0:00:01.466,0:00:07.096 >> Good day and welcome IB psychologists to[br]another video tutorial with me, Travis Dixon. 0:00:07.096,0:00:09.156 Today, we're going to look[br]at social cognitive theory. 0:00:09.156,0:00:10.516 We're going to do a full summary. 0:00:10.516,0:00:14.326 It's probably going to take[br]about 27 minutes I think 0:00:14.326,0:00:17.496 because I made this video[br]yesterday, but my mic was turned off. 0:00:17.536,0:00:19.486 So, anyway, it'll take about 30 minutes. 0:00:19.486,0:00:22.596 We're going do a full summary here[br]so you've got everything you need 0:00:22.596,0:00:25.256 for your IB psychology exams. 0:00:25.296,0:00:27.496 By the end of this video, you're[br]going to be able to do a full summary 0:00:27.736,0:00:29.256 of Bandura's social cognitive theory. 0:00:29.256,0:00:31.716 This is a core part of the[br]IB psychology curriculum, 0:00:31.716,0:00:34.246 so you must know about social cognitive theory. 0:00:35.076,0:00:38.726 And you'll be able to evaluate[br]SCT using the D.E.A.L. structure. 0:00:38.726,0:00:42.996 I've used this in my other videos about[br]schema theory and social identity theory, 0:00:42.996,0:00:45.806 and it's a pretty good framework to[br]remember how to evaluate theories. 0:00:45.806,0:00:49.556 First of all, we're going to describe it, what[br]is the theory, how does it explain behavior. 0:00:49.836,0:00:53.636 Then, we'll look at some studies that support[br]it, applications, followed by limitations. 0:00:53.636,0:00:56.616 Your studies and your applications[br]are really the strengths of the theory 0:00:56.786,0:00:59.566 and your limitations there, so[br]you've got the full evaluation. 0:00:59.606,0:01:03.166 Just a note, this is also[br]covered in my revision guide. 0:01:03.416,0:01:04.146 Where is my copy? 0:01:04.146,0:01:05.106 It's buried down here somewhere. 0:01:05.366,0:01:09.886 So, if you've got the revision guide, then[br]this is all in there, but if you don't have it 0:01:09.886,0:01:13.766 and maybe it's too close to your exams to[br]get it, everything's in this video for you. 0:01:13.766,0:01:16.746 So, first of all, the description[br]of social cognitive theory. 0:01:16.746,0:01:18.586 So, this is Albert Bandura. 0:01:18.586,0:01:19.816 This was his theory. 0:01:19.816,0:01:21.826 We're going to look at it[br]in four major parts really. 0:01:21.826,0:01:23.046 First, we'll have a little bit of background. 0:01:23.316,0:01:26.676 And then, there's three major[br]concepts that you should know about. 0:01:26.676,0:01:29.256 At least the first two are really[br]key, observational learning 0:01:29.256,0:01:31.296 and triadic reciprocal determinism. 0:01:31.296,0:01:35.316 These are the two most important factors I[br]think of SCT, and there's also the concept 0:01:35.316,0:01:37.406 of self-efficacy, which we'll look at as well. 0:01:37.406,0:01:39.316 So, a little bit of background on the theory. 0:01:39.316,0:01:41.406 So, this is as I said proposed by Bandura. 0:01:41.696,0:01:43.896 The original theory was called[br]social learning theory, 0:01:43.896,0:01:46.546 and this was first proposed in the 1960s. 0:01:46.546,0:01:50.546 The core claim of social learning[br]theory was that we can learn behavior, 0:01:50.546,0:01:55.856 behavior can be explained by looking at how[br]we learn from others, we learn by observation. 0:01:56.526,0:02:00.326 And it's important I think whenever we[br]look at a theory to look at the context. 0:02:00.326,0:02:02.066 So, what was that theory in relation to? 0:02:02.066,0:02:06.176 The theory of evolution was in[br]contrast to the theory of creation. 0:02:06.506,0:02:10.736 Social learning theory was in contrast[br]to behaviorism saying that we learn 0:02:10.736,0:02:13.016 by either being rewarded or[br]punished for our behavior. 0:02:13.016,0:02:17.756 So, it's our direct actions, which we then[br]get rewarded for, we'll keep doing it, 0:02:17.756,0:02:19.236 if we get punished, we'll stop doing it. 0:02:19.236,0:02:22.556 And Bandura said that's not[br]actually the only way we can learn. 0:02:22.946,0:02:25.146 And also, this is Watson here for behaviorism. 0:02:25.146,0:02:30.756 And also, Freud's idea was that our behavior[br]comes from these deep internal motivations, 0:02:30.756,0:02:34.196 maybe childhood experiences that would repressed[br]and they're coming out in our behavior. 0:02:34.196,0:02:39.886 And again, Bandura was saying maybe that's[br]not the only explanation for behavior. 0:02:39.886,0:02:41.336 That might not always be the case. 0:02:41.336,0:02:44.976 Anyway, we have Freud as well who we don't[br]actually study much in IB psychology. 0:02:47.216,0:02:49.096 So, let's break down observational learning. 0:02:49.096,0:02:51.116 This is the core part of social learning theory. 0:02:51.376,0:02:56.486 Observational learning is one of the[br]key concepts of social cognitive theory. 0:02:56.486,0:02:58.036 He renamed in social cognitive theory. 0:02:58.036,0:03:04.056 He renamed it to social cognitive[br]theory in about the 1980s. 0:03:04.166,0:03:09.376 So, in the original SLT, Bandura said we[br]can learn from two ways, direct experience. 0:03:09.376,0:03:13.756 I put my hand on a fire, that's[br]hot, I learn not to do that. 0:03:14.006,0:03:15.896 But I can also learn by observing others. 0:03:15.896,0:03:20.556 And Bandura said we don't actually always have[br]to have direct experience to learn something. 