1 00:00:01,466 --> 00:00:07,096 >> Good day and welcome IB psychologists to another video tutorial with me, Travis Dixon. 2 00:00:07,096 --> 00:00:09,156 Today, we're going to look at social cognitive theory. 3 00:00:09,156 --> 00:00:10,516 We're going to do a full summary. 4 00:00:10,516 --> 00:00:14,326 It's probably going to take about 27 minutes I think 5 00:00:14,326 --> 00:00:17,496 because I made this video yesterday, but my mic was turned off. 6 00:00:17,536 --> 00:00:19,486 So, anyway, it'll take about 30 minutes. 7 00:00:19,486 --> 00:00:22,596 We're going do a full summary here so you've got everything you need 8 00:00:22,596 --> 00:00:25,256 for your IB psychology exams. 9 00:00:25,296 --> 00:00:27,496 By the end of this video, you're going to be able to do a full summary 10 00:00:27,736 --> 00:00:29,256 of Bandura's social cognitive theory. 11 00:00:29,256 --> 00:00:31,716 This is a core part of the IB psychology curriculum, 12 00:00:31,716 --> 00:00:34,246 so you must know about social cognitive theory. 13 00:00:35,076 --> 00:00:38,726 And you'll be able to evaluate SCT using the D.E.A.L. structure. 14 00:00:38,726 --> 00:00:42,996 I've used this in my other videos about schema theory and social identity theory, 15 00:00:42,996 --> 00:00:45,806 and it's a pretty good framework to remember how to evaluate theories. 16 00:00:45,806 --> 00:00:49,556 First of all, we're going to describe it, what is the theory, how does it explain behavior. 17 00:00:49,836 --> 00:00:53,636 Then, we'll look at some studies that support it, applications, followed by limitations. 18 00:00:53,636 --> 00:00:56,616 Your studies and your applications are really the strengths of the theory 19 00:00:56,786 --> 00:00:59,566 and your limitations there, so you've got the full evaluation. 20 00:00:59,606 --> 00:01:03,166 Just a note, this is also covered in my revision guide. 21 00:01:03,416 --> 00:01:04,146 Where is my copy? 22 00:01:04,146 --> 00:01:05,106 It's buried down here somewhere. 23 00:01:05,366 --> 00:01:09,886 So, if you've got the revision guide, then this is all in there, but if you don't have it 24 00:01:09,886 --> 00:01:13,766 and maybe it's too close to your exams to get it, everything's in this video for you. 25 00:01:13,766 --> 00:01:16,746 So, first of all, the description of social cognitive theory. 26 00:01:16,746 --> 00:01:18,586 So, this is Albert Bandura. 27 00:01:18,586 --> 00:01:19,816 This was his theory. 28 00:01:19,816 --> 00:01:21,826 We're going to look at it in four major parts really. 29 00:01:21,826 --> 00:01:23,046 First, we'll have a little bit of background. 30 00:01:23,316 --> 00:01:26,676 And then, there's three major concepts that you should know about. 31 00:01:26,676 --> 00:01:29,256 At least the first two are really key, observational learning 32 00:01:29,256 --> 00:01:31,296 and triadic reciprocal determinism. 33 00:01:31,296 --> 00:01:35,316 These are the two most important factors I think of SCT, and there's also the concept 34 00:01:35,316 --> 00:01:37,406 of self-efficacy, which we'll look at as well. 35 00:01:37,406 --> 00:01:39,316 So, a little bit of background on the theory. 36 00:01:39,316 --> 00:01:41,406 So, this is as I said proposed by Bandura. 37 00:01:41,696 --> 00:01:43,896 The original theory was called social learning theory, 38 00:01:43,896 --> 00:01:46,546 and this was first proposed in the 1960s. 39 00:01:46,546 --> 00:01:50,546 The core claim of social learning theory was that we can learn behavior, 40 00:01:50,546 --> 00:01:55,856 behavior can be explained by looking at how we learn from others, we learn by observation. 41 00:01:56,526 --> 00:02:00,326 And it's important I think whenever we look at a theory to look at the context. 42 00:02:00,326 --> 00:02:02,066 So, what was that theory in relation to? 43 00:02:02,066 --> 00:02:06,176 The theory of evolution was in contrast to the theory of creation. 44 00:02:06,506 --> 00:02:10,736 Social learning theory was in contrast to behaviorism saying that we learn 45 00:02:10,736 --> 00:02:13,016 by either being rewarded or punished for our behavior. 46 00:02:13,016 --> 00:02:17,756 So, it's our direct actions, which we then get rewarded for, we'll keep doing it, 47 00:02:17,756 --> 00:02:19,236 if we get punished, we'll stop doing it. 48 00:02:19,236 --> 00:02:22,556 And Bandura said that's not actually the only way we can learn. 49 00:02:22,946 --> 00:02:25,146 And also, this is Watson here for behaviorism. 50 00:02:25,146 --> 00:02:30,756 And also, Freud's idea was that our behavior comes from these deep internal motivations, 51 00:02:30,756 --> 00:02:34,196 maybe childhood experiences that would repressed and they're coming out in our behavior. 52 00:02:34,196 --> 00:02:39,886 And again, Bandura was saying maybe that's not the only explanation for behavior. 53 00:02:39,886 --> 00:02:41,336 That might not always be the case. 54 00:02:41,336 --> 00:02:44,976 Anyway, we have Freud as well who we don't actually study much in IB psychology. 55 00:02:47,216 --> 00:02:49,096 So, let's break down observational learning. 56 00:02:49,096 --> 00:02:51,116 This is the core part of social learning theory. 