behaviour (bandura)

7/25/2019 Behaviour (Bandura)

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Albert Bandura:Albert Bandura:

Social / ObservationalSocial / ObservationalLearningLearning


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Basic PremiseBasic Premise

We learn behavior throughWe learn behavior through

observationobservation

Vicarious reinforcement: LearnVicarious reinforcement: Learn

through observing consequencesthrough observing consequences

of behaviors of othersof behaviors of others


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ModelingModeling

Observe behavior of others andObserve behavior of others and

repeat the behaviorrepeat the behavior

Bobo doll studies (196!Bobo doll studies (196!

"isinhibition: Wea#ening of"isinhibition: Wea#ening of

inhibition through e$posure to ainhibition through e$posure to a

modelmodel


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Factors InfuencingFactors Infuencing

Modeling: ImpactModeling: Impact

Tendenc to ImitateTendenc to Imitate %haracteristics of the models:%haracteristics of the models:

similarit&' age' se$' status' prestige'similarit&' age' se$' status' prestige'

simple vs comple$ behaviorsimple vs comple$ behavior %haracteristics of observers: Lo)%haracteristics of observers: Lo)

self*con+dence' lo) self*esteem'self*con+dence' lo) self*esteem'reinforcement for imitationreinforcement for imitation

,e)ard consequences of behavior:,e)ard consequences of behavior:"irectl& )itnessing associated"irectl& )itnessing associatedre)ardsre)ards


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T!e ObservationalT!e Observational

Learning Process: "Learning Process: "StepsSteps -ttentional processes-ttentional processes ,etention processes,etention processes

.roduction processes.roduction processes

/ncentive and motivational/ncentive and motivational

processesprocesses


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Step #: AttentionalStep #: Attentional

ProcessesProcesses "eveloping cognitive processes to"eveloping cognitive processes to

pa& attention to a model* morepa& attention to a model* more

developed processes allo) fordeveloped processes allo) forbetter attentionbetter attention

0ust observe the model0ust observe the model

accuratel& enough to imitateaccuratel& enough to imitatebehaviorbehavior


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Step $: %etentionStep $: %etention

ProcessesProcesseso later imitate behavior' musto later imitate behavior' must

remember aspects of the behaviorremember aspects of the behavior

,etain information in 2 )a&s:,etain information in 2 )a&s:3 /maginal internal representation: Visual/maginal internal representation: Visual

image 4$: 5orming a mental pictureimage 4$: 5orming a mental picture

3 Verbal s&stem: Verbal description ofVerbal s&stem: Verbal description ofbehavior 4$: ilentl& rehearsing stepsbehavior 4$: ilentl& rehearsing steps

in behaviorin behavior


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Step &: ProductionStep &: Production

ProcessesProcesses

a#ing imaginal and verbala#ing imaginal and verbalrepresentations and translating intorepresentations and translating into

overt behavior* practice behaviorsovert behavior* practice behaviors ,eceive feedbac# on accurac& of,eceive feedbac# on accurac& of

behavior* ho) )ell have &oubehavior* ho) )ell have &ouimitated the modeled behavior7imitated the modeled behavior7

/mportant in mastering di8cult s#ills/mportant in mastering di8cult s#ills3 4$: "riving a car4$: "riving a car


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Step ": Incentive andStep ": Incentive and

Motivational ProcessesMotivational Processes With incentives' observation moreWith incentives' observation more

quic#l& becomes action' pa& morequic#l& becomes action' pa& more

attention' retain more informationattention' retain more information /ncentive to learn inuenced b&/ncentive to learn inuenced b&

anticipated reinforcementsanticipated reinforcements


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Aspects o' t!e Sel': Sel'(Aspects o' t!e Sel': Sel'(

rein'orcement and Sel'(rein'orcement and Sel'(

e)cace)cac elf*reinforcement: ,e)ards orelf*reinforcement: ,e)ards or

punishments given to oneself for reaching'punishments given to oneself for reaching'

e$ceeding or falling short of personale$ceeding or falling short of personal

e$pectationse$pectations

3 4$: .ride' shame' guilt4$: .ride' shame' guilt

elf*e8cac&: Belief in abilit& to cope )ithelf*e8cac&: Belief in abilit& to cope )ith

lifelife3 0eeting standards: 4nhances self*e8cac&0eeting standards: 4nhances self*e8cac&3 5ailure to meet standards: ,educes self*5ailure to meet standards: ,educes self*

e8cac&e8cac&


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Sel'(*)cacSel'(*)cac

igh self*e8cac&igh self*e8cac&

3 Believe can deal e;ectivel& )ith lifeBelieve can deal e;ectivel& )ith life

eventsevents3 %on+dent in abilities%on+dent in abilities

3 4$pect to overcome obstacles e;ectivel&4$pect to overcome obstacles e;ectivel&

Lo) self*e8cac&Lo) self*e8cac&

3 5eel unable to e$ercise control over life5eel unable to e$ercise control over life