0:03:20.556,0:03:22.496 This going to be dangerous. 0:03:22.496,0:03:25.716 I don't always have to be putting my hand[br]on hot fires to learn that they're hot. 0:03:25.716,0:03:29.946 I can see someone else put their hand on a hot[br]fire and go, "Wow, they got burned from that. 0:03:29.946,0:03:31.176 Now I know not to do it." 0:03:31.176,0:03:32.726 It's the old monkey see, monkey do. 0:03:32.726,0:03:36.296 And so, observational learning[br]we can break down. 0:03:36.296,0:03:37.726 There are four process is involved. 0:03:38.026,0:03:42.976 And this is the key part of this concept in[br]social cognitive theory, that there's attention. 0:03:42.976,0:03:44.476 We're paying attention to the model. 0:03:44.476,0:03:47.046 So, there's the observer and there's the model. 0:03:47.046,0:03:48.746 The model is the person performing the action. 0:03:48.746,0:03:51.216 So, the learner has to pay attention. 0:03:51.216,0:03:53.156 If they don't, they're not going to remember it. 0:03:53.156,0:03:54.356 And they have to remember it. 0:03:54.356,0:03:55.236 They have to retain it. 0:03:55.236,0:03:57.376 This is what retention refers to. 0:03:57.376,0:04:01.266 Mode of reproduction, we have to[br]physically be able to reproduce the skill. 0:04:01.466,0:04:06.956 If we can't physically do it, then the[br]chances of us copying it and imitating it 0:04:06.956,0:04:09.606 and later learning it aren't[br]going to be very high. 0:04:09.646,0:04:12.246 For example, this happens a lot in sports. 0:04:12.246,0:04:15.156 Many years ago as a basketball[br]player, I learned how to dribble 0:04:15.156,0:04:17.516 and put the ball behind my back[br]by watching someone else do it. 0:04:17.516,0:04:19.106 And I was like, "Man, that's cool." 0:04:19.106,0:04:21.796 And so, then I went off and tried and[br]tried and tried until I could do it. 0:04:21.796,0:04:25.596 Now, I also watched someone put the ball[br]between their legs and slam dunk it. 0:04:25.836,0:04:26.996 I couldn't do that. 0:04:26.996,0:04:28.396 I never learned how to do that. 0:04:28.396,0:04:30.456 I don't have the motor skills. 0:04:30.456,0:04:35.506 Reinforcement and motivation, the final[br]process involved here, and this can be broken 0:04:35.506,0:04:36.506 down a little bit further as well. 0:04:36.506,0:04:41.316 But reinforcement, if we are watching someone[br]and they are getting rewarded or punished 0:04:41.316,0:04:44.606 for their behavior, we're[br]more likely to copy it. 0:04:44.706,0:04:48.336 And if we identify with their model,[br]if we find some sort of similarity, 0:04:48.336,0:04:51.666 we're probably more likely to be[br]motivated to copy their learning. 0:04:51.666,0:04:53.826 And this becomes really important[br]when we look at -- 0:04:53.826,0:04:57.246 it's not just in-person modeling[br]that we're looking at. 0:04:57.246,0:05:00.846 We're also looking at media and the[br]effects of how we can see models 0:05:00.846,0:05:05.046 and imitate behavior we see[br]on TV and other places. 0:05:05.346,0:05:06.566 So, that's observational learning. 0:05:06.566,0:05:10.786 So, a good summary of social[br]cognitive theory would include saying 0:05:10.786,0:05:14.936 that behavior can be explained by[br]how we learn it by observing others 0:05:14.936,0:05:18.736 and include these four processes[br]in that summary. 0:05:19.176,0:05:22.036 Now, the key concept is triadic[br]reciprocal determinism. 0:05:22.036,0:05:24.666 This is also called triadic[br]reciprocal causation. 0:05:24.916,0:05:29.686 And what this simply means is -- this[br]is a pretty fancy and complicated term 0:05:29.686,0:05:34.836 for I think a pretty straightforward[br]concept that our environment, 0:05:34.836,0:05:43.806 our physical external environment influences our[br]individual internal factors like our cognition 0:05:43.806,0:05:45.986 and our biology and that[br]can affect our behavior. 0:05:46.296,0:05:49.016 And actually, all these three[br]things can influence one another. 0:05:49.016,0:05:50.266 It's triadic. 0:05:50.266,0:05:50.876 There's three. 0:05:50.876,0:05:54.176 It's reciprocal meaning it goes both ways. 0:05:54.176,0:05:56.516 And they can determine one another. 0:05:56.516,0:05:58.146 They can cause one another. 0:05:58.276,0:06:00.566 So, that's essentially it. 0:06:00.566,0:06:06.176 So, if we think of one example of[br]neuroplasticity, we know if we grow 0:06:06.176,0:06:08.816 up in a low socioeconomic environment, 0:06:08.816,0:06:11.596 we're going to have possibly[br]smaller brain development. 0:06:11.596,0:06:12.866 There's correlational studies that showed this. 0:06:12.866,0:06:17.046 So, possibly growing up in poverty we're[br]going to have a smaller hippocampus. 0:06:17.046,0:06:18.356 That's our internal factor. 0:06:18.526,0:06:20.476 That might affect another[br]internal factor, our memory, 0:06:20.476,0:06:21.966 because hippocampus is part of our memory. 0:06:22.186,0:06:23.356 Now, that could affect our behavior. 0:06:23.356,0:06:27.746 If you don't have very good memory, it means[br]you're going to be maybe not good at learning. 0:06:27.746,0:06:28.866 You might not do very well at school. 0:06:29.076,0:06:31.906 So, then, you'll start having behavior[br]problems and behavior issues, acting out. 0:06:31.906,0:06:34.086 And this is what happens a lot. 0:06:34.206,0:06:36.656 But we can actually also reverse this trend. 0:06:36.656,0:06:37.726 You can do lots of things. 