Transcript 4 Social learning.

Introduction to
Theories of Communication Effects:
Social Learning Theory
A service of the
Communication Science & Research
Resource Group
Recap: Theory map
MODEL
Message
learning
Reasoned
action
Social
learning
Diffusion
STAGE (Early --> Late)
Attention…….Comprehension…….Yielding…..Retention……………….. Action
Attitudes
Subjective norms.….Intention to act……………………………. Action
Perceived control
Attention...Retention...Reproduction...Motivation…………………..Performance
Rehearsal & trial
behavior occurs
Knowledge……Persuasion...Decision…….Implementation….Confirmation
Origins of Social Learning Theory
(Albert Bandura)
Reaction against behaviorism (behavior
conditioned to environmental stimuli)
Recognition of reciprocal influences and
mediating effects of (social) cognition
Educational psychology & learning theory
Studies of origins of aggressive behavior
Basic assumptions
Reciprocal influences
Personal
factors
Behavior
Environment
People rationally assess behavior and its
consequences, self-direction
Learning does not have to be direct and
experiential; it can be vicarious (through
observation of others)
Principles of Social Learning
People learn to act by:
> observing the actions of others
> observing the apparent consequences of
those actions
> evaluating those consequences for their
own life
> rehearsing, then attempting to reproduce
those actions themselves
Application: modeling desirable behaviors
Social Learning Theory
Originated with
the “Bobo doll”
experiments
(Bandura, Ross & Ross,
1963)
"Sock him in the nose"
”Knock him down"
"Throw him in the air”
"Kick him”
"Pow”
"He keeps coming back
for more"
"He sure is a tough
fella."
Social (Observational)
learning process
Five steps:
1. Attention
People must be aware of modeled event
2. Retention/Symbolic representation
People conceptualize the action
3. Reproduction/Transformation into action
Initial attempts to re-enact behavior
4. Motivational incentives
People have reasons to act
5. Performance
Consistent & accurate enactment
1. Attention
Attention to the behavior of others depends
on:
>
>
>
>
>
>
discriminability of the behavior
salience of the behavior
complexity of the behavior
emotional appeal of situation
prevalence/familiarity with the situation
functional value of the behavior
Application: modeled behavior should be
salient, distinctive, attractive, useful,
comprehensible, etc.
2. Retention
Retention of the modeled behavior depends on:
> organization & encoding of information
about the behavior
> perceived value of the modeled behavior
> mental rehearsal of the behavior
Application: easy to visualize, segmentation,
verbal aids/cues to recall, explicit benefits,
repetition, stimulus to mentally rehearse
3. Reproduction
Reproduction (trial) of the modeled behavior
depends on:
> physical ability to perform
> accuracy of retained information
> immediacy of feedback & reinforcement
> accuracy of feedback from others
> extent & accuracy of self-observation
Application: model trials, show feedback,
provide/encourage social reinforcement,
stimulate/aid self-observation
4. Motivation
Motivation to perform depends on:
> presence of incentives
- direct (social, affective, physiological)
- vicarious (anticipated)
- self-produced (satisfaction)
> social barriers or facilitating factors
> economic or material resources
> self-efficacy (perceived ability to perform)
Application: model vicarious incentives,
provide for direct incentives, reward
success, reduce barriers
Key Concept: Self-efficacy
“A person’s belief in their ability to produce desired
results by their own actions.”
Four sources:
Mastery
Personal success; overcoming/managing failure
Vicarious success
Observing the success of others
Persuasion
Convinced by others that success is possible
Physical/emotional feedback
Reading one’s own internal state
Collective efficacy
“A group’s shared belief in its joint capability to
organize and execute a course of action required
to produce a given level of attainments.”
Sources of collective efficacy:
Mastery
Has the group enjoyed previous success?
Vicarious success
Have other similar groups been successful?
Social cohesion
Do conditions or processes exist for effective
interaction & coordination?
Critical mass
Is critical mass attainable?
Social Learning & the TRA Model
Attitude toward the
behavior
Subjective norm
regarding the
behavior
Perceived control
over the behavior
Efficacy beliefs
and evaluations of
those beliefs
Intention to act
Behavior
In response to the development of the self-efficacy
concept in social learning theory, some versions of the
Theory of Reasoned Action have added a third
component: Perceived Control. Like Attitudes and
Subjective Norms, Perceived Control can be
measured as the product of beliefs about facilitating
and constraining factors and evaluations of how
positive or negative those factors are.
Putting it to work
Where is your audience?
What can you tell them and how?
Performance
Motivation
Reproduction
Retention
Attention
Social Learning Theory addresses
all stages in the hierarchy of
effects. For programmatic
purposes it is particularly rich for
understanding the Retention,
Reproduction, & Motivation stages
Using Observational Learning
Identify motives for action
• What personal and social incentives affect learning
and behavior?
Identify compelling message characteristics
• What models will be appealing and compelling?
• How should the behavior be visually represented?
• How can you stimulate/reinforce rehearsal?
• How can trials be encouraged?
• How can feedback be provided?
• How can incentives for performance be provided?
Identify reinforcing activities
• How can mediated learning be reinforced through
other program activities?
Looking ahead
Next Week:
Diffusion Theory
Social networks and the
spread of innovations