MODULE III

Other Theoretical Approaches to

Personality
 SOCIAL LEARNING THEORY:
Albert Bandura’s social learning theory suggests that people learn new behaviors
by observing and imitating others.
The theory emphasizes the importance of observational learning, where
individuals acquire knowledge, skills, attitudes, and beliefs by watching the actions
of others and the consequences that follow, leading to the modeling and adoption
of observed behaviors.
 SOCIAL LEARNING THEORY:
The theory proposed that learning occurs through observation, imitation, and
modeling and is influenced by factors such as attention, motivation, attitudes, and
emotions. The theory accounts for the interaction of environmental and cognitive
elements that affect how people learn.
According to Bandura, people observe behavior either directly through social
interactions with others or indirectly by observing behaviors through media.
Actions that are rewarded are more likely to be imitated, while those that are
punished are avoided.
 SOCIAL LEARNING THEORY:
During the first half of the 20th century, the behavioral school of psychology
became a dominant force. The behaviorists proposed that all learning was a result
of direct experience with the environment through the processes of association
and reinforcement.
Bandura's theory believed that direct reinforcement could not account for all
types of learning. For example, children and adults often exhibit learning for things
with which they have no direct experience. Even if you have never swung a
baseball bat in your life, you would probably know what to do if someone handed
you a bat and told you to try to hit a baseball. This is because you have seen others
perform this action either in person or on television.
 SOCIAL LEARNING THEORY:
BOBO DOLL EXPERIMENT:
In the 1960s, psychologist Albert Bandura and his colleagues conducted what is
now known as the Bobo doll experiment. In it, they demonstrated that children may
learn aggression through observation.
The participants for the experiment were 36 boys and 36 girls enrolled at the
Stanford University Nursery School. The children ranged in age between 3 and
almost 6 years.
 SOCIAL LEARNING THEORY:
BOBO DOLL EXPERIMENT:
24 children: an adult modeling aggressive behavior
24 children: an adult modeling non-aggressive behavior
24 children: acted as the control group
These groups were divided again into groups of boys and girls. Each of these
subgroups was then divided so that half of the participants would be exposed to a
same-sex adult model and the other half would be exposed to an opposite-sex
adult model.
 SOCIAL LEARNING THEORY:
BOBO DOLL EXPERIMENT:
In the non-aggressive condition, the adult model simply played with the toys and
ignored the Bobo doll for the entire period. In the aggressive model condition,
however, the adult models would violently attack the Bobo doll.
After the ten-minute exposure to the adult model, each child was then taken to
another room that contained a number of appealing toys including a doll set, fire
engine, and toy airplane.
The children were permitted to play for a brief two minutes, then told they were no
longer allowed to play with any of these tempting toys.
 SOCIAL LEARNING THEORY:
BOBO DOLL EXPERIMENT:
Finally, each child was taken to the last experimental room. This room contained a
number of "aggressive" toys including a tether ball with a face painted on it, dart
guns, and a Bobo doll. The room also included several "non-aggressive" toys
including crayons, paper, dolls, plastic animals, and trucks.
Each child was then allowed to play in this room for a period of 20 minutes. During
this time, researchers observed the child's behavior from behind a one-way mirror
and judged each child's levels of aggression.
 SOCIAL LEARNING THEORY:
BOBO DOLL EXPERIMENT:
Bandura and his colleagues had predicted that children in the non-aggressive
group would behave less aggressively than those in the control group. The
results indicated that while children of both genders in the non-aggressive
group did tend to exhibit less aggression than the control group, boys who had
observed a non-aggressive, opposite-sex model were more likely than those in
the control group to engage in violence.
Children exposed to the violent model tended to imitate the exact behavior they
had observed when the adult model was no longer present.
Researchers were correct in their prediction that boys would behave more
aggressively than girls.
 SOCIAL LEARNING THEORY:
Bandura identified three basic models of observational learning:
A live model involves an actual individual demonstrating or acting out a
behavior.
A symbolic model involves real or fictional characters displaying behaviors in
books, films, television programs, or online media.
A verbal instructional model involves descriptions and explanations of a
behavior.
 SOCIAL LEARNING THEORY:
In many cases, learning can be seen immediately when the new behavior is
displayed. For example, when you teach a child to ride a bicycle, you can quickly
determine if learning has occurred by having the child ride his or her bike
unassisted.
But sometimes, we are able to learn things even though that learning might not be
immediately obvious. While behaviorists believed that learning led to a permanent
change in behavior, observational learning demonstrates that people can learn new
information without demonstrating new behaviors.
 SOCIAL LEARNING THEORY:
In many cases, learning can be seen immediately when the new behavior is
displayed. For example, when you teach a child to ride a bicycle, you can quickly
determine if learning has occurred by having the child ride his or her bike
unassisted.
But sometimes, we are able to learn things even though that learning might not be
immediately obvious. While behaviorists believed that learning led to a permanent
change in behavior, observational learning demonstrates that people can learn new
information without demonstrating new behaviors.
 SOCIAL LEARNING THEORY:
The following steps are involved in the observational learning and modeling
process:
Attention
Retention
Motor Reproduction
Motivation
 SOCIAL LEARNING THEORY:
ATTENTION:
In order to learn, you need to be paying attention. Anything that distracts your
attention is going to have a negative effect on observational learning. The model
must capture the observer’s interest, and the observer must deem the model’s
behavior worth imitating. This decides if the behavior will be modeled.
The individual needs to pay attention to the behavior and its consequences and
form a mental representation of the behavior.
 SOCIAL LEARNING THEORY:
RETENTION:
The ability to store information is also an essential part of the learning process.
Retention can be affected by a number of factors, but the ability to pull up
information later and act on it is vital to observational learning.
For successful imitation, observers must save these behaviors in symbolic forms,
actively organizing them into easily recalled templates.
The behavior may be noticed, but it is not always remembered, which obviously
prevents imitation.
 SOCIAL LEARNING THEORY:
MOTOR REPRODUCTION:
Once you have paid attention to the model and retained the information, it is time to
actually perform the behavior you observed. Further practice of the learned
behavior leads to improvement and skill advancement.
Our physical ability limits us, so even if we wish to reproduce the behavior, we
sometimes cannot.
This influences our decisions whether to try and imitate it or not. Imagine the
scenario of a 90-year-old lady who struggles to walk while watching Dancing on
Ice.She may appreciate that the skill is desirable, but she will not attempt to imitate
it because she physically cannot do it.
 SOCIAL LEARNING THEORY:
MOTIVATION:
Finally, for observational learning to be successful, you have to be motivated to
imitate the behavior that has been modeled. Reinforcement and punishment play
an important role in motivation. While experiencing these motivators can be highly
effective, so can observing others experiencing some type of reinforcement or
punishment.
For example, if you see another student rewarded with extra credit for being to
class on time, you might start to show up a few minutes early each day.
 PROJECT GOALS
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 DISCUSSION
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SUBJECT 1
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58%
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 SUBJECT 2
Seri 1 Seri 2 Seri 3
140

120

100

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0
Item 1 Item 2 Item 3 Item 4 Item 5
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 ANALYSIS
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eros, id accumsan massa elit eu augue. Mauris massa
ipsum, pharetra id nibh eget, sodales facilisis enim.
 RESULT
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 CONCLUSION
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Proin venenatis, orci nec cursus tristique, nulla risus mattis
eros, id accumsan massa elit eu augue. Mauris massa
ipsum, pharetra id nibh eget, sodales facilisis enim.
THANK
YOU