0:06:37.926,0:06:40.716 For example, playing some[br]kinds of video games we've seen 0:06:40.716,0:06:46.836 in studies can help boost the[br]development in your hippocampus. 0:06:46.836,0:06:50.706 And maybe that might make[br]your classroom a better place. 0:06:50.706,0:06:52.956 I mean, going from the individual[br]to the environment, 0:06:52.956,0:06:54.876 this link here is a little bit harder to make. 0:06:56.046,0:07:00.456 And going this direction and[br]this direction is a bit tricky. 0:07:00.456,0:07:04.146 But anyway, you can see they can[br]possibly influence one another. 0:07:04.146,0:07:09.226 Another example, we look at the[br]warrior gene and aggression. 0:07:09.226,0:07:14.376 So, we know that adverse childhood experiences[br]-- so, growing up if you're abused -- 0:07:14.376,0:07:18.296 is one example that can influence[br]the expression of your genes, 0:07:18.296,0:07:21.086 your biological development,[br]and your brain development. 0:07:21.716,0:07:25.816 It might also influence the warrior[br]gene, and that can affect our behavior. 0:07:25.816,0:07:27.716 It might make you more likely to be antisocial. 0:07:27.716,0:07:31.166 And this can be seen in Caspi, et al.'s[br]study, which we'll look at a little bit later. 0:07:31.166,0:07:36.016 So, triadic reciprocal determinism[br]I think is a key -- 0:07:36.196,0:07:39.106 most students I think will write when[br]they talk about social cognitive theory, 0:07:39.106,0:07:42.246 they'll focus on observational learning[br]and they'll forget this key detail. 0:07:42.246,0:07:45.166 But if you add this core concept to[br]a summary of social cognitive theory, 0:07:45.166,0:07:48.166 I really think it's going to[br]separate your answer from the rest 0:07:48.166,0:07:51.386 and including this diagram here[br]would be a very good idea as well. 0:07:51.626,0:07:53.136 Finally, we get to self-efficacy. 0:07:53.306,0:07:57.526 Self-efficacy means your belief[br]in your ability to do something. 0:07:57.526,0:08:03.666 And so, it's kind of like self-confidence[br]and how well you think you can do something. 0:08:03.666,0:08:08.016 And Bandura said that this is an[br]important internal factor over here. 0:08:08.116,0:08:09.686 They can moderate this relationship. 0:08:11.136,0:08:13.876 Take one example, for example,[br]your academic self-efficacy. 0:08:13.876,0:08:16.906 How well do you think that[br]you can do well in school? 0:08:17.356,0:08:19.816 And this is often correlated with achievement. 0:08:19.876,0:08:24.936 Those students who have a high self-efficacy[br]in terms of academics and think they are good 0:08:24.936,0:08:27.476 at learning and good at studying,[br]they tend to do better at school. 0:08:27.476,0:08:28.146 And that makes sense. 0:08:28.146,0:08:29.726 You think about it with your IB psych exam. 0:08:29.726,0:08:34.776 How confident are you in your ability[br]to learn social cognitive theory? 0:08:34.776,0:08:39.486 How well do you think you're going to be able[br]to learn and remember this lecture and then 0:08:39.546,0:08:41.746 that my influence how well you can summarize it. 0:08:41.886,0:08:43.736 So, this is self-efficacy. 0:08:43.906,0:08:44.696 There's not a lot to say. 0:08:44.696,0:08:49.876 I didn't include it in my original book just[br]because I think with the first two concepts, 0:08:49.876,0:08:53.156 triadic reciprocal determinism and observational[br]learning, you've got more than enough 0:08:53.156,0:08:55.656 for social cognitive theory, but[br]I thought I would edit it here 0:08:55.656,0:08:57.726 and I did also put it in[br]the revision book as well. 0:08:57.726,0:08:59.236 It's pretty straightforward. 0:08:59.236,0:09:02.306 So, that's the description,[br]those three concepts. 0:09:02.306,0:09:04.956 Now, the evidence, the supporting studies. 0:09:04.956,0:09:07.966 First of all, we can't go past the[br]Bobo doll studies I don't think 0:09:07.966,0:09:12.466 because these are very famous[br]and we'd be remiss if we went 0:09:12.466,0:09:17.036 through an introductory IB psych course[br]and we didn't cover the Bobo doll studies. 0:09:17.246,0:09:19.636 And for observational learning,[br]I think they work really well. 0:09:20.036,0:09:25.026 So, I'm not going to go into heaps of detail[br]about the methodology because I'll put a link 0:09:25.156,0:09:30.016 in the description where you can find a[br]summary on my blog of one of these studies. 0:09:30.016,0:09:33.446 And also, there's just so much out there and[br]you've probably already seen the videos anyway. 0:09:33.446,0:09:37.396 But anyway, in the first study in 1961,[br]they had two independent variables. 0:09:37.396,0:09:41.896 One was the gender of the model and the other[br]was what type of observation the kids did. 0:09:41.896,0:09:43.886 So, I'm sure you know about it. 0:09:43.886,0:09:44.596 The kids came in. 0:09:44.596,0:09:48.136 They either watched an adult playing[br]aggressively with the Bobo doll 0:09:48.136,0:09:49.606 or they watched them playing passively. 0:09:49.966,0:09:53.586 And the model was either the[br]same gender or different gender. 0:09:53.586,0:09:56.886 And then, they were put in a room and[br]there was a couple of researchers. 0:09:56.886,0:09:57.906 They stood behind the two-way mirror 0:09:57.906,0:10:02.446 and they counted every 5 seconds was the[br]kid making an aggressive action or not, 0:10:02.446,0:10:04.676 and they recorded that, and[br]then they compared their notes. 