Dollard & Miller
- Psychoanalytic learning theory
- Combined Clark Hull & Sigmund Freud
- They met at Yale, Institute of Human Relations
- Interdisciplinary between psych, psychiatry, soc and anthro
- Experimental Analysis of Behavior
- Knowledge comes from experience;
- continually check current needs against past experience
- Clark Hull drive reduction
- Habits = learned associations between S and R
- makes them occur together frequently
- temporary structures (habits can appear and disappear)
- Drives = strong internal stimulus, produces discomfort
- 2 types
- Primary (physiological processes)
- Secondary (learned); elaborations of primary drives
- Reinforcer = anything that increases likelihood of particular response
- Pimary reinforcers (reduce primary drives)
- Secondary reinforces (originally neutral but acquire reward value)
- Hierarchy of response = some responses used more than others
- 4 units of learning process
- 1. Drive = preexisting need
- 2. Cue = stimulus that tell person when, where and how to respond
- 3. Response = behavior
- 4. Reinforcement = drive reduction
- if not reinforced, extinction of that response
- try different responses until one satisfies need
- Terms
- Thoughts = cue-producing responses in the brain.
- Reasoning = internal chains of drive, cue, response and reinforcement
- Frustration = occurs when one is unable to reduce a drive; blocked
- Conflict = incompatible responses are occurring at the same time
- Types:
approach-approach
approach-avoidance
avoidance-avoidance
double approach-avoidance - 2 main determinants of unconscious behavior
1. unaware of certain drives or cues; unlabeled
2. cues or responses once conscious; repressed because ineffective
repression is learned like all other behavior - Defense mechanisms are learned responses
identification = imitating behavior
displacement = stimulus generalization - 4 critical training states
feeding
cleanliness
sex training
control of anger-aggression - Differences from Freud
Freud thought anxiety, conflict & repression were inevitable
D&M say they are learned - Neurosis = stupidity-misery syndrome
strong, unconscious, unlabeled emotional conflict
can’t discriminate effectively - Therapy
pragmatic
action oriented
composed of
unlearning old, ineffective habits
substituting new, more adaptive and productive responses
aims to reduce such fears so reasoning and planning can occur - 2 phases
- Talking Phase (problem analysis)
habits are identified so patient can unlearn them
providing labels – Rumpelstiltskin (lose power when confronted with his name) - Performance Phase (acquire new responses)
Training in suppression (conscious, deliberate stopping of a thought or action)
Deliberately exposed to new cues that will evoke different responses
- Talking Phase (problem analysis)
Bandura, Albert
- Observational learning theory
also called modeling or discovery learning
most learning is by watching others - Behaviorism
agree with behaviorism
use of experimental methods
environment causes behavior
disagree with behaviorism
too simplistic to explain complicated issues (e.g. aggression) - Reciprocal Determinism
interaction between environment, behavior, person - Principles
observational learning is more than observing
encoding model (words, labels or images) improves retention
more likely to do modeled behavior if
behavior has functional value
model is similar to observer
value outcome goal
model is admired - Bobo The Clown
Inflatable, egg-shaped punching bag
Film of person punching the clown, shouting “sockeroo!”
Film shown to kindergartners
In play time, children show increased aggression
even without reinforcement
more aggressive if reinforced
more aggressive if model same gender as child
Boys were generally more violent and aggressive than girls.
Concluded reinforcement necessary for learning to occur - Major components of modeling
1. Attention
Colorful and dramatic
Attractive, or prestigious, or competent
Seems like yourself
2. Retention
Convert observation to mental image
Inductive process
Remember
3. Reproduction
Convert mental image to behavior
Deductive process
Must have behavior in repertoire
Better able to do behavior, better able to imitate
Thinking about doing may help doing
4. Motivation
A reason for doing it
Past reinforcement (rewarded)
Promised reinforcement (incentive)
Vicarious reinforcement (seeing others rewarded; expectation)
Motives don’t “cause” learning; cause us to demonstrate what we have learned - Self-efficacy
self-knowledge of personal ability (competence) - Self-regulation
is self-concept or self-esteem - Steps
1. Self-observation = look at self, track own behavior, charting
2. Judgment = compare with a standard (external or internal rules)
3. Self-response = reward self for compliance; punish self? - 3 Consequences of Excessive Punishment
a. compensation = superiority complex or delusions of grandeur
b. inactivity = apathy, boredom, depression
c. escape = drugs, alcohol, television, fantasies, suicide - Self-control Therapy
1. Behavioral charts to track behavior
2. Environmental planning = alter environment, remove or avoid cues
3. Self-contracts = specify contingencies; written, witnessed. - Modeling therapy
Improve by watching others
Observe someone productively dealing with the same issues
Fear of snakes
Client watches through a window
Actor successfully approaches snake; models self-soothing behaviors
Client invited to try it; some do it on first viewing
Film of productive behaviors works nearly as well as live viewing
Julian Rotter
- Social learning theory
later called social cognitive theory - Probability of a given behavior is a function of
1. expectation (E) = likelihood behavior will elicit reward
2. reinforcement value (RV) = how rewarding is for individual - Personality is changeable collection of thoughts, environment and behavior interactions
- Characteristics of Rotter’s approach
Optimistic
People are goal seekers
People try to maximize their reinforcement - Locus of Control
Univariant dimension that varies from internal to external
Generalized expectation of power of behavior to get reward
View of contingent relationship between action and outcome
Cross-situational beliefs - Characteristics
extent individuals believe can control events that affect them
high internal locus of control believe rewards come primarily from action
high external locus of control believes reward come by chance
different beliefs about reward contingency results in different behaviors
internal try to change world, externals go with the flow