1. Introduction to Theories of Communication Effects: Social Learning Theory A service of the Communication Science & Research Resource Group

2. Recap: Theory map MODELSTAGE (Early --> Late) Message learning Reasoned action Social learning Diffusion Attention…….Comprehension…….Yielding…..Retention……………….. Action Attitudes Subjective norms.….Intention to act……………………………. Action Perceived control Attention...Retention...Reproduction...Motivation…………………..Performance Knowledge……Persuasion...Decision…….Implementation….Confirmation Rehearsal & trial behavior occurs

3. Origins of Social Learning Theory (Albert Bandura) Reaction against behaviorism (behavior conditioned to environmental stimuli) Recognition of reciprocal influences and mediating effects of (social) cognition Educational psychology & learning theory Studies of origins of aggressive behavior

4. Basic assumptions Reciprocal influences People rationally assess behavior and its consequences, self-direction Learning does not have to be direct and experiential; it can be vicarious (through observation of others) Behavior Personal factors Environment

5. Principles of Social Learning People learn to act by: > observing the actions of others >observing the apparent consequences of those actions >evaluating those consequences for their own life >rehearsing, then attempting to reproduce those actions themselves Application: modeling desirable behaviors

6. Social Learning Theory Originated with the “Bobo doll” experiments (Bandura, Ross & Ross, 1963) "Sock him in the nose" ”Knock him down" "Throw him in the air” "Kick him” "Pow” "He keeps coming back for more" "He sure is a tough fella."

7. Social (Observational) learning process Five steps: 1. Attention People must be aware of modeled event 2. Retention/Symbolic representation People conceptualize the action 3. Reproduction/Transformation into action Initial attempts to re-enact behavior 4. Motivational incentives People have reasons to act 5. Performance Consistent & accurate enactment

8. 1. Attention Attention to the behavior of others depends on: > discriminability of the behavior >salience of the behavior >complexity of the behavior >emotional appeal of situation >prevalence/familiarity with the situation >functional value of the behavior Application: modeled behavior should be salient, distinctive, attractive, useful, comprehensible, etc.

9. 2. Retention Retention of the modeled behavior depends on: > organization & encoding of information about the behavior >perceived value of the modeled behavior >mental rehearsal of the behavior Application: easy to visualize, segmentation, verbal aids/cues to recall, explicit benefits, repetition, stimulus to mentally rehearse

10. 3. Reproduction Reproduction (trial) of the modeled behavior depends on: > physical ability to perform >accuracy of retained information >immediacy of feedback & reinforcement >accuracy of feedback from others >extent & accuracy of self-observation Application: model trials, show feedback, provide/encourage social reinforcement, stimulate/aid self-observation

11. 4. Motivation Motivation to perform depends on: > presence of incentives - direct (social, affective, physiological) - vicarious (anticipated) - self-produced (satisfaction) >social barriers or facilitating factors >economic or material resources >self-efficacy (perceived ability to perform) Application: model vicarious incentives, provide for direct incentives, reward success, reduce barriers

12. Key Concept: Self-efficacy “A person’s belief in their ability to produce desired results by their own actions.” Four sources: Mastery Personal success; overcoming/managing failure Vicarious success Observing the success of others Persuasion Convinced by others that success is possible Physical/emotional feedback Reading one’s own internal state

13. Collective efficacy “A group’s shared belief in its joint capability to organize and execute a course of action required to produce a given level of attainments.” Sources of collective efficacy: Mastery Has the group enjoyed previous success? Vicarious success Have other similar groups been successful? Social cohesion Do conditions or processes exist for effective interaction & coordination? Critical mass Is critical mass attainable?

14. Social Learning & the TRA Model Subjective norm regarding the behavior Perceived control over the behavior Intention to actBehavior Attitude toward the behavior Efficacy beliefs and evaluations of those beliefs In response to the development of the self-efficacy concept in social learning theory, some versions of the Theory of Reasoned Action have added a third component: Perceived Control. Like Attitudes and Subjective Norms, Perceived Control can be measured as the product of beliefs about facilitating and constraining factors and evaluations of how positive or negative those factors are.

15. Attention Putting it to work Performance Retention Reproduction Motivation Where is your audience? What can you tell them and how? Social Learning Theory addresses all stages in the hierarchy of effects. For programmatic purposes it is particularly rich for understanding the Retention, Reproduction, & Motivation stages

16. Using Observational Learning Identify motives for action What personal and social incentives affect learning and behavior? Identify compelling message characteristics What models will be appealing and compelling? How should the behavior be visually represented? How can you stimulate/reinforce rehearsal? How can trials be encouraged? How can feedback be provided? How can incentives for performance be provided? Identify reinforcing activities How can mediated learning be reinforced through other program activities?

17. Next Week: Diffusion Theory Social networks and the spread of innovations Looking ahead