0:10:04.746,0:10:07.876 Just a couple of details[br]here taken from the original. 0:10:07.876,0:10:11.936 If you can put some specific[br]details in your exam answers, 0:10:11.936,0:10:15.576 it will show that you really know your stuff[br]and it will separate your answers from the rest. 0:10:15.576,0:10:17.536 So, 36 boys, 36 girls. 0:10:17.536,0:10:18.606 So, what's that? 0:10:18.946,0:10:23.946 About 3 to 5 years old from Stanford University. 0:10:23.946,0:10:26.726 And two adults. 0:10:26.726,0:10:30.516 So, male, one female were in the male position. 0:10:30.516,0:10:31.786 I've never seen videos of the male. 0:10:31.786,0:10:33.796 I've only ever seen videos of the female. 0:10:34.186,0:10:40.066 But anyway, now, we have the original[br]results here taken from the original study. 0:10:40.066,0:10:42.376 And we're just looking over here. 0:10:42.376,0:10:46.076 This is one of the important results. 0:10:46.076,0:10:49.116 So, this is physical aggression. 0:10:49.116,0:10:54.306 So, if we just compare this, the aggressive[br]conditions over here we see quite high compared 0:10:54.306,0:10:56.786 to the non-aggressive and the control groups. 0:10:56.786,0:10:58.896 It's much lower over here. 0:11:02.046,0:11:04.156 And you might want to get a pen and paper. 0:11:04.156,0:11:04.476 Excuse me. 0:11:04.476,0:11:05.966 I'm losing my voice. 0:11:06.026,0:11:09.996 You might want to get a pen and paper[br]and just jot down a couple of these notes 0:11:09.996,0:11:11.696 so you've got some specifics to refer to. 0:11:11.696,0:11:14.236 But if we just look here, let's just[br]look at the males to begin with. 0:11:14.236,0:11:20.196 Well, one interesting trend is generally[br]speaking the boys were more aggressive 0:11:20.196,0:11:20.896 than the females. 0:11:21.136,0:11:26.476 And also, if we look here, this first[br]result shows observational learning, 0:11:26.726,0:11:29.436 that if we view aggressive behavior,[br]we're more likely to copy it. 0:11:29.676,0:11:30.246 Straightforward. 0:11:30.246,0:11:32.086 This is evidence to support[br]observational learning. 0:11:32.546,0:11:37.666 There's also some evidence here to support[br]the fact that we might be more motivated 0:11:37.666,0:11:39.806 to copy the learning if we[br]identify with the model. 0:11:40.036,0:11:44.226 We see here especially with verbal[br]aggression the females were far more likely 0:11:44.226,0:11:48.726 to copy the verbal aggression[br]than if they watched a male, 0:11:49.096,0:11:50.966 when they watched a female,[br]and opposite for the males. 0:11:51.196,0:11:54.146 If they watched a male, far more likely[br]to copy it than if they watched a female. 0:11:54.416,0:11:55.156 So, there's some evidence. 0:11:55.156,0:11:57.336 This here is observational learning in general. 0:11:57.676,0:12:02.746 And then, this here we can see the identifying[br]with the model we might be more motivated. 0:12:02.746,0:12:05.656 Now, second study in 1963. 0:12:05.656,0:12:07.456 This is one I have the full[br]summary for on the blog, 0:12:07.456,0:12:10.566 and I'll work at getting the[br]1961 version up there as well. 0:12:10.926,0:12:15.086 They wanted to see does it have to be[br]real life observation of aggression 0:12:15.216,0:12:18.846 or can it be by seeing a televised version? 0:12:18.846,0:12:25.106 And so, they used the same procedures as the[br]first study, but it was a little bit different 0:12:25.106,0:12:27.236 in how the kids actually viewed the model. 0:12:27.506,0:12:33.406 So, they had one in-person live model, so the[br]kids actually are in the same room watching. 0:12:33.406,0:12:38.736 They had one where they video recorded[br]the model beating up the Bobo doll 0:12:38.736,0:12:40.816 and then they put that on the TV. 0:12:41.186,0:12:43.206 Or they had the televised fantasy model. 0:12:43.266,0:12:47.086 This was a really interesting one where they[br]wanted to make it appear like a cartoon, 0:12:47.276,0:12:51.836 but I guess they probably couldn't afford[br]to create a cartoon just for these purposes. 0:12:51.836,0:12:55.776 This is 50 or 60 years ago, so it would[br]have been a bit expensive back then. 0:12:55.936,0:12:59.616 So, they had the researcher dress as a cat. 0:12:59.616,0:13:05.066 And then, they tried to make the scenery like[br]with artificial grass and make it kind of appear 0:13:05.066,0:13:10.356 like a fantasy land and they had a[br]control group that didn't watch anything. 0:13:10.356,0:13:12.636 Again, this is summarized on my blog there. 0:13:12.636,0:13:14.626 You can check it out and I'll[br]put the link in the description. 0:13:15.026,0:13:16.116 So, what do we see? 0:13:16.116,0:13:19.986 Again, here are the original[br]results taken from the first study. 0:13:19.986,0:13:25.356 The real life aggressive condition, so[br]when they actually saw the real person, 0:13:25.746,0:13:27.296 this is the filmed, this is the cartoon, 0:13:27.296,0:13:30.206 although it wasn't really[br]cartoon, and the control group. 0:13:30.486,0:13:34.326 What we can see again, the control[br]group much lower than the other three. 0:13:34.586,0:13:38.686 More evidence to suggest and to support[br]the idea of observational learning, 0:13:38.686,0:13:42.246 that we can learn aggressive[br]behavior through observation. 0:13:42.246,0:13:45.186 And I just want to point out here that[br]social cognitive theory can be used 0:13:45.186,0:13:46.376 to explain many behaviors. 