Learning Theory From Social to Cognition

1
Learning TheoryFrom Social to Cognition

• Kimberley A. Clow
• kclow2_at_uwo.ca
• http//instruct.uwo.ca/psychology/257e-570
• Office Hour Thursdays 2-3pm
• Office S302

2
Outline

• Social Cognitive Factors
• Reciprocal Determinism
• Person-Situation Interaction
• Goal Directed Behaviourism
• Locus of Control
• Self-Efficacy
• Self-Regulation
• Dysfunctional Personalities
• Changing Personality

3
The Effects of Frustration

• Frustration-Aggression Hypothesis
• Dollard Miller
• Frustration results when a drive or goal is
  blocked
• Look for ways to change the situation
• Aggression is often the method chosen
• Displaced aggression may arise

4
Reciprocal Determinism
5
Person-Situation Interaction

• Mischels theory centers on the apparent
  INCONSISTENCY of behaviour
• Behaviour is not consistent across situations
• Not all effects of personality
• Everyone does not behave the same in the same
  situation
• Not all effects of environment
• Consistency Paradox

6
Goal Directed Behaviourism

• Edward Tolman
• Purposive Behaviourism
• Behaviour is directed toward a specific goal
• Julian Rotter
• Behaviour occurs based on peoples expectancies
  that their behaviour will be followed by
  reinforcement in that situation

7
Generalized Expectancies

• Needs
• Behaviours that move us toward a goal
• Types of Needs
• Recognition-Status
• Dominance
• Independence
• Protection-Dependency
• Love Affection
• Physical Comfort

8
Answer Yes or No

1. I need to be kept informed about news events
2. People make a difference in controlling crime.
3. Have you ever had a good-luck charm?
4. Marriage is largely a gamble for most people.
5. It is important for me to vote.
6. My life seems like a series of random events.
7. I earn the respect and honours I receive.
8. Are some people just born lucky?
9. Persistence and hard work usually lead to success

9

1. Other people usually control my life.
2. Most things that affect my health happen to me by
   accident.
3. Do you believe that wishing can make good things
   happen?
4. Do you think it's better to be smart than to be
   lucky?
5. Do you believe that when bad things are going to
   happen they are just going to happen no matter
   what you try to do to stop them?
6. When I get what I want its usually because I
   worked hard for it.
7. When I make plans I am almost certain to make
   them work.

10

1. I prefer games involving some luck over games
   requiring pure skills.
2. I can learn almost anything if I set my mind to
   it.
3. My major accomplishments are entirely due to my
   hard work and ability.
4. I usually dont set goals because I have a hard
   time following through on them.
5. Competition discourages excellence.
6. Often people get ahead just by being lucky.
7. On any sort of exam or competition I like to know
   how well I do relatively to every one else.
8. Its pointless to keep working on something
   thats too difficult for me.

11
Scoring

• Internal Control
• Yes
• 1, 2, 5, 7, 9, 13, 15, 16, 18, 19, 23
• No
• 3, 4, 6, 8, 10, 11, 12, 14, 17, 20, 21, 22, 24

• External Control
• Yes
• 3, 4, 6, 8, 10, 11, 12, 14, 17, 20, 21, 22, 24
• No
• 1, 2, 5, 7, 9, 13, 15, 16, 18, 19, 23

12
Locus of Control
13
Causal Attributions

• Dimensions
• Locus of Control
• Stability
• Controllability

Internal External
Stable Skill Task Difficulty
Unstable Effort Luck
14
Interpersonal Trust Scale

1. In dealing with strangers one is better off to be
   cautious until they have provided evidence that
   they are trustworthy.
2. It is safe to believe that in spite of what
   people say most people are primarily interested
   in their own welfarestrongly disagree
3. Many major national sports contests are fixed in
   one way or another
4. A large share of accident claims filed against
   insurance companies are phony
5. Fear and social disgrace or punishment rather
   than conscience prevents most people from
   breaking the law

15
(No Transcript)
16
Self-Regulation

• Beyond Stimulus-Response
• Controlling our own behaviour
• Self-Observation
• Know thy self!
• Judgment
• Dont set standards too high
• Self-Response
• Use self-rewards, not punishments
• Related Concepts
• Goal Setting
• Self-Efficacy

17
Social Learning Person Variables

• Cognitive Affective Units
• All those psychological, social, physiological
  aspects that allow us to interact with our
  environment with some amount of stability
  consistency
• Types
• Encoding Strategies
• Competencies
• Expectancies Beliefs
• Goals Values
• Affective Responses

18
Summary of Social-Cognitive Factors

• Personality develops through an interaction
• Internal factors
• Behaviour
• Environment
• Goal Directed Behaviour
• Expectancies
• Self-Regulatory Capabilities
• Self-Reflective Capability
• Self-Efficacy

19
Dysfunctional Personalities

• Depression
• Phobias
• Aggressive Behaviours

20
Altering Behaviour

• Modeling Therapy

21
Strengths Weaknesses

• Weaknesses
• Does not take traits or biology into account
• More to a person than the sum of his or her
  learning

• Strengths
• Add cognition into behaviourism
• Effects of beliefs
• Learning can occur through indirect experience
• Solid theory with research support
• Detailed hypotheses and specific variables