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Beyond Behaviorism

Beyond Behaviorism. The Role of Cognitions. Modern Social-Cognitive Theory. Latent Learning - Tolman et al Observational Learning - Bandura et al Perceptions and Interpretations of events - Eron, Anderson and Dill

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Beyond Behaviorism

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  1. Beyond Behaviorism The Role of Cognitions

  2. Modern Social-Cognitive Theory • Latent Learning - Tolman et al • Observational Learning - Bandura et al • Perceptions and Interpretations of events - Eron, Anderson and Dill • Motivating Beliefs - goals, expectations confidence, doubt etc. - Rotter, Bandura…

  3. Latent Learning • Tolman and Honzik (1930) conducted their experiments with the rats. • Group 3 demonstrated latent learning. • Much of our learning remains latent until circumstances allow or require it to be expressed.

  4. Observational Learning • Albert Bandura • Observational Learning • Emphasizes the knowledge that results when a person sees a model behave in a certain way.

  5. An Example • In January of 1996 Cynthia Sikes a instrumental teacher and Alto Saxophone jazz musician told the NY Times that little girls are asking to play the saxophone

  6. Observational Learning in Children • Elizabeth Hanna and Andrew Meltzoff (1993) worked with toddlers using specially designed toys. • They found babies who observed other babies play with the toys learned faster than those who did not.

  7. So what does it all mean? • According to social-cognitive learning theory, what we learn in observational learning, as in latent learning, is not a specific response, but knowledge about responses and consequences. • This knowledge allows us to be creative and flexible in reaching goals.

  8. The Power of Perceptions • Social-cognitive learning theory also emphasize the importance of people’s perceptions and what they learn or how they behave. • There is abundant evidence that movies and television programs are powerful in shaping values, attitudes, and beliefs. • “there is absolutely no doubt that higher levels of viewing violence on television are correlated with increased acceptance of aggressive attitudes and increased aggressive behavior” (APA Commission on Violence and Youth, 1993)

  9. TV Violence and Aggressive Behavior. • Leonard Eron (1995) has conducted longitudinal research on the issue of television and violence. • TV violence seems to lead to later violence by establishing, attitudes, norms of behavior and aggressive solutions to problems.

  10. Violence and Video Games • Craig Anderson and Karen Dill (2000) look at violence in video games and determine they also have an impact. • “The games, they note, provide a complete social-cognitive “learning environment” for aggression: violent models, reinforcement, and the opportunity to rehearse aggressive behavior…”

  11. Delinquency and Video Games Anderson and Dill (2000)

  12. Questions? • Other psychologists believe the relationship between media and violence and real violence is not as strong as it would appear. (Bushman, 1995 and Freedman, 1988) • First, Children watch many different programs and movies. • Critics believe that cause and effect work in the opposite direction.

  13. Motivating Beliefs • Motivation - in psychology it is any process that causes a person or animal to move toward a goal or away from an unpleasant situation. • Behaviorists would say that motivation is just a result of reinforcers. • Social-cognitive theory would believe that motivation is because of internalized and self-directed forces.

  14. Locus of Control • Julian Rotter (1966, 1982, 1990) • Clients of Rotter’s had troubling emotions and irrational beliefs which led to entrenched attitudes affecting decisions. • Self-fulfilling prophecy - the persons expectations lead to behavior that makes the prediction come true.

  15. Locus of Control • Predictive Formula. Behavior Potential (BP), Expectancy (E) and Reinforcement Value (RV) can be combined into a predictive formula for behavior: • BP = f(E & RV) • behavior potential (BP) is a function () of expectancy (E) and reinforcement value(RV). • Internal vs. External Locus of Control

  16. Explanatory Style • Martin Seligman (1991) • Optimistic or Pessimistic Explanatory Style. • Depends on the following: • Pessimistic Explanatory Style • Internal (It’s my fault) • Stable (This is going to last forever) • Global ( It effects everything I do) • Optimistic Explanatory Style • External (I couldn’t have done anything) • Unstable (Things will improve) • Limited (This is only one thing in my life.)

  17. Optimism vs. Pessimism • Optimism is a tremendous predictor of success. • Optimists focus on what they can do not what they feel. • Optimism is a predictor of stress recovery (Hurricane Andrew)

  18. Self-Efficacy • Albert Bandura • Self-efficacy is the conviction that you can successfully accomplish what you set out to do. • Research in North America, Europe and Russia found it effects the following: • How well tasks are performed • Level of persistence in pursuit of goals • Career choice • Solution to complex problems • Health habits • Athletic performance • Overall response to stress.

  19. Moral Reasoning Is it the same as moral behavior?

  20. Kohlberg and Piaget • Kohlberg and by attribution, Piaget believed that children are born ‘amoral’ or without morals • Kohlberg believes moral reasoning is developed in a predictable way. • Kohlberg believed there are predictable, specific and identifiable stages. (relates to Piaget’s stages of intellectual development)

  21. Kohlberg - Piaget • Level I; Preconventional/ Premoral • Stage 1 Obedience and punishment orientation • Stage 2 Naively egoistic orientation • Level II: Conventional/Role conformity • Stage 3 Good-boy/good-girl orientation • Stage 4 Authority and social-order-maintaining orientation • Level III: Postconventional/Self-Accepted Moral Principles • Stage 5 contractual/legalistic orientation • Stage 6 The morality of individual principles of conscience.

  22. “The child can internalize the moral values of his parents and culture and make them his own only as he comes to relate to these values to a comprehended social order and to his own goals as a social self.” Kohlberg (1964) Kohlberg - morality is acquired in developmental stages (These stages are precise and formal)

  23. Kohlberg on Stages Kohlberg - “structural moral stages in childhood and adolescence” • Each stage is a uniquely different kind of moral thinking- not just an increased understanding of an adult concept of morality; • The stages always occur in the same step by step sequence so that no stage is ever skipped and there is never a backward ‘progression’ (regression) • The stages are prepotent, meaning children comprehend all the stages below their own and possibly some understanding of no more than one stage above.

  24. Kohlberg • “Children are incapable of understanding higher stages, regardless of encouragement, teaching or practice. The prefer to function at the highest stage they have reached.”

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