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Behavioral/Social Learning Perspective I. Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V. Bandura’s Social Cognitive Theory VI.Rotter’s Social Learning Theory VII.Strengths VIII.Weaknesses

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Page 1: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Behavioral/Social Learning Perspective

I. IntroductionII. Classical ConditioningIII. Operant ConditioningIV. Applications of Behavioral IdeasV. Bandura’s Social Cognitive TheoryVI. Rotter’s Social Learning TheoryVII.StrengthsVIII.Weaknesses

Page 2: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

I. Introduction

Page 3: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

II. Classical Conditioning

• Important People– Ivan Pavlov– John B. Watson

Page 4: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s
Page 5: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s
Page 6: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Limitations:Garcia & Koelling (1966)

Page 7: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s
Page 8: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s
Page 9: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

III. Operant Conditioning

• Important People– Edward Thorndike– B. F. Skinner

Page 10: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

IV. Applications of Behavioral Ideas

• Explanations for Psychological Disorders• Behavior Modification– Exposure therapy– Parent management training– Token economies

Page 11: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s
Page 12: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

V. Bandura’s Social Cognitive Theory

• Learning & Expectation• Reciprocal Determinism• Observational Learning• Self-Efficacy

Page 13: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Learning & Expectation

Page 14: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

EnvironmentStimuli from social or physical environment

Reinforcement contingencies

BehaviorNature

FrequencyIntensity

PersonPersonality characteristics

Cognitive processesSelf-regulation skills

Reciprocal Determinism

Page 15: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Observational Learning

Page 16: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Bandura’s Bobo Doll Study Results

Model Rewarded Model Punished No Consequences0

0.5

1

1.5

2

2.5

3

3.5

4

BoysGirls

Mea

n N

umbe

r of D

iffer

ent

Imita

tive

Resp

onse

s Re

prod

uced

Page 17: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Bandura’s Bobo Doll Study

• Illustrated the distinction between learning and performing

• Showed it is possible to learn but not perform

Page 18: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

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

Page 19: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

VI. Rotter’s Social Learning Theory

• Behavior Potential• Locus of Control

Page 20: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Behavior PotentialOption Possible

OutcomeExpectancy Value Behavior

PotentialAsk for an apology

Apology High High High

Insult back Laughter Low High Average

Yell at insulter Ugly scene High Low Average

Leave the party Feel foolish Average Low Low

Page 21: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Internal versus External Locus of Control

Choose one:A. The average person can have an influence on

government.B. The world is run by the few people in power,

and there isn’t much the little guy can do about it.

Page 22: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Internal versus External Locus of Control

Choose one:A. Becoming a success is a matter of hard work;

luck has little or nothing to do with it.B. Getting a good job depends mainly on being

in the right place at the right time.

Page 23: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Internal versus External Locus of Control

Choose one:A. Many times I feel I have little influence over

the things that happen to me.B. It is impossible for me to believe that chance

or luck plays an important role in my life.

Page 24: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

VII. Strengths

Page 25: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

VIII. Weaknesses

Page 26: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Cognitive Perspective

I. Kelly’s Theory of Personal ConstructsII. Mischel & Shoda’s Cognitive Affective

Personality System (CAPS)III. Albert EllisIV. Aaron Beck

Page 27: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

I. Kelly’s Theory of Personal Constructs

Page 28: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Constructive Alternativism

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

Page 29: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

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.

Page 30: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

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

Page 31: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Personality & Personal Constructs

Attractive-Ugly

Responsible-Irresponsible

Motivated-Lazy

Funny-Dull

Athletic-Nonathletic

Spontaneous-Predictable

Bob’s Construct System

Joe’s Construct System

Page 32: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Kelly & Psychopathology

Page 33: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

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)

Page 34: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

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)

Page 35: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

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.

Page 36: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

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

Page 37: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

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

Page 38: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

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

Page 39: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Cognitive-Affective UnitsCategory Description

Encodings Categories (constructs) for encoding information about one’s self, other people, events, & situations

Expectations & Beliefs Expectations for what will happen in certain situations, for outcomes for certain behaviors, and for one’s personal efficacy

Affects Feelings, emotions, and emotional responses

Goals & Values Individual goals & values, life projects

Competencies & Self-Regulatory Plans Perceived abilities, plans, and strategies for changing and maintaining one’s behavior and internal states

Page 40: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s
Page 41: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

III. Albert Ellis

• Model of Emotion• Rational Emotive Therapy (RET)

Page 42: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

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.

Page 43: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

IV. Aaron Beck

• Theory• Cognitive Distortions• Cognitive Therapy– Cognitive Restructuring– Self-Instructional Training

Page 44: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Common Cognitive Distortions

• 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*

Page 45: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Personality Disorders

I. IntroductionII. Millon’s Biosocial Learning TheoryIII. Personality Disorders

Page 46: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

I. Introduction

Page 47: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Common Personality Disorder Characteristics

• Adaptive Inflexibility• Tendency to foster vicious cycles• Lack of resiliency

Page 48: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

II. Millon’s Biosocial Learning Theory

Page 49: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

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

Page 50: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

III. Personality Disorders

Page 51: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

SOURCE OF REINFORCEMENT

(WHERE are they seeking reinforcement?)

INSTRUMENTAL BEHAVIOR PATTERN

(HOW are they seeking

reinforcement?)

Independent

Dependent

Ambivalent

Detached

Active(proactive)

Normal

Personality Disorder

Extreme Personality

Disorder

Forceful personality Antisocial Personality Disorder Paranoid Personality Disorder

Sociable personality Histrionic Personality Disorder Borderline Personality Disorder

Sensitive personality Passive-Aggressive Personality Disorder Borderline Personality Disorder

Inhibited personality Avoidant Personality Disorder Schizotypal Personality Disorder

Passive(reactive)

Normal

Personality Disorder

Extreme Personality

Disorder

Confident personality Narcissistic Personality Disorder Paranoid Personality Disorder

Cooperative personality Dependent Personality Disorder Borderline Personality Disorder

Respectful personality Compulsive Personality Disorder Paranoid Personality Disorder

Introversive personality Schizoid Personality Disorder Schizotypal Personality Disorder

Page 52: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Personality, Emotion, & Health

I. IntroductionII. Lazarus & Cognitive AppraisalIII. Coping StylesIV. Personality, Stress, & Injury

Page 53: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

I. Introduction

Page 54: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

II. Lazarus & Cognitive Appraisal

Page 55: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Spiesman et al. (1964)

Page 56: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

Types of Cognitive Appraisals

• Primary: appraisal of situational demands• Secondary: appraisal of personal resources to

cope with a situation• Reappraisal: re-appraisal of situational

demands, taking assessment of personal resources into account

Page 57: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

III. Coping Styles

• Problem-focused coping: actively trying to change the source of a problem

• Emotion-focused coping: coping with the personal emotions evoked by an event

Page 58: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

IV. Personality, Stress, & Coping

• Research of professors Ron Smith & Frank Smoll

Page 59: Behavioral/Social Learning Perspective I.Introduction II.Classical Conditioning III.Operant Conditioning IV.Applications of Behavioral Ideas V.Bandura’s

High School Sports Injury Study:

High Social Support Low Social Support

High Coping Skills

Low Coping Skills

Is there a relationship (correlation) between stressful life events and risk of sport injury?

NO

NO

NO

YES!


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