcement of unconditioned and conditioned stimuli Extinction - Gradual disappearance of the conditioned S-R association Impossible to create certain S-R bonds © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Operant Conditioning Law of effect - Behaviors are: More likely to be repeated if they lead to satisfying consequences Less likely to be repeated if they lead to unsatisfying consequences © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Operant Conditioning Concerns the effect certain kinds of consequences have on the frequency of behavior Reinforcement - Consequence that increases the frequency of a behavior Punishment - Consequence that decreases the frequency of a behavior Consequence - Reinforcement or punishment depending on the person and the situation © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Operant Conditioning Reinforcement strategies Positive reinforcement - Behavior followed by a reward Negative reinforcement - Removal of unpleasant stimulus when the behavior occurs Methods to decrease undesired behaviors Cease reinforcement Punishment © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Operant Conditioning Shaping - Reinforcement of successive approximations of the desired behavior Useful in teaching complex behaviors Generalization: Generalizing a response of a specific stimulus to another stimulus Discriminate: Differentiation between rewarding and nonrewarding stimuli © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Social Learning Theory Behavior-environment-behavior interactions Environment influences people’s behavior which in turn determines the environment people like to be a part of Individuals provide their own reinforcers © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Figure Rotter’s Basic Formula for Predicting Behavior © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Social-Cognitive Theory Reciprocal determinism: External and internal determinants of behavior are part of a system of interacting influences Affect both behavior and various parts of the system © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Figure Bandura’s Reciprocal Determinism Model © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Social-Cognitive Theory People when faced with new issues, imagine possible outcomes, calculate probabilities, set goals, and develop strategies Self-regulation: Controls behavior in the absence of external reinforcements and punishments Observational learning: People learn by observing other people’s actions © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Social-Cognitive Theory Observational learning: People can learn by observing or reading or just hearing about other people’s actions Behaviors learned through observation need not be performed Performing an observed behavior depends on people’s expectations about the consequences © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Behavioral Explanations of Psychological Disorders John B. Watson demonstrated the creation of abnormal behaviors through normal conditioning procedures Operant conditioning takes over once the pairing of classical conditioning is removed Problematic behaviors are explained in terms of reinforcing the wrong behavior © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Application: Conditioning Principles in Psychotherapy Classical conditioning applications To eliminate or replace stimulus-response associations that cause clients problems Systematic desensitization Replacing the old association of feared stimulus and response by a new association of stimulus Aversion therapy Altering problem behaviors by pairing aversive images with undesirable behaviors © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Application: Conditioning Principles in Psychotherapy Operant conditioning applications Therapist identifies the target behavior and defines it in specific operational terms Contingencies of rewards and punishments are changed according to the frequency of behavior Biofeedback - Requires special equipment that provides information about somatic processes © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Application: Self-Efficacy in Psychotherapy People do not alter their behavior until they make a decision to expend the necessary effort Outcome expectation - Extent to which people believe actions will lead to a certain outcome Efficacy expectation - Extent to which people believe they can perform the actions that will bring about the particular outcome © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Application: Self-Efficacy in Psychotherapy Sources of efficacy expectations Enactive mastery experiences Vicarious experiences Verbal persuasion Physiological and affective states Guided mastery Situation arranged by therapist that guarantees successful experience to client © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Assessment: Behavior Observation Methods Direct observation Analogue behavioral observation - Situations are created in which the problem behavior is likely to occur Accuracy of behavior can be improved by having two or more observers independently code the same behaviors © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Assessment: Behavior Observation Methods Self-monitoring Therapists ask clients to keep records of when and where they engage in certain behaviors Observation by others Provides the most accurate assessment of a client’s behavior Used to complement data obtained through other methods © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Strengths of the Behavioral/Social Learning Approach Solid foundation in empirical research Development of useful therapeutic procedures Treatments based on conditioning principles have several advantages Most useful approach for certain population © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

Criticisms of the Behavioral/Social Learning Approach Narrow in its description of human personality Does not give inadequate attention to the role of heredity Human beings are more complex than the laboratory animals Reduction to observable behaviors distorts the real issues of therapy © 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use