0:13:46.376,0:13:51.786 I think using it to explain aggression can[br]really help you write a good focused explanation 0:13:51.786,0:13:53.276 of this theory. 0:13:53.276,0:13:55.446 And that was one of its first applications. 0:13:55.726,0:13:58.666 So, when you're thinking about how[br]to explain a theory, think about, 0:13:58.666,0:13:59.736 "What is this theory explaining?" 0:13:59.936,0:14:00.346 Aggression. 0:14:00.816,0:14:01.676 So, back to it. 0:14:03.256,0:14:05.316 So, again, observational learning here as well. 0:14:05.466,0:14:09.476 And what's interesting is generally[br]speaking again, the boys more aggressive 0:14:09.476,0:14:15.086 than the females, which is an[br]interesting trend and something we'll talk 0:14:15.346,0:14:19.696 about later when we get to the evaluation. 0:14:19.696,0:14:26.966 And so, they didn't actually notice that[br]this was that much higher than, for example, 0:14:26.966,0:14:32.646 watching it in real life, but it does[br]actually mean that it's comparable 0:14:32.646,0:14:37.016 and it's much higher watching the cartoon[br]and the film version than the control group. 0:14:37.206,0:14:41.086 So, this is evidence to suggest that it's[br]not just watching someone in real life, 0:14:41.156,0:14:43.806 but we can also be influenced and we can learn 0:14:43.986,0:14:46.916 by watching filmed televised[br]models of aggression. 0:14:46.916,0:14:51.126 Now, this might seem just everyday[br]knowledge to us, but this is 1963. 0:14:51.316,0:14:55.076 This is when TV was first becoming[br]introduced to many households in America. 0:14:55.426,0:15:00.376 And so, that becomes a very important[br]finding when we put it in that context, 0:15:00.376,0:15:04.806 that we don't actually have to go visit[br]and see a boxing match, for example, 0:15:05.076,0:15:11.016 to copy that aggressive behavior, but we can be[br]seeing it every day in our living rooms on TV. 0:15:11.246,0:15:15.446 And so, in terms of developmental psychology[br]with kids and how much TV we watch, 0:15:15.806,0:15:19.696 this becomes a very important[br]finding especially at this time. 0:15:20.076,0:15:23.866 So, those studies I think are really good to[br]show the first concept, observational learning. 0:15:24.096,0:15:27.086 Now, we need some examples to show[br]triadic reciprocal determinism. 0:15:27.336,0:15:32.126 Now, you're not going to find I don't think[br]many studies that show all three interactions 0:15:32.126,0:15:36.096 and I think you can actually do a good job of[br]just explaining it and giving some examples 0:15:36.096,0:15:39.416 like maybe with a couple of studies[br]like I did with neuroplasticity 0:15:39.746,0:15:41.896 and showing the environment affecting the brain. 0:15:41.896,0:15:45.556 Like [inaudible] is a good one to show that[br]and then links between the brain and behavior, 0:15:45.556,0:15:50.596 any study that shows links between[br]hippocampus and memory like maybe HM. 0:15:50.596,0:15:53.816 But sometimes, you get a study[br]like Caspi's study that we can use 0:15:53.816,0:15:56.776 to show those three interacting elements. 0:15:57.006,0:15:59.056 So, this was also called the Dunedin study. 0:15:59.056,0:16:04.196 It followed 1,000 people for 25 years,[br]and they were looking at links between -- 0:16:04.196,0:16:09.476 in this particular report, they looked at links[br]between the type of warrior gene or the type 0:16:09.526,0:16:13.856 of MAOA gene that people had[br]with antisocial behavior. 0:16:14.116,0:16:15.736 And they compared two groups of people. 0:16:15.836,0:16:18.516 One group had the low-expression[br]variant, which means the gene, 0:16:18.516,0:16:22.186 this variant is not sending[br]many signals from the cell. 0:16:22.186,0:16:23.936 This is what gene expression is. 0:16:24.216,0:16:26.826 And the other was the high-expression variant. 0:16:26.826,0:16:33.616 Now, what they found was that the having the[br]MAOA-L variant or one of those variants -- 0:16:33.616,0:16:37.636 and this is the type of the[br]warrior gene that is most associated 0:16:37.636,0:16:39.036 with antisocial and aggressive behavior. 0:16:39.256,0:16:43.666 They found that that alone doesn't necessarily[br]have an effect on antisocial behavior. 0:16:43.666,0:16:48.316 But if you combine that with childhood[br]abuse, we can see the result here. 0:16:48.406,0:16:53.846 So, this is the low activity in[br]black and high activity of the gene. 0:16:53.846,0:16:58.486 Now, just as biological factor by[br]itself, not much of a difference 0:16:58.486,0:17:00.826 if there's no childhood maltreatment. 0:17:01.206,0:17:05.666 But if we get severe childhood maltreatment,[br]we'll see this low-expression variant, 0:17:05.666,0:17:10.786 the levels of antisocial behavior,[br]which is over here, skyrockets. 0:17:10.786,0:17:16.596 And this is showing that that effect of the[br]environment might be influencing the expression 0:17:16.596,0:17:22.186 of our genetics or some internal factors and[br]then that's having a result in our behavior. 0:17:22.186,0:17:30.466 And we can talk about one area of uncertainty[br]here is what is it actually doing to our brain 0:17:30.466,0:17:35.296 or our genetics or why is this difference[br]occurring, but we can see here the effect 0:17:35.396,0:17:39.376 of environment is influencing internal[br]factors in some way, which is resulting 0:17:39.376,0:17:41.916 in this massive increase in behavior. 