57 00:02:51,376 --> 00:02:56,486 Observational learning is one of the key concepts of social cognitive theory. 58 00:02:56,486 --> 00:02:58,036 He renamed in social cognitive theory. 59 00:02:58,036 --> 00:03:04,056 He renamed it to social cognitive theory in about the 1980s. 60 00:03:04,166 --> 00:03:09,376 So, in the original SLT, Bandura said we can learn from two ways, direct experience. 61 00:03:09,376 --> 00:03:13,756 I put my hand on a fire, that's hot, I learn not to do that. 62 00:03:14,006 --> 00:03:15,896 But I can also learn by observing others. 63 00:03:15,896 --> 00:03:20,556 And Bandura said we don't actually always have to have direct experience to learn something. 64 00:03:20,556 --> 00:03:22,496 This going to be dangerous. 65 00:03:22,496 --> 00:03:25,716 I don't always have to be putting my hand on hot fires to learn that they're hot. 66 00:03:25,716 --> 00:03:29,946 I can see someone else put their hand on a hot fire and go, "Wow, they got burned from that. 67 00:03:29,946 --> 00:03:31,176 Now I know not to do it." 68 00:03:31,176 --> 00:03:32,726 It's the old monkey see, monkey do. 69 00:03:32,726 --> 00:03:36,296 And so, observational learning we can break down. 70 00:03:36,296 --> 00:03:37,726 There are four process is involved. 71 00:03:38,026 --> 00:03:42,976 And this is the key part of this concept in social cognitive theory, that there's attention. 72 00:03:42,976 --> 00:03:44,476 We're paying attention to the model. 73 00:03:44,476 --> 00:03:47,046 So, there's the observer and there's the model. 74 00:03:47,046 --> 00:03:48,746 The model is the person performing the action. 75 00:03:48,746 --> 00:03:51,216 So, the learner has to pay attention. 76 00:03:51,216 --> 00:03:53,156 If they don't, they're not going to remember it. 77 00:03:53,156 --> 00:03:54,356 And they have to remember it. 78 00:03:54,356 --> 00:03:55,236 They have to retain it. 79 00:03:55,236 --> 00:03:57,376 This is what retention refers to. 80 00:03:57,376 --> 00:04:01,266 Mode of reproduction, we have to physically be able to reproduce the skill. 81 00:04:01,466 --> 00:04:06,956 If we can't physically do it, then the chances of us copying it and imitating it 82 00:04:06,956 --> 00:04:09,606 and later learning it aren't going to be very high. 83 00:04:09,646 --> 00:04:12,246 For example, this happens a lot in sports. 84 00:04:12,246 --> 00:04:15,156 Many years ago as a basketball player, I learned how to dribble 85 00:04:15,156 --> 00:04:17,516 and put the ball behind my back by watching someone else do it. 86 00:04:17,516 --> 00:04:19,106 And I was like, "Man, that's cool." 87 00:04:19,106 --> 00:04:21,796 And so, then I went off and tried and tried and tried until I could do it. 88 00:04:21,796 --> 00:04:25,596 Now, I also watched someone put the ball between their legs and slam dunk it. 89 00:04:25,836 --> 00:04:26,996 I couldn't do that. 90 00:04:26,996 --> 00:04:28,396 I never learned how to do that. 91 00:04:28,396 --> 00:04:30,456 I don't have the motor skills. 92 00:04:30,456 --> 00:04:35,506 Reinforcement and motivation, the final process involved here, and this can be broken 93 00:04:35,506 --> 00:04:36,506 down a little bit further as well. 94 00:04:36,506 --> 00:04:41,316 But reinforcement, if we are watching someone and they are getting rewarded or punished 95 00:04:41,316 --> 00:04:44,606 for their behavior, we're more likely to copy it. 96 00:04:44,706 --> 00:04:48,336 And if we identify with their model, if we find some sort of similarity, 97 00:04:48,336 --> 00:04:51,666 we're probably more likely to be motivated to copy their learning. 98 00:04:51,666 --> 00:04:53,826 And this becomes really important when we look at -- 99 00:04:53,826 --> 00:04:57,246 it's not just in-person modeling that we're looking at. 100 00:04:57,246 --> 00:05:00,846 We're also looking at media and the effects of how we can see models 101 00:05:00,846 --> 00:05:05,046 and imitate behavior we see on TV and other places. 102 00:05:05,346 --> 00:05:06,566 So, that's observational learning. 103 00:05:06,566 --> 00:05:10,786 So, a good summary of social cognitive theory would include saying 104 00:05:10,786 --> 00:05:14,936 that behavior can be explained by how we learn it by observing others 105 00:05:14,936 --> 00:05:18,736 and include these four processes in that summary. 106 00:05:19,176 --> 00:05:22,036 Now, the key concept is triadic reciprocal determinism. 107 00:05:22,036 --> 00:05:24,666 This is also called triadic reciprocal causation. 108 00:05:24,916 --> 00:05:29,686 And what this simply means is -- this is a pretty fancy and complicated term 109 00:05:29,686 --> 00:05:34,836 for I think a pretty straightforward concept that our environment, 110 00:05:34,836 --> 00:05:43,806 our physical external environment influences our individual internal factors like our cognition 111 00:05:43,806 --> 00:05:45,986 and our biology and that can affect our behavior. 112 00:05:46,296 --> 00:05:49,016 And actually, all these three things can influence one another. 113 00:05:49,016 --> 00:05:50,266 It's triadic. 114 00:05:50,266 --> 00:05:50,876 There's three. 115 00:05:50,876 --> 00:05:54,176 It's reciprocal meaning it goes both ways. 116 00:05:54,176 --> 00:05:56,516 And they can determine one another. 