1 / 59

Behavioral/Social Learning Perspective

Behavioral/Social Learning Perspective. Introduction Classical Conditioning Operant Conditioning Applications of Behavioral Ideas Bandura’s Social Cognitive Theory Rotter’s Social Learning Theory Strengths Weaknesses. I. Introduction. II. Classical Conditioning. Important People

qamra
Download Presentation

Behavioral/Social Learning Perspective

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Behavioral/Social Learning Perspective • Introduction • Classical Conditioning • Operant Conditioning • Applications of Behavioral Ideas • Bandura’s Social Cognitive Theory • Rotter’s Social Learning Theory • Strengths • Weaknesses

  2. I. Introduction

  3. II. Classical Conditioning • Important People • Ivan Pavlov • John B. Watson

  4. Limitations:Garcia & Koelling (1966)

  5. III. Operant Conditioning • Important People • Edward Thorndike • B. F. Skinner

  6. IV. Applications of Behavioral Ideas • Explanations for Psychological Disorders • Behavior Modification • Exposure therapy • Parent management training • Token economies

  7. V. Bandura’s Social Cognitive Theory • Learning & Expectation • Reciprocal Determinism • Observational Learning • Self-Efficacy

  8. Learning & Expectation

  9. Reciprocal Determinism Environment Stimuli from social or physical environment Reinforcement contingencies Behavior Nature Frequency Intensity Person Personality characteristics Cognitive processes Self-regulation skills

  10. Observational Learning

  11. Bandura’s Bobo Doll Study Results Mean Number of Different Imitative Responses Reproduced

  12. Bandura’s Bobo Doll Study • Illustrated the distinction between learning and performing • Showed it is possible to learn but not perform

  13. Self-Efficacy • Defined: The belief that we can perform the behaviors necessary to produce a desired outcome. • Sources: • Enactive Mastery Experiences • Vicarious Experiences • Verbal Persuasion • Physiological & Emotional Arousal

  14. VI. Rotter’s Social Learning Theory • Behavior Potential • Locus of Control

  15. Behavior Potential

  16. Internal versus External Locus of Control Choose one: • The average person can have an influence on government. • The world is run by the few people in power, and there isn’t much the little guy can do about it.

  17. Internal versus External Locus of Control Choose one: • Becoming a success is a matter of hard work; luck has little or nothing to do with it. • Getting a good job depends mainly on being in the right place at the right time.

  18. Internal versus External Locus of Control Choose one: • Many times I feel I have little influence over the things that happen to me. • It is impossible for me to believe that chance or luck plays an important role in my life.

  19. VII. Strengths

  20. VIII. Weaknesses

  21. Cognitive Perspective • Kelly’s Theory of Personal Constructs • Mischel & Shoda’s Cognitive Affective Personality System (CAPS) • Albert Ellis • Aaron Beck

  22. I. Kelly’s Theory of Personal Constructs

  23. Constructive Alternativism • There is no objective reality or “absolute” truth; there are only alternative ways of construing events

  24. Fundamental Postulate • A person’s processes are psychologically channelized by the ways in which he or she anticipates events. (Huh?) • In other words… personality is a function of the ways a person interprets situations and makes predictions about what is going to happen.

  25. Personal Construct • Kelly’s basic building block of personality • Defined: A bipolar cognitive structure that an individual uses to interpret and make predictions about the world. • Examples: • moral-amoral, masculine-feminine, attractive-ugly, funny-boring, talkative-quiet, relaxed-tense, intelligent-stupid

  26. Personality & Personal Constructs Bob’s Construct System Joe’s Construct System Attractive-Ugly Funny-Dull Responsible-Irresponsible Spontaneous-Predictable Motivated-Lazy Athletic-Nonathletic

  27. Kelly & Psychopathology

  28. Permeability • How easy is it to modify the range of convenience of a personal construct? • Too permeable: too easily to modify • Impermeable: very difficult to modify • Example: apply construct moral-amoral to plants, pets, buildings (too permeable) versus only religious people but no one else (impermeable)

  29. Problems in Predicting • Tightening: make same, constant prediction, regardless of the situation (e.g., depressed personal always predicting people will reject him) • Loosening: make wildly varying, random predictions using the same construct (e.g., manic behavior)

  30. Kelly & Psychopathology • Kelly believed that people are strongly motivated to reduce or avoid both anxiety and threat. • Anxiety: the experience that one’s construct system is not applicable to events (the person can’t understand or predict). • Threat: The recognition that imminent comprehensive change is needed in a construct system.

  31. The Role Construct Repertory Test (A.k.a. The REP Test)

  32. The Role Construct Repertory Test (A.k.a. The REP Test)

  33. II. Mischel & Shoda’s Cognitive Affective Personality System (CAPS)

  34. Cognitive-Affective Units

  35. III. Albert Ellis • Model of Emotion • Rational Emotive Therapy (RET)

  36. Common Irrational Thoughts • It is a dire necessity for an adult to be loved by everyone for everything he or she does. • One should be thoroughly competent, successful and achieving in all possible respects. • Certain people are wicked and villainous when they do not behave as I demand that they should and for this, they should be severely punished. • If something is threatening, I should be terribly upset about it.

  37. IV. Aaron Beck • Theory • Cognitive Distortions • Cognitive Therapy • Cognitive Restructuring • Self-Instructional Training

  38. All or Nothing Thinking Overgeneralization Mental Filter Disqualifying the Positive Jumping to Conclusions Magnification or Catastrophizing Emotional Reasoning Should & Must Statements Labeling & Mislabeling Personalizing Depressogenic Attribution Pattern* Negative Cognitive Triad* Common Cognitive Distortions

  39. Personality Disorders • Introduction • Millon’s Biosocial Learning Theory • Personality Disorders

  40. I. Introduction

  41. Common Personality Disorder Characteristics • Adaptive Inflexibility • Tendency to foster vicious cycles • Lack of resiliency

  42. II. Millon’s Biosocial Learning Theory

  43. Millon’s Two Dimensions of Reinforcement Strategies • Instrumental Behavior Pattern (How is the person pursuing the reinforcement?) • Active • Passive • Source of Reinforcement (Where is the reinforcement coming from?) • Independent • Dependent • Ambivalent • Detached

  44. III. Personality Disorders

More Related