0:17:43.226,0:17:45.986 So, finally, self-efficacy and GPA. 0:17:45.986,0:17:50.486 So, one basic study to look at[br]the third concept, self-efficacy, 0:17:50.486,0:17:54.686 and this is often studied in correlational[br]studies where you take two factors 0:17:54.686,0:17:59.736 like academics and you measure[br]people's self-efficacy on their beliefs 0:17:59.736,0:18:04.926 and their abilities to do or to be good[br]at academics and their achievement. 0:18:04.926,0:18:06.766 And then, you see how strongly[br]they're correlated. 0:18:06.766,0:18:07.366 And this is what they did. 0:18:07.366,0:18:13.946 In this study, 60 students studying sports[br]science in Malaysia and they took their GPAs 0:18:13.946,0:18:17.406 for the university scores and then they[br]also measured their academic self-efficacy. 0:18:17.676,0:18:19.486 They found very high correlations here. 0:18:19.826,0:18:21.106 Males 0.67. 0:18:21.226,0:18:24.856 Females 0.85. 0:18:24.996,0:18:28.146 We think a plus one is a perfect correlation. 0:18:28.146,0:18:29.086 Zero is no correlation. 0:18:29.086,0:18:31.526 So, anything with a 0.6 or 0.7 is pretty strong. 0:18:31.606,0:18:36.136 So, 0.8, that's a really strong[br]correlation seen here in females. 0:18:36.136,0:18:40.746 So, evidence to suggest that higher[br]self-efficacy is going to influence behavior. 0:18:41.466,0:18:47.716 Again, this could be further evidence maybe[br]for at least two of those interactions 0:18:47.716,0:18:49.836 in triadic reciprocal determinism. 0:18:49.836,0:18:51.646 So, there are studies. 0:18:51.926,0:18:54.156 Now, we get to the A and D.E.A.L. applications. 0:18:56.156,0:18:58.006 This can explain violence in the media. 0:18:58.006,0:19:02.466 There's been lots of studies that have shown[br]the more aggressive violent media you watch 0:19:02.466,0:19:07.016 as a kid the more likely you[br]are to act out and be aggressive 0:19:07.016,0:19:09.546 and end up in court yourself later in life. 0:19:09.546,0:19:12.186 And so, social cognitive theory[br]can be used to explain that, 0:19:12.186,0:19:15.096 that the idea of observational[br]learning we can learn through the media. 0:19:15.816,0:19:19.716 But with that, we can also apply[br]this to learning in a couple of ways. 0:19:19.906,0:19:22.636 One is use of modeling as[br]an instructional strategy. 0:19:22.786,0:19:27.156 You want to teach someone how to do[br]something, you show them how to do it first. 0:19:27.156,0:19:29.046 I've got a son who's three years old. 0:19:29.046,0:19:29.866 We do this all the time. 0:19:29.946,0:19:34.046 I'm trying to teach him how to do[br]something, tie his shoelaces, I'll do it, 0:19:34.046,0:19:36.446 he sees it, and then he tries to copy it. 0:19:37.186,0:19:39.876 He's not learning that yet, but I couldn't[br]think of a better example off top of my head. 0:19:40.286,0:19:43.646 I'll think of one in a couple of minutes. 0:19:43.646,0:19:46.896 The other way, if we can use the[br]idea of self-efficacy and if we know 0:19:46.896,0:19:50.096 that that might be linked to[br]improved performance and achievement, 0:19:50.236,0:19:53.396 then maybe we can develop strategies[br]and there have been strategies developed 0:19:53.656,0:19:58.906 to increase self-efficacy[br]especially in the likes of academics. 0:19:58.906,0:20:03.316 Also, if we can use social cognitive theory[br]and the idea of observational learning 0:20:03.566,0:20:08.216 to explain how we can learn negative behaviors[br]through the media, we could also use that 0:20:08.216,0:20:13.696 and it has been used to help develop positive[br]behaviors, and this is called the Sabido method 0:20:13.696,0:20:20.066 where there's been scripts and stories that are[br]designed to teach some kind of life lessons. 0:20:20.066,0:20:23.756 This was done a lot in South and Central[br]America with tackling social issues 0:20:23.756,0:20:26.106 by having it play out with the characters. 0:20:26.106,0:20:29.526 But also if you're familiar[br]with, for example, Sesame Street, 0:20:29.786,0:20:34.486 nearly every episode they are[br]teaching kids about sharing 0:20:34.486,0:20:36.676 or learning and using puppets to do that. 0:20:36.676,0:20:40.106 And so, we can actually apply these[br]concepts of observation learning 0:20:40.106,0:20:44.036 to promote positive behavior[br]as well in television shows. 0:20:44.736,0:20:47.326 So, there are some applications[br]of social cognitive theory. 0:20:47.326,0:20:50.296 Remember, you wouldn't put this in a[br]short answer response in your exams, 0:20:50.296,0:20:52.006 but you would put this in the essay. 0:20:52.206,0:20:53.836 Finally, we get to some limitations. 0:20:53.836,0:20:57.356 Evaluating theories is really, really[br]tricky, so let's do our best here. 0:20:57.356,0:20:59.746 First of all, are there alternative[br]explanations? 0:20:59.746,0:21:02.836 So, if we're applying social[br]cognitive theory to explain aggression, 0:21:02.836,0:21:05.366 are there alternative explanations[br]for aggression 0:21:05.366,0:21:07.166 or are there other factors[br]that might be involved here? 0:21:07.166,0:21:15.026 Can we say that aggressive behavior is 100%[br]learned or like I said are there other factors 0:21:15.026,0:21:17.586 like our hormones, our genetics,[br]our culture, things like this? 0:21:17.776,0:21:19.986 Are there other factors that might influence -- 0:21:19.986,0:21:22.296 actually, I'm just thinking of[br]this off the top of my head now. 0:21:22.656,0:21:25.036 Observational learning, what[br]other factors might influence? 