Social Cognitive Theory (Bandura) – Flashcards
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Evolution of the theory from traditional learning models
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classical conditioning (learning through association; pairing typically unrelated stimuli and creating an association operant learning (learning that results based on the consequences of our actions) challenged learning from pos/neg reinforcement alone or solely from stimuli present in the direct environment
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determinants of learning
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self-efficacy (a belief in our own abilities) identification (seeing features that align you with the character in the media) similarity (that character is like me in some way) liking (are you fond of the media figure)
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triadic reciprocal determinism
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the process we learn from, there are 3 components that mutually influence one another in determining whether or not we are going to enact in a certain behavior. Behavior- cognitive, biological and other events- external environment
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Unique features of humans
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self-regulatory, self-reflective, self-efficacy, vicarious capability
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self-regulatory capability
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we are thoughtful in making decisions about our behaviors, so we consider our values/beliefs before we do something. so we regulate our actions based on the standards we hold for ourselves and for society
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self-reflective capability
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we have enough self-awareness to figure out what our own abilities and limitations are, and we can use this knowledge to make decisions bout what behaviors we will engage in
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self-efficacy
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a belief in out own abilities
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vicarious capability
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live through someone else/ we can learn by observing the consequences of others behaviors (media) occurs by observing others and vicariously experiencing what they do
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symbolizing capability
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our ability to form symbols, place meaning on these symbols and then store them for future use in making decisions about guiding out behaviors
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forethought capability
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we use foresight in making decisions; we think through the consequences of our behaviors before we perform them
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four steps in the process of learning from the media (ARPM)
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1) attention 2)retention 3)production 4)motivation
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attention process
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you cant be influenced by the media if you aren't paying attention to it to begin with. this is why you see the same messages over and over again.
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characteristics of the event (the message itself that attribute to attention)
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-distinctive and simple -repetitive -affective valence- the extent to which the message is arousing
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characteristics of the observer (that attribute to attention)
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-ability to process info -past reinforcement -arousal
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retention process
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in order for info to influence our behaviors we have to retain or store info for later use
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delayed modeling
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retaining for later use because we dont always act on messages right away. we retain this by: -imaginal: storing the image itself, through visualizing the image in our heads -verbal: by converting them into words and storing them in our heads
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production process
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consists of successive steps, an organized process in which we take in the information we observe in order to use it for future use
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successive steps in production process (OIMR)
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cognitive organization: we take all the info we have and put it together in an organized way initiation: try it out; initiate this process either by visualizing or actually physically attempting behavior monitoring: monitor for feedback; refinement: refine behavior based on feedback
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motivation process
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we have to be motivated to engage in the behaviors. the potential rewards and punishments will either motivate or discourage us from engaging in the behavior
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external reinforcement
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whatever benefits we might receive from engaging in the behavior, might win a prize
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vicarious reinforcement
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when we are motivated by rewards we see other people get because we want those same rewards
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self-reinforcement
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when we are motivated by our own values/ beliefs
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abstract modeling
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when we learn from media messages, we are not just mimicking behaviors we see instead we are gaining incite into how to act in certain contexts
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cognitive tricks
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to weaken deterrents for engaging in inappropriate behavior. we might recognize that certain behaviors are unacceptable, but we have tricks that justify them
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disengagement practices
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we might try to disengage, or separate ourselves from the behavior so we feel better about engaging in unacceptable behaviors; attempt to make behavior seem more acceptable
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moral justification
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deviating on moral grounds; its okay to steal if you need to feed your family
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advantageous comparisons
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muting negativity of the behavior by comparing it to something that is worse....yes i got a DUI but i didn't kill anyone
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sanitized/ euphemistic labeling
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re-labeling the behavior to take away the negative connotations, im not an alcoholic im just a social drinker
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selective application of self-sanctions
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trying to distort relationship between action that you engage in and its affect on other people
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displaced responsibility
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its somebody else's fault, someone made me do it
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diffused responsibility
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everyone was doing it not just me