117 00:05:56,516 --> 00:05:58,146 They can cause one another. 118 00:05:58,276 --> 00:06:00,566 So, that's essentially it. 119 00:06:00,566 --> 00:06:06,176 So, if we think of one example of neuroplasticity, we know if we grow 120 00:06:06,176 --> 00:06:08,816 up in a low socioeconomic environment, 121 00:06:08,816 --> 00:06:11,596 we're going to have possibly smaller brain development. 122 00:06:11,596 --> 00:06:12,866 There's correlational studies that showed this. 123 00:06:12,866 --> 00:06:17,046 So, possibly growing up in poverty we're going to have a smaller hippocampus. 124 00:06:17,046 --> 00:06:18,356 That's our internal factor. 125 00:06:18,526 --> 00:06:20,476 That might affect another internal factor, our memory, 126 00:06:20,476 --> 00:06:21,966 because hippocampus is part of our memory. 127 00:06:22,186 --> 00:06:23,356 Now, that could affect our behavior. 128 00:06:23,356 --> 00:06:27,746 If you don't have very good memory, it means you're going to be maybe not good at learning. 129 00:06:27,746 --> 00:06:28,866 You might not do very well at school. 130 00:06:29,076 --> 00:06:31,906 So, then, you'll start having behavior problems and behavior issues, acting out. 131 00:06:31,906 --> 00:06:34,086 And this is what happens a lot. 132 00:06:34,206 --> 00:06:36,656 But we can actually also reverse this trend. 133 00:06:36,656 --> 00:06:37,726 You can do lots of things. 134 00:06:37,926 --> 00:06:40,716 For example, playing some kinds of video games we've seen 135 00:06:40,716 --> 00:06:46,836 in studies can help boost the development in your hippocampus. 136 00:06:46,836 --> 00:06:50,706 And maybe that might make your classroom a better place. 137 00:06:50,706 --> 00:06:52,956 I mean, going from the individual to the environment, 138 00:06:52,956 --> 00:06:54,876 this link here is a little bit harder to make. 139 00:06:56,046 --> 00:07:00,456 And going this direction and this direction is a bit tricky. 140 00:07:00,456 --> 00:07:04,146 But anyway, you can see they can possibly influence one another. 141 00:07:04,146 --> 00:07:09,226 Another example, we look at the warrior gene and aggression. 142 00:07:09,226 --> 00:07:14,376 So, we know that adverse childhood experiences -- so, growing up if you're abused -- 143 00:07:14,376 --> 00:07:18,296 is one example that can influence the expression of your genes, 144 00:07:18,296 --> 00:07:21,086 your biological development, and your brain development. 145 00:07:21,716 --> 00:07:25,816 It might also influence the warrior gene, and that can affect our behavior. 146 00:07:25,816 --> 00:07:27,716 It might make you more likely to be antisocial. 147 00:07:27,716 --> 00:07:31,166 And this can be seen in Caspi, et al.'s study, which we'll look at a little bit later. 148 00:07:31,166 --> 00:07:36,016 So, triadic reciprocal determinism I think is a key -- 149 00:07:36,196 --> 00:07:39,106 most students I think will write when they talk about social cognitive theory, 150 00:07:39,106 --> 00:07:42,246 they'll focus on observational learning and they'll forget this key detail. 151 00:07:42,246 --> 00:07:45,166 But if you add this core concept to a summary of social cognitive theory, 152 00:07:45,166 --> 00:07:48,166 I really think it's going to separate your answer from the rest 153 00:07:48,166 --> 00:07:51,386 and including this diagram here would be a very good idea as well. 154 00:07:51,626 --> 00:07:53,136 Finally, we get to self-efficacy. 155 00:07:53,306 --> 00:07:57,526 Self-efficacy means your belief in your ability to do something. 156 00:07:57,526 --> 00:08:03,666 And so, it's kind of like self-confidence and how well you think you can do something. 157 00:08:03,666 --> 00:08:08,016 And Bandura said that this is an important internal factor over here. 158 00:08:08,116 --> 00:08:09,686 They can moderate this relationship. 159 00:08:11,136 --> 00:08:13,876 Take one example, for example, your academic self-efficacy. 160 00:08:13,876 --> 00:08:16,906 How well do you think that you can do well in school? 161 00:08:17,356 --> 00:08:19,816 And this is often correlated with achievement. 162 00:08:19,876 --> 00:08:24,936 Those students who have a high self-efficacy in terms of academics and think they are good 163 00:08:24,936 --> 00:08:27,476 at learning and good at studying, they tend to do better at school. 164 00:08:27,476 --> 00:08:28,146 And that makes sense. 165 00:08:28,146 --> 00:08:29,726 You think about it with your IB psych exam. 166 00:08:29,726 --> 00:08:34,776 How confident are you in your ability to learn social cognitive theory? 167 00:08:34,776 --> 00:08:39,486 How well do you think you're going to be able to learn and remember this lecture and then 168 00:08:39,546 --> 00:08:41,746 that my influence how well you can summarize it. 169 00:08:41,886 --> 00:08:43,736 So, this is self-efficacy. 170 00:08:43,906 --> 00:08:44,696 There's not a lot to say. 171 00:08:44,696 --> 00:08:49,876 I didn't include it in my original book just because I think with the first two concepts, 172 00:08:49,876 --> 00:08:53,156 triadic reciprocal determinism and observational learning, you've got more than enough 173 00:08:53,156 --> 00:08:55,656 for social cognitive theory, but I thought I would edit it here 174 00:08:55,656 --> 00:08:57,726 and I did also put it in the revision book as well. 175 00:08:57,726 --> 00:08:59,236 It's pretty straightforward. 