0:21:25.256,0:21:29.056 Are some people more likely to copy than others? 0:21:29.056,0:21:31.816 Are there some internal factors that[br]might make some people more likely 0:21:31.816,0:21:33.796 to replicate and copy other people? 0:21:34.096,0:21:37.206 But I guess he also covered that in his[br]motivation like identifying with the model. 0:21:37.756,0:21:40.036 Anyway. Ecological validity[br]of the Bobo doll studies. 0:21:40.036,0:21:44.826 Now, ideally, you want to evaluate the[br]theory before you evaluate the studies, 0:21:44.966,0:21:51.306 but I think here because the Bobo studies are so[br]prominent, I think it's okay to evaluate these. 0:21:51.306,0:21:57.256 And if we think about the Bobo doll[br]studies, is it really the case in real life 0:21:57.256,0:22:01.896 where a kid's watching television and they're[br]watching an adult play with or perform some sort 0:22:01.896,0:22:06.426 of aggressive violent act and then the kid[br]turns off the TV and turns around and voila, 0:22:06.796,0:22:10.196 everything that they just saw on the[br]television is there in front of them to copy? 0:22:10.576,0:22:11.986 That's what happened in the Bobo doll study. 0:22:11.986,0:22:14.416 There's a big inflatable doll[br]they're watching with a hammer. 0:22:14.416,0:22:16.616 And then, they turn around[br]and that same doll is there. 0:22:16.916,0:22:18.616 This is not what happens in real life. 0:22:18.726,0:22:23.126 We watch cartoons and there's big anvils,[br]metal things drop on people's heads 0:22:23.126,0:22:24.976 or there's guns or there's cowboys and Indians. 0:22:26.186,0:22:28.196 But then, we turn around and they're not there. 0:22:28.196,0:22:33.676 So, that transfer, could this really[br]explain that learning to be aggressive 0:22:33.676,0:22:38.846 and then transferring it in a different context? 0:22:38.846,0:22:40.566 Questionable. 0:22:40.566,0:22:45.446 We saw throughout that there was a higher[br]increase from the boys in aggression 0:22:45.446,0:22:48.326 and can social cognitive theory explain this? 0:22:48.326,0:22:50.436 Is this just because maybe boys[br]are taught more to be aggressive 0:22:50.436,0:22:52.636 or is there some biological factors? 0:22:52.636,0:22:54.506 It's the old nature versus nurture here. 0:22:54.506,0:22:56.156 Why are men generally more aggressive? 0:22:56.156,0:22:58.636 And then, we come back to, for[br]example, maybe testosterone. 0:22:58.636,0:23:03.056 Is this a factor or is this just because[br]boys are raised to be more aggressive? 0:23:03.086,0:23:07.186 Evaluating the concept of TRD,[br]isn't this just common knowledge? 0:23:07.286,0:23:09.746 We now just know in psychology after years -- 0:23:09.746,0:23:13.876 I mean, in the 1980s when this idea was[br]first added into social cognitive theory, 0:23:14.356,0:23:19.136 it might have been groundbreaking, like the[br]idea that our environment can affect our genes. 0:23:19.326,0:23:20.986 But now, we just know that. 0:23:20.986,0:23:27.596 We know from epigenetic studies and we[br]know that environment affects our brain. 0:23:27.596,0:23:33.416 It seems like a redundant point in this day[br]and age I think at least because it's just 0:23:33.416,0:23:36.616 so well known that the nature or[br]nurture debate is largely dead 0:23:36.616,0:23:38.046 and we know that it's nature or nurture. 0:23:38.046,0:23:39.876 Sometimes, it's nature via[br]nurture and vice versa. 0:23:39.876,0:23:42.906 So, I think that's one limitation of that idea. 0:23:42.906,0:23:43.556 Self-efficacy. 0:23:43.556,0:23:45.566 Now, maybe I'm showing my ignorance on this, 0:23:45.686,0:23:50.066 but I'm wondering how we could really[br]genuinely test this experimentally. 0:23:50.066,0:23:52.696 I think mostly it's going[br]to be correlational studies 0:23:52.906,0:23:56.326 because I mean how can we[br]ethically manipulate people's levels 0:23:56.326,0:23:59.646 of self-efficacy unless we[br]did it in their self-efficacy 0:23:59.646,0:24:01.736 in a field that doesn't really matter? 0:24:01.866,0:24:03.616 But then, why would we care about that? 0:24:03.616,0:24:09.446 So, for example, do you want to take one[br]group and reduce yourself in academics 0:24:09.446,0:24:12.586 and see if it has an effect or maybe[br]we could take one group and improve it 0:24:12.586,0:24:14.706 and boost your self-efficacy and[br]see if that has an effect as well, 0:24:14.706,0:24:17.926 but there's maybe an ethical[br]-- possibly it could be done. 0:24:18.226,0:24:22.716 Anyway. For self-efficacy, you could[br]I think evaluate the studies that show 0:24:22.716,0:24:25.896 that this is correlational and it might[br]be tricky to study experimentally. 0:24:26.076,0:24:27.976 But if you know of any experiments[br]on self-efficacy, 0:24:27.976,0:24:31.556 true experiments where you manipulate levels[br]of self-efficacy, post it in the comments. 0:24:31.556,0:24:33.586 I'd love to learn about them. 0:24:34.126,0:24:34.566 That's it. 0:24:34.566,0:24:36.916 Full on. I reckon I've probably[br]gone over 30 minutes. 0:24:36.916,0:24:37.596 I don't have a timer. 0:24:37.596,0:24:42.296 So, hopefully, you can describe[br]social cognitive theory, 0:24:42.296,0:24:45.316 you can provide the studies[br]as evidence to support it. 0:24:45.556,0:24:50.446 Remember, a short answer response you would[br]just summarize the theory and have one study. 0:24:51.016,0:24:53.846 If you are going into an essay, you'd[br]want to have two or three studies. 