Oxford Text pg 220-228

socialization

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