176 00:08:59,236 --> 00:09:02,306 So, that's the description, those three concepts. 177 00:09:02,306 --> 00:09:04,956 Now, the evidence, the supporting studies. 178 00:09:04,956 --> 00:09:07,966 First of all, we can't go past the Bobo doll studies I don't think 179 00:09:07,966 --> 00:09:12,466 because these are very famous and we'd be remiss if we went 180 00:09:12,466 --> 00:09:17,036 through an introductory IB psych course and we didn't cover the Bobo doll studies. 181 00:09:17,246 --> 00:09:19,636 And for observational learning, I think they work really well. 182 00:09:20,036 --> 00:09:25,026 So, I'm not going to go into heaps of detail about the methodology because I'll put a link 183 00:09:25,156 --> 00:09:30,016 in the description where you can find a summary on my blog of one of these studies. 184 00:09:30,016 --> 00:09:33,446 And also, there's just so much out there and you've probably already seen the videos anyway. 185 00:09:33,446 --> 00:09:37,396 But anyway, in the first study in 1961, they had two independent variables. 186 00:09:37,396 --> 00:09:41,896 One was the gender of the model and the other was what type of observation the kids did. 187 00:09:41,896 --> 00:09:43,886 So, I'm sure you know about it. 188 00:09:43,886 --> 00:09:44,596 The kids came in. 189 00:09:44,596 --> 00:09:48,136 They either watched an adult playing aggressively with the Bobo doll 190 00:09:48,136 --> 00:09:49,606 or they watched them playing passively. 191 00:09:49,966 --> 00:09:53,586 And the model was either the same gender or different gender. 192 00:09:53,586 --> 00:09:56,886 And then, they were put in a room and there was a couple of researchers. 193 00:09:56,886 --> 00:09:57,906 They stood behind the two-way mirror 194 00:09:57,906 --> 00:10:02,446 and they counted every 5 seconds was the kid making an aggressive action or not, 195 00:10:02,446 --> 00:10:04,676 and they recorded that, and then they compared their notes. 196 00:10:04,746 --> 00:10:07,876 Just a couple of details here taken from the original. 197 00:10:07,876 --> 00:10:11,936 If you can put some specific details in your exam answers, 198 00:10:11,936 --> 00:10:15,576 it will show that you really know your stuff and it will separate your answers from the rest. 199 00:10:15,576 --> 00:10:17,536 So, 36 boys, 36 girls. 200 00:10:17,536 --> 00:10:18,606 So, what's that? 201 00:10:18,946 --> 00:10:23,946 About 3 to 5 years old from Stanford University. 202 00:10:23,946 --> 00:10:26,726 And two adults. 203 00:10:26,726 --> 00:10:30,516 So, male, one female were in the male position. 204 00:10:30,516 --> 00:10:31,786 I've never seen videos of the male. 205 00:10:31,786 --> 00:10:33,796 I've only ever seen videos of the female. 206 00:10:34,186 --> 00:10:40,066 But anyway, now, we have the original results here taken from the original study. 207 00:10:40,066 --> 00:10:42,376 And we're just looking over here. 208 00:10:42,376 --> 00:10:46,076 This is one of the important results. 209 00:10:46,076 --> 00:10:49,116 So, this is physical aggression. 210 00:10:49,116 --> 00:10:54,306 So, if we just compare this, the aggressive conditions over here we see quite high compared 211 00:10:54,306 --> 00:10:56,786 to the non-aggressive and the control groups. 212 00:10:56,786 --> 00:10:58,896 It's much lower over here. 213 00:11:02,046 --> 00:11:04,156 And you might want to get a pen and paper. 214 00:11:04,156 --> 00:11:04,476 Excuse me. 215 00:11:04,476 --> 00:11:05,966 I'm losing my voice. 216 00:11:06,026 --> 00:11:09,996 You might want to get a pen and paper and just jot down a couple of these notes 217 00:11:09,996 --> 00:11:11,696 so you've got some specifics to refer to. 218 00:11:11,696 --> 00:11:14,236 But if we just look here, let's just look at the males to begin with. 219 00:11:14,236 --> 00:11:20,196 Well, one interesting trend is generally speaking the boys were more aggressive 220 00:11:20,196 --> 00:11:20,896 than the females. 221 00:11:21,136 --> 00:11:26,476 And also, if we look here, this first result shows observational learning, 222 00:11:26,726 --> 00:11:29,436 that if we view aggressive behavior, we're more likely to copy it. 223 00:11:29,676 --> 00:11:30,246 Straightforward. 224 00:11:30,246 --> 00:11:32,086 This is evidence to support observational learning. 225 00:11:32,546 --> 00:11:37,666 There's also some evidence here to support the fact that we might be more motivated 226 00:11:37,666 --> 00:11:39,806 to copy the learning if we identify with the model. 227 00:11:40,036 --> 00:11:44,226 We see here especially with verbal aggression the females were far more likely 228 00:11:44,226 --> 00:11:48,726 to copy the verbal aggression than if they watched a male, 229 00:11:49,096 --> 00:11:50,966 when they watched a female, and opposite for the males. 230 00:11:51,196 --> 00:11:54,146 If they watched a male, far more likely to copy it than if they watched a female. 231 00:11:54,416 --> 00:11:55,156 So, there's some evidence. 232 00:11:55,156 --> 00:11:57,336 This here is observational learning in general. 