Studied by 5 people
socialization
the process of becoming a member of a social group
primary socialization
the important stage in childhood development where a child learns the basic rules and norms of living in their group
social norms
the basic rules of living in a group
gender socialization
children learn the attitudes and behaviours considered appropriate for their gender
cultural socialization
children are taught about their racial, cultural, or ethnic heritage
secondary socialization
elements such as the larger community, extended family and the media that influence behaviour and attitudes by affecting primary forces
group socialization
a form of secondary socialization where it is an individual’s peer group, not parental figures, that influences personality and behaviour
social cognitive theory
an attempt to explain how we learn from others
direct learning
lean by observing the consequences of another person’s actions or behaviours
indirect learning
learn by observing the consequences of another person’s actions or behaviours
social learning theory
behaviourist approach to learning when uses classical and operant conditioning to describe how social learning occurs
unconditioned stimulis
in pavlow’s classical conditioning study: food =
neutral stimulus
in pavlow’s classical conditioning study: a ringing bell =
conditioned stimulus
in pavlow’s classical conditioning study: the bell becomes the =
conditioned response
in pavlow’s classical conditioning study: the salivating dog is the =
behaviourist approach
an approach to learning that emphasizes observable behaviour and assumes most behaviour is learned from the environment
Bandura (2005)
proposed a model of behaviour based upon reciprocal determinism
reciprocal determinism
a model of the mutual influence of three sets of factors: personal, behavioural, and enviornmental
Bandura (1986)
adopted the assumption that the mind could be studied scientifically and attempted to shed light into the “black box”
agentic approach
approach to studying learning through the complex thought processes that occur between observation and behavior: stimulus-cognition-behaviour (we have control and are agents in our own behaviour)
vicarious learning
learning from the mistakes and successes of others
vicarious reinforcement
learning from the reinforcements experienced by others
observational learning
a component of social learning theory - learning that takes place by observing others
retention
a component of social learning theory - observers have to remember what behavior
reproduction
a component of social learning theory - you have to believe you are capable of successfully reproducing the observed behaviour
motivation
a component of social learning theory - reinforcement can influence a person’s motivation to act
Bandura, Ross, and Ross (1961) aka bobo doll experiment
exposure of children to aggressive models would increase aggressiveness among the children, confirming observational learning
pay attention
requirement for bobo doll experiment: participants must recognize a specific behaviour and observe it
mastery experiences
one of the four sources of self-efficacy - past successes reinforce the belief that further success is possible, and past failures reinforce the belief that success is not possible
vicarious experiences
one of the four sources of self-efficacy - seeing others succeed by sustained effort will raise observer's’ belief in their ability to carry out an action or behaviour successfully
social persuasion
one of the four sources of self-efficacy - people who are convinced by others that possess the ability to succeed at an action/behaviour are likely to make a greater effort than people with negative/none
emotional and physical states
positive mood improves perceived self-efficacy, hopeless/sad moods diminish it
Michalic and Elliot (1997)
found that males and females who endured more physical violence as children had higher rates of marital violence as adults
Perry, Perry, and Rasmussen (1986)
children were identified as aggressive or not, given questionnaires measuring perceived self-efficacy and outcome expectations, found the importance of self-efficacy and perceived reinforcement as cognitive determinants of social learning
outcome expectations
whether they expect reward or punishment following the action
Sheridan et al (2001)
studied the perceived effectiveness of social cognitive theory in teaching children listening, following directions, problem-solving, and knowing when to tell, found that learning prosocial skills can be explained through social cognitive theory
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