OVERVIEW
 
 
 
 
 
 
 
 
 
 
 

BIOGRAPHY
 
 
 
 
 
 
 
 
 

CONCEPT OF HUMANITY

12 Points
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

ASSUMPTIONS
 
 
 
 
 
 
 
 
 
 
 

RECIPROCAL DETERMINISM
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

There are three important concepts connected to the topic of Reciprocal Determinism.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

SELF SYSTEM
 
 
 
 
 
 
 
 
 
 
 

Let us look more closely at aspects of the Self System
 

A. Self-Regulation
 
 
 
 
 
 
 
 
 
 
 

B. Selective Activation and Disengagement of Internal Control
 
 
 
 
 
 
 
 
 

SELF-EFFICACY

Definition
 
 
 
 
 
 
 
 
 
 
 
 
 

1. Sources of Self-Efficacy
 

2. Self-Efficacy as a Predictor of Behavior

One of several internal factors which help determine behavior especially when combined with specific goals and knowledge of performance
 

It is not global- varies from situation to situation - combines with responsive & nonresponsive environments to produce 4 possible predictions

1. high + responsive = behavior most likely successful
2. low + responsive = depression because see equals succeeding & they think it's too hard for them.
3. high + nonresponsive = intensified activity to change environment or seeking better environment
4. low + nonresponsive = apathy, resignation, helplessness

 

As did other personality theorists before him, Bandura became interested in applying his theory to the behavior of people at national & global levels. Hence his concept of

"collective efficacy" - the confidence people have that their combined efforts will produce social change. - personal efficacy of many people working together. E.g. environmental pollution
 

Several factors can undermine this;

1. the fact that the whole world is interconnected so something done far away can negate what we do
2. technology has outpaced our ability to understand or control
3. amount of bureaucracy that resists change
4. the tremendous scope & magnitude of human problems

 

 
 
 

LEARNING

Differs from Skinner in 2 important ways:

reinforcement facilitates but not necessary for learning

performing enhances but not essential to learning
 

There are two major types: observational & enactive

A. Observational Learning

1. Allows us to learn without performing the behavior- watch the behavior of others
2. more efficient'

Involves adding & subtracting from the observed behavior & then generalizing from one observation to another. - not just mimicry - involves cognitive processes. What determines whether we learn from a model:

1. characteristics of the model
2. characteristics of te observer - status in relation to model
3. consequences of behavior being modeled

 

a. Attention

What affects whether we pay attention: frequency of contact; attractiveness of model. Nature of the behavior
 

b. Representation

Storing it in memory - can be verbal or images- verbal more effective because faster & allows mental rehearsal
 

c. Behavioral Production

Converting mental representation to actual behavior which is self- monitored.
 

d. Motivation

Most effective when learners are motivated to perform the modeled behavior. - motivates performance
 

B. Enactive Learning

Response followed by a consequence - but - effect is not automatic- requires cognitive mediation
 

Consequences serve 3 functions:

1. impart information
2. motivate future behavior
3. reinforce present behavior

 

DYSFUNCTIONAL BEHAVIOR

Like other behaviors in that it is learned as a function of person, environment & behavior

His approach most useful in explaining depressive reactions, phobias, & aggressive behaviors
 

A. Depressive Reactions

Goals set too high - failure- depressive feelings - then undervaluing own behavior- result is chronic misery, feelings of worthlessness, lack of purposiveness

Causes:

1. people misjudging negatively their own performance- overestimate failures & underestimate accomplishments
2. people make bad judgments- set standards too high
3. people treat themselves badly for their shortcomings

 

Feels we learn these more often by vicarious experience - don't extinguish because we avoid the situation
 

C. Excessive Aggressive Behavior

Learned through both modes of learning - Kept going for five different reasons:

1. get pleasure from inflicting pain
2. avoid or counter the negative consequences of behaviors
3. receive injury or harm from not being aggressive
4. live up to their personal standards of conduct by their aggressive behaviors
5. see others getting rewards from aggressive behavior

 

THERAPY

A. Goal is to teach self-regulation-

Step one inducing behavioral change

Step two generalization
 

B. Treatment approaches

Overt ( vicarious) modeling

Covert (cognitive) modeling

Enactive Mastery- usually starts with systematic desensitization - then working up the hierarchy
 

Best when used in combination