233 00:11:57,676 --> 00:12:02,746 And then, this here we can see the identifying with the model we might be more motivated. 234 00:12:02,746 --> 00:12:05,656 Now, second study in 1963. 235 00:12:05,656 --> 00:12:07,456 This is one I have the full summary for on the blog, 236 00:12:07,456 --> 00:12:10,566 and I'll work at getting the 1961 version up there as well. 237 00:12:10,926 --> 00:12:15,086 They wanted to see does it have to be real life observation of aggression 238 00:12:15,216 --> 00:12:18,846 or can it be by seeing a televised version? 239 00:12:18,846 --> 00:12:25,106 And so, they used the same procedures as the first study, but it was a little bit different 240 00:12:25,106 --> 00:12:27,236 in how the kids actually viewed the model. 241 00:12:27,506 --> 00:12:33,406 So, they had one in-person live model, so the kids actually are in the same room watching. 242 00:12:33,406 --> 00:12:38,736 They had one where they video recorded the model beating up the Bobo doll 243 00:12:38,736 --> 00:12:40,816 and then they put that on the TV. 244 00:12:41,186 --> 00:12:43,206 Or they had the televised fantasy model. 245 00:12:43,266 --> 00:12:47,086 This was a really interesting one where they wanted to make it appear like a cartoon, 246 00:12:47,276 --> 00:12:51,836 but I guess they probably couldn't afford to create a cartoon just for these purposes. 247 00:12:51,836 --> 00:12:55,776 This is 50 or 60 years ago, so it would have been a bit expensive back then. 248 00:12:55,936 --> 00:12:59,616 So, they had the researcher dress as a cat. 249 00:12:59,616 --> 00:13:05,066 And then, they tried to make the scenery like with artificial grass and make it kind of appear 250 00:13:05,066 --> 00:13:10,356 like a fantasy land and they had a control group that didn't watch anything. 251 00:13:10,356 --> 00:13:12,636 Again, this is summarized on my blog there. 252 00:13:12,636 --> 00:13:14,626 You can check it out and I'll put the link in the description. 253 00:13:15,026 --> 00:13:16,116 So, what do we see? 254 00:13:16,116 --> 00:13:19,986 Again, here are the original results taken from the first study. 255 00:13:19,986 --> 00:13:25,356 The real life aggressive condition, so when they actually saw the real person, 256 00:13:25,746 --> 00:13:27,296 this is the filmed, this is the cartoon, 257 00:13:27,296 --> 00:13:30,206 although it wasn't really cartoon, and the control group. 258 00:13:30,486 --> 00:13:34,326 What we can see again, the control group much lower than the other three. 259 00:13:34,586 --> 00:13:38,686 More evidence to suggest and to support the idea of observational learning, 260 00:13:38,686 --> 00:13:42,246 that we can learn aggressive behavior through observation. 261 00:13:42,246 --> 00:13:45,186 And I just want to point out here that social cognitive theory can be used 262 00:13:45,186 --> 00:13:46,376 to explain many behaviors. 263 00:13:46,376 --> 00:13:51,786 I think using it to explain aggression can really help you write a good focused explanation 264 00:13:51,786 --> 00:13:53,276 of this theory. 265 00:13:53,276 --> 00:13:55,446 And that was one of its first applications. 266 00:13:55,726 --> 00:13:58,666 So, when you're thinking about how to explain a theory, think about, 267 00:13:58,666 --> 00:13:59,736 "What is this theory explaining?" 268 00:13:59,936 --> 00:14:00,346 Aggression. 269 00:14:00,816 --> 00:14:01,676 So, back to it. 270 00:14:03,256 --> 00:14:05,316 So, again, observational learning here as well. 271 00:14:05,466 --> 00:14:09,476 And what's interesting is generally speaking again, the boys more aggressive 272 00:14:09,476 --> 00:14:15,086 than the females, which is an interesting trend and something we'll talk 273 00:14:15,346 --> 00:14:19,696 about later when we get to the evaluation. 274 00:14:19,696 --> 00:14:26,966 And so, they didn't actually notice that this was that much higher than, for example, 275 00:14:26,966 --> 00:14:32,646 watching it in real life, but it does actually mean that it's comparable 276 00:14:32,646 --> 00:14:37,016 and it's much higher watching the cartoon and the film version than the control group. 277 00:14:37,206 --> 00:14:41,086 So, this is evidence to suggest that it's not just watching someone in real life, 278 00:14:41,156 --> 00:14:43,806 but we can also be influenced and we can learn 279 00:14:43,986 --> 00:14:46,916 by watching filmed televised models of aggression. 280 00:14:46,916 --> 00:14:51,126 Now, this might seem just everyday knowledge to us, but this is 1963. 281 00:14:51,316 --> 00:14:55,076 This is when TV was first becoming introduced to many households in America. 282 00:14:55,426 --> 00:15:00,376 And so, that becomes a very important finding when we put it in that context, 283 00:15:00,376 --> 00:15:04,806 that we don't actually have to go visit and see a boxing match, for example, 284 00:15:05,076 --> 00:15:11,016 to copy that aggressive behavior, but we can be seeing it every day in our living rooms on TV. 285 00:15:11,246 --> 00:15:15,446 And so, in terms of developmental psychology with kids and how much TV we watch, 286 00:15:15,806 --> 00:15:19,696 this becomes a very important finding especially at this time. 287 00:15:20,076 --> 00:15:23,866 So, those studies I think are really good to show the first concept, observational learning. 