3 Lo) con+dence' believe all e;orts areLo) con+dence' believe all e;orts are

futilefutile


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Sources o' In'ormationSources o' In'ormation

in +etermining Sel'(in +etermining Sel'(e)cace)cac .erformance attainment.erformance attainment3 0ost inuential0ost inuential

3 ,ole of feedbac#,ole of feedbac#

3 0ore )e achieve' more )e believe0ore )e achieve' more )e believe

)e can achieve)e can achieve

3 Leads to feelings of competenc& andLeads to feelings of competenc& andcontrolcontrol


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Sources o' In'ormationSources o' In'ormation

in +etermining Sel'(in +etermining Sel'(e)cace)cac Vicarious e$perienceVicarious e$perience3 eeing others perform successfull&eeing others perform successfull&

3 /f the& can' / can too/f the& can' / can too

Verbal persuasionVerbal persuasion3 Verbal reminders of abilitiesVerbal reminders of abilities

.h&siological and emotional arousal.h&siological and emotional arousal3

,elated to perceived abilit& to cope,elated to perceived abilit& to cope3 %alm' composed feelings: igher self*e8cac&%alm' composed feelings: igher self*e8cac&

3


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+evelopmental Stages o'+evelopmental Stages o'

Modeling and Sel'(Modeling and Sel'(

e)cace)cac %hildhood%hildhood

3 /nfanc&: "irect modeling/nfanc&: "irect modeling

immediatel& follo)ingimmediatel& follo)ing

observation' developobservation' developself*e8cac& )ith controlself*e8cac& )ith control

over environmentover environment

3 B& age 2: "evelopedB& age 2: "eveloped

attentional' retentionattentional' retentionand productionand production

processes to modelprocesses to model

behavior some time afterbehavior some time after

observation' notobservation' not

immediatel&immediatel&


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e)cace)cac -dolescence-dolescence

3 /nvolves coping/nvolves coping

)ith ne))ith ne)demandsdemands

3 uccessuccess

depends on leveldepends on level

of self*e8cac&of self*e8cac&establishedestablished

during childhoodduring childhood


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e)cace)cac -dulthood: 2 .eriods-dulthood: 2 .eriods

3=oung adulthood:=oung adulthood:

-d>ustments: %areer' marriage'-d>ustments: %areer' marriage'parenthoodparenthood

igh self*e8cac& to ad>ust successfull&igh self*e8cac& to ad>ust successfull&

3 0iddle adulthood:0iddle adulthood: -d>ustment: ,eevaluate career' famil& life-d>ustment: ,eevaluate career' famil& life


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e)cace)cac Old age:Old age:

3 "ecline in mental?ph&sical function'"ecline in mental?ph&sical function'

retirementretirement3 ,equires reappraisal of abilities,equires reappraisal of abilities

3 Belief in abilit& to perform a tas# isBelief in abilit& to perform a tas# is

#e& throughout the lifespan#e& throughout the lifespan


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Application o' SocialApplication o' Social

Learning T!eor: Be!aviorLearning T!eor: Be!avior

Modi,cationModi,cation 5ears and phobias5ears and phobias

3 @uided participation: Observe and@uided participation: Observe and

imitateimitate3 %overt modeling: /maginal%overt modeling: /maginal

-n$iet&-n$iet&

3 5ear of medical treatment5ear of medical treatment3est an$iet&est an$iet&


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Assessment o'Assessment o'

Bandura-s T!eor:Bandura-s T!eor:Sel'(e)cacSel'(e)cac -ge and gender di;erences-ge and gender di;erences .h&sical appearance.h&sical appearance

-cademic performance-cademic performance

%areer choice and >ob performance%areer choice and >ob performance

.h&sical health.h&sical health

0ental health0ental health

%oping )ith stress%oping )ith stress


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Assessment o' Bandura-sAssessment o' Bandura-s

T!eor: Television andT!eor: Television and

Aggressive Be!aviorsAggressive Be!aviors ,elationship bet)een )atching,elationship bet)een )atching

violence and imitating violenceviolence and imitating violence


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Assessment o'Assessment o'

Bandura-s T!eorBandura-s T!eor trengths:trengths:

3 5ocus on observable behavior*5ocus on observable behavior*

research supportresearch support3 .ractical application to real*)orld.ractical application to real*)orld

problemsproblems

3 Large*scale changesLarge*scale changes

behaviour (bandura)

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