0:24:54.196,0:24:58.166 And hopefully, you can explain at[br]least one or two of those applications. 0:24:58.166,0:24:59.786 I think it's a pretty easy one to explain, 0:24:59.786,0:25:04.456 especially things like Sesame Street[br]observation learning on television. 0:25:04.456,0:25:06.976 And then, at least a couple[br]of limitations as well. 0:25:08.216,0:25:10.396 So, a couple of exam tips before we leave. 0:25:10.786,0:25:13.256 Short answer questions, describe[br]social cognitive theory 0:25:13.256,0:25:17.936 as a possible question you might get,[br]and it's one that's been asked before. 0:25:18.956,0:25:23.196 In order to do this and answer this properly,[br]explain at least two of those core claims, 0:25:23.196,0:25:26.886 maybe all three, but you want to[br]give as much detail as possible. 0:25:27.076,0:25:33.046 A common mistake students make is they'll have[br]one sentence or two sentences about the theory. 0:25:33.596,0:25:38.036 Any question about a theory whether it's a model[br]of memory or if it's social identity theory, 0:25:38.036,0:25:42.536 schema theory, a really, really common mistake[br]that students make is they'll spend one 0:25:42.536,0:25:45.966 or two sentences mentioning the theory and[br]then the rest of the answer is about the study. 0:25:46.336,0:25:47.866 You'll never get full marks doing that. 0:25:48.076,0:25:53.906 You have to have a full description,[br]a full summary of the theory. 0:25:53.906,0:25:55.056 Make it nice and concise. 0:25:55.056,0:26:01.236 It should be about 150 words of a[br]summary using all the right terminology 0:26:02.006,0:26:04.656 and then get into the study. 0:26:04.786,0:26:06.176 Use one study in depth. 0:26:06.176,0:26:10.276 And most importantly, show how that[br]study supports an aspect of the theory. 0:26:10.276,0:26:13.936 So, if you're using the Bobo doll study,[br]you'll take a couple of specific results 0:26:13.936,0:26:16.246 and explain how that demonstrates[br]observational learning. 0:26:16.246,0:26:19.496 If you're talking about Caspi's study,[br]you'll look at those specific results 0:26:19.656,0:26:22.346 and how that supports the idea of[br]triadic reciprocal determinism. 0:26:22.396,0:26:27.856 So, it's important that you link the specific[br]result to one of the claims of the theory, 0:26:27.906,0:26:30.196 and that's another common thing[br]that's missing in student answers. 0:26:30.196,0:26:33.426 If you're writing an essay,[br]discuss equals evaluate. 0:26:33.426,0:26:37.186 I haven't yet been convinced[br]that this means otherwise. 0:26:37.486,0:26:40.736 So, if you're asked to discuss social[br]cognitive theory, it means to evaluate. 0:26:40.736,0:26:41.686 Follow the D.E.A.L. structure. 0:26:41.786,0:26:42.506 Describe it. 0:26:42.776,0:26:45.816 Give the studies, the applications,[br]the limitations, 0:26:45.816,0:26:47.226 and the evaluation is the same thing. 0:26:47.346,0:26:50.096 Evaluate social cognitive theory,[br]discuss social cognitive theory, 0:26:50.356,0:26:52.556 exact same answers would[br]both get excellent marks. 0:26:54.136,0:26:58.006 Now, again, just a reminder, try to have[br]limitations of the theory to begin with, 0:26:58.006,0:27:03.676 at least one or two, and then if you've[br]got more time evaluate the studies. 0:27:03.776,0:27:05.996 But be careful with how you[br]evaluate the studies. 0:27:06.216,0:27:07.766 Methodology of the studies, yes. 0:27:07.766,0:27:10.816 But ethics, like if you're going to[br]evaluate social cognitive theory and you talk 0:27:10.816,0:27:14.046 about ethical limitations of the Bobo doll[br]studies with teaching kids to be aggressive, 0:27:14.766,0:27:16.766 it's a pretty loose point to make. 0:27:16.766,0:27:21.256 So, you really want to be[br]evaluating the theory first 0:27:21.256,0:27:24.006 and then maybe the validity of the studies. 0:27:24.306,0:27:26.046 Ethicality is not so relevant. 0:27:26.126,0:27:32.676 So, hopefully, you can use social cognitive[br]theory to explain behavior like aggression, 0:27:32.676,0:27:35.946 you can use at least one[br]key study that supports it, 0:27:35.946,0:27:37.876 and you can explain strengths and limitations. 0:27:38.566,0:27:40.296 I really hope that was helpful. 0:27:40.296,0:27:43.936 Leave comments if it was or if it[br]wasn't if you got ways I can improve. 0:27:43.936,0:27:45.306 Subscribe to our blog. 0:27:45.306,0:27:48.156 Heaps of stuff over there, and[br]I keep trying to update it. 0:27:48.156,0:27:50.526 I've just finished uploading[br]all the exam banks that I have, 0:27:50.606,0:27:53.136 so you can see some possible[br]exam questions there. 0:27:53.356,0:27:58.166 I'm new to Twitter, but I'm trying[br]to get out one exam tip every day. 0:27:58.396,0:28:00.216 So, the link to that is in[br]the description as well. 0:28:00.326,0:28:00.896 That might help. 0:28:00.896,0:28:03.646 And we've got Facebook groups[br]and everything else. 0:28:03.646,0:28:06.406 Everything is in the description[br]that you need including our books. 0:28:06.406,0:28:07.586 So, good luck. 0:28:07.586,0:28:09.546 If you've made it this far, well done. 0:28:09.546,0:28:13.536 And if you're a student and you made it this[br]far, I can tell that you've very motivated 0:28:13.536,0:28:17.056 to do well in your exams, so[br]best of luck and let me know 0:28:17.056,0:28:18.356 if there's anything I can do to help you out. 0:28:18.786,0:28:19.186 Cheers.