288 00:15:24,096 --> 00:15:27,086 Now, we need some examples to show triadic reciprocal determinism. 289 00:15:27,336 --> 00:15:32,126 Now, you're not going to find I don't think many studies that show all three interactions 290 00:15:32,126 --> 00:15:36,096 and I think you can actually do a good job of just explaining it and giving some examples 291 00:15:36,096 --> 00:15:39,416 like maybe with a couple of studies like I did with neuroplasticity 292 00:15:39,746 --> 00:15:41,896 and showing the environment affecting the brain. 293 00:15:41,896 --> 00:15:45,556 Like [inaudible] is a good one to show that and then links between the brain and behavior, 294 00:15:45,556 --> 00:15:50,596 any study that shows links between hippocampus and memory like maybe HM. 295 00:15:50,596 --> 00:15:53,816 But sometimes, you get a study like Caspi's study that we can use 296 00:15:53,816 --> 00:15:56,776 to show those three interacting elements. 297 00:15:57,006 --> 00:15:59,056 So, this was also called the Dunedin study. 298 00:15:59,056 --> 00:16:04,196 It followed 1,000 people for 25 years, and they were looking at links between -- 299 00:16:04,196 --> 00:16:09,476 in this particular report, they looked at links between the type of warrior gene or the type 300 00:16:09,526 --> 00:16:13,856 of MAOA gene that people had with antisocial behavior. 301 00:16:14,116 --> 00:16:15,736 And they compared two groups of people. 302 00:16:15,836 --> 00:16:18,516 One group had the low-expression variant, which means the gene, 303 00:16:18,516 --> 00:16:22,186 this variant is not sending many signals from the cell. 304 00:16:22,186 --> 00:16:23,936 This is what gene expression is. 305 00:16:24,216 --> 00:16:26,826 And the other was the high-expression variant. 306 00:16:26,826 --> 00:16:33,616 Now, what they found was that the having the MAOA-L variant or one of those variants -- 307 00:16:33,616 --> 00:16:37,636 and this is the type of the warrior gene that is most associated 308 00:16:37,636 --> 00:16:39,036 with antisocial and aggressive behavior. 309 00:16:39,256 --> 00:16:43,666 They found that that alone doesn't necessarily have an effect on antisocial behavior. 310 00:16:43,666 --> 00:16:48,316 But if you combine that with childhood abuse, we can see the result here. 311 00:16:48,406 --> 00:16:53,846 So, this is the low activity in black and high activity of the gene. 312 00:16:53,846 --> 00:16:58,486 Now, just as biological factor by itself, not much of a difference 313 00:16:58,486 --> 00:17:00,826 if there's no childhood maltreatment. 314 00:17:01,206 --> 00:17:05,666 But if we get severe childhood maltreatment, we'll see this low-expression variant, 315 00:17:05,666 --> 00:17:10,786 the levels of antisocial behavior, which is over here, skyrockets. 316 00:17:10,786 --> 00:17:16,596 And this is showing that that effect of the environment might be influencing the expression 317 00:17:16,596 --> 00:17:22,186 of our genetics or some internal factors and then that's having a result in our behavior. 318 00:17:22,186 --> 00:17:30,466 And we can talk about one area of uncertainty here is what is it actually doing to our brain 319 00:17:30,466 --> 00:17:35,296 or our genetics or why is this difference occurring, but we can see here the effect 320 00:17:35,396 --> 00:17:39,376 of environment is influencing internal factors in some way, which is resulting 321 00:17:39,376 --> 00:17:41,916 in this massive increase in behavior. 322 00:17:43,226 --> 00:17:45,986 So, finally, self-efficacy and GPA. 323 00:17:45,986 --> 00:17:50,486 So, one basic study to look at the third concept, self-efficacy, 324 00:17:50,486 --> 00:17:54,686 and this is often studied in correlational studies where you take two factors 325 00:17:54,686 --> 00:17:59,736 like academics and you measure people's self-efficacy on their beliefs 326 00:17:59,736 --> 00:18:04,926 and their abilities to do or to be good at academics and their achievement. 327 00:18:04,926 --> 00:18:06,766 And then, you see how strongly they're correlated. 328 00:18:06,766 --> 00:18:07,366 And this is what they did. 329 00:18:07,366 --> 00:18:13,946 In this study, 60 students studying sports science in Malaysia and they took their GPAs 330 00:18:13,946 --> 00:18:17,406 for the university scores and then they also measured their academic self-efficacy. 331 00:18:17,676 --> 00:18:19,486 They found very high correlations here. 332 00:18:19,826 --> 00:18:21,106 Males 0.67. 333 00:18:21,226 --> 00:18:24,856 Females 0.85. 334 00:18:24,996 --> 00:18:28,146 We think a plus one is a perfect correlation. 335 00:18:28,146 --> 00:18:29,086 Zero is no correlation. 336 00:18:29,086 --> 00:18:31,526 So, anything with a 0.6 or 0.7 is pretty strong. 337 00:18:31,606 --> 00:18:36,136 So, 0.8, that's a really strong correlation seen here in females. 338 00:18:36,136 --> 00:18:40,746 So, evidence to suggest that higher self-efficacy is going to influence behavior. 339 00:18:41,466 --> 00:18:47,716 Again, this could be further evidence maybe for at least two of those interactions 340 00:18:47,716 --> 00:18:49,836 in triadic reciprocal determinism. 341 00:18:49,836 --> 00:18:51,646 So, there are studies. 342 00:18:51,926 --> 00:18:54,156 Now, we get to the A and D.E.A.L. applications. 343 00:18:56,156 --> 00:18:58,006 This can explain violence in the media. 344 00:18:58,006 --> 00:19:02,466 There's been lots of studies that have shown the more aggressive violent media you watch 345 00:19:02,466 --> 00:19:07,016 as a kid the more likely you are to act out and be aggressive 346 00:19:07,016 --> 00:19:09,546 and end up in court yourself later in life. 347 00:19:09,546 --> 00:19:12,186 And so, social cognitive theory can be used to explain that, 348 00:19:12,186 --> 00:19:15,096 that the idea of observational learning we can learn through the media. 349 00:19:15,816 --> 00:19:19,716 But with that, we can also apply this to learning in a couple of ways. 350 00:19:19,906 --> 00:19:22,636 One is use of modeling as an instructional strategy. 351 00:19:22,786 --> 00:19:27,156 You want to teach someone how to do something, you show them how to do it first. 352 00:19:27,156 --> 00:19:29,046 I've got a son who's three years old. 353 00:19:29,046 --> 00:19:29,866 We do this all the time. 354 00:19:29,946 --> 00:19:34,046 I'm trying to teach him how to do something, tie his shoelaces, I'll do it, 355 00:19:34,046 --> 00:19:36,446 he sees it, and then he tries to copy it. 356 00:19:37,186 --> 00:19:39,876 He's not learning that yet, but I couldn't think of a better example off top of my head. 357 00:19:40,286 --> 00:19:43,646 I'll think of one in a couple of minutes. 358 00:19:43,646 --> 00:19:46,896 The other way, if we can use the idea of self-efficacy and if we know 359 00:19:46,896 --> 00:19:50,096 that that might be linked to improved performance and achievement, 360 00:19:50,236 --> 00:19:53,396 then maybe we can develop strategies and there have been strategies developed 361 00:19:53,656 --> 00:19:58,906 to increase self-efficacy especially in the likes of academics. 362 00:19:58,906 --> 00:20:03,316 Also, if we can use social cognitive theory and the idea of observational learning 363 00:20:03,566 --> 00:20:08,216 to explain how we can learn negative behaviors through the media, we could also use that 364 00:20:08,216 --> 00:20:13,696 and it has been used to help develop positive behaviors, and this is called the Sabido method 365 00:20:13,696 --> 00:20:20,066 where there's been scripts and stories that are designed to teach some kind of life lessons. 366 00:20:20,066 --> 00:20:23,756 This was done a lot in South and Central America with tackling social issues 367 00:20:23,756 --> 00:20:26,106 by having it play out with the characters. 368 00:20:26,106 --> 00:20:29,526 But also if you're familiar with, for example, Sesame Street, 369 00:20:29,786 --> 00:20:34,486 nearly every episode they are teaching kids about sharing 370 00:20:34,486 --> 00:20:36,676 or learning and using puppets to do that. 371 00:20:36,676 --> 00:20:40,106 And so, we can actually apply these concepts of observation learning 372 00:20:40,106 --> 00:20:44,036 to promote positive behavior as well in television shows. 373 00:20:44,736 --> 00:20:47,326 So, there are some applications of social cognitive theory. 374 00:20:47,326 --> 00:20:50,296 Remember, you wouldn't put this in a short answer response in your exams, 375 00:20:50,296 --> 00:20:52,006 but you would put this in the essay. 376 00:20:52,206 --> 00:20:53,836 Finally, we get to some limitations. 377 00:20:53,836 --> 00:20:57,356 Evaluating theories is really, really tricky, so let's do our best here. 378 00:20:57,356 --> 00:20:59,746 First of all, are there alternative explanations? 379 00:20:59,746 --> 00:21:02,836 So, if we're applying social cognitive theory to explain aggression, 380 00:21:02,836 --> 00:21:05,366 are there alternative explanations for aggression 381 00:21:05,366 --> 00:21:07,166 or are there other factors that might be involved here? 382 00:21:07,166 --> 00:21:15,026 Can we say that aggressive behavior is 100% learned or like I said are there other factors 383 00:21:15,026 --> 00:21:17,586 like our hormones, our genetics, our culture, things like this? 384 00:21:17,776 --> 00:21:19,986 Are there other factors that might influence -- 385 00:21:19,986 --> 00:21:22,296 actually, I'm just thinking of this off the top of my head now. 386 00:21:22,656 --> 00:21:25,036 Observational learning, what other factors might influence? 387 00:21:25,256 --> 00:21:29,056 Are some people more likely to copy than others? 388 00:21:29,056 --> 00:21:31,816 Are there some internal factors that might make some people more likely 389 00:21:31,816 --> 00:21:33,796 to replicate and copy other people? 390 00:21:34,096 --> 00:21:37,206 But I guess he also covered that in his motivation like identifying with the model. 391 00:21:37,756 --> 00:21:40,036 Anyway. Ecological validity of the Bobo doll studies. 392 00:21:40,036 --> 00:21:44,826 Now, ideally, you want to evaluate the theory before you evaluate the studies, 393 00:21:44,966 --> 00:21:51,306 but I think here because the Bobo studies are so prominent, I think it's okay to evaluate these. 394 00:21:51,306 --> 00:21:57,256 And if we think about the Bobo doll studies, is it really the case in real life 395 00:21:57,256 --> 00:22:01,896 where a kid's watching television and they're watching an adult play with or perform some sort 396 00:22:01,896 --> 00:22:06,426 of aggressive violent act and then the kid turns off the TV and turns around and voila, 397 00:22:06,796 --> 00:22:10,196 everything that they just saw on the television is there in front of them to copy? 398 00:22:10,576 --> 00:22:11,986 That's what happened in the Bobo doll study. 399 00:22:11,986 --> 00:22:14,416 There's a big inflatable doll they're watching with a hammer. 400 00:22:14,416 --> 00:22:16,616 And then, they turn around and that same doll is there. 401 00:22:16,916 --> 00:22:18,616 This is not what happens in real life. 402 00:22:18,726 --> 00:22:23,126 We watch cartoons and there's big anvils, metal things drop on people's heads 403 00:22:23,126 --> 00:22:24,976 or there's guns or there's cowboys and Indians. 404 00:22:26,186 --> 00:22:28,196 But then, we turn around and they're not there. 405 00:22:28,196 --> 00:22:33,676 So, that transfer, could this really explain that learning to be aggressive 406 00:22:33,676 --> 00:22:38,846 and then transferring it in a different context? 407 00:22:38,846 --> 00:22:40,566 Questionable. 408 00:22:40,566 --> 00:22:45,446 We saw throughout that there was a higher increase from the boys in aggression 409 00:22:45,446 --> 00:22:48,326 and can social cognitive theory explain this? 410 00:22:48,326 --> 00:22:50,436 Is this just because maybe boys are taught more to be aggressive 411 00:22:50,436 --> 00:22:52,636 or is there some biological factors? 412 00:22:52,636 --> 00:22:54,506 It's the old nature versus nurture here. 413 00:22:54,506 --> 00:22:56,156 Why are men generally more aggressive? 414 00:22:56,156 --> 00:22:58,636 And then, we come back to, for example, maybe testosterone. 415 00:22:58,636 --> 00:23:03,056 Is this a factor or is this just because boys are raised to be more aggressive? 416 00:23:03,086 --> 00:23:07,186 Evaluating the concept of TRD, isn't this just common knowledge? 417 00:23:07,286 --> 00:23:09,746 We now just know in psychology after years -- 418 00:23:09,746 --> 00:23:13,876 I mean, in the 1980s when this idea was first added into social cognitive theory, 419 00:23:14,356 --> 00:23:19,136 it might have been groundbreaking, like the idea that our environment can affect our genes. 420 00:23:19,326 --> 00:23:20,986 But now, we just know that. 421 00:23:20,986 --> 00:23:27,596 We know from epigenetic studies and we know that environment affects our brain. 422 00:23:27,596 --> 00:23:33,416 It seems like a redundant point in this day and age I think at least because it's just 423 00:23:33,416 --> 00:23:36,616 so well known that the nature or nurture debate is largely dead 424 00:23:36,616 --> 00:23:38,046 and we know that it's nature or nurture. 425 00:23:38,046 --> 00:23:39,876 Sometimes, it's nature via nurture and vice versa. 426 00:23:39,876 --> 00:23:42,906 So, I think that's one limitation of that idea. 427 00:23:42,906 --> 00:23:43,556 Self-efficacy. 428 00:23:43,556 --> 00:23:45,566 Now, maybe I'm showing my ignorance on this, 429 00:23:45,686 --> 00:23:50,066 but I'm wondering how we could really genuinely test this experimentally. 430 00:23:50,066 --> 00:23:52,696 I think mostly it's going to be correlational studies 431 00:23:52,906 --> 00:23:56,326 because I mean how can we ethically manipulate people's levels 432 00:23:56,326 --> 00:23:59,646 of self-efficacy unless we did it in their self-efficacy 433 00:23:59,646 --> 00:24:01,736 in a field that doesn't really matter? 434 00:24:01,866 --> 00:24:03,616 But then, why would we care about that? 435 00:24:03,616 --> 00:24:09,446 So, for example, do you want to take one group and reduce yourself in academics 436 00:24:09,446 --> 00:24:12,586 and see if it has an effect or maybe we could take one group and improve it 437 00:24:12,586 --> 00:24:14,706 and boost your self-efficacy and see if that has an effect as well, 438 00:24:14,706 --> 00:24:17,926 but there's maybe an ethical -- possibly it could be done. 439 00:24:18,226 --> 00:24:22,716 Anyway. For self-efficacy, you could I think evaluate the studies that show 440 00:24:22,716 --> 00:24:25,896 that this is correlational and it might be tricky to study experimentally. 441 00:24:26,076 --> 00:24:27,976 But if you know of any experiments on self-efficacy, 442 00:24:27,976 --> 00:24:31,556 true experiments where you manipulate levels of self-efficacy, post it in the comments. 443 00:24:31,556 --> 00:24:33,586 I'd love to learn about them. 444 00:24:34,126 --> 00:24:34,566 That's it. 445 00:24:34,566 --> 00:24:36,916 Full on. I reckon I've probably gone over 30 minutes. 446 00:24:36,916 --> 00:24:37,596 I don't have a timer. 447 00:24:37,596 --> 00:24:42,296 So, hopefully, you can describe social cognitive theory, 448 00:24:42,296 --> 00:24:45,316 you can provide the studies as evidence to support it. 449 00:24:45,556 --> 00:24:50,446 Remember, a short answer response you would just summarize the theory and have one study. 450 00:24:51,016 --> 00:24:53,846 If you are going into an essay, you'd want to have two or three studies. 451 00:24:54,196 --> 00:24:58,166 And hopefully, you can explain at least one or two of those applications. 452 00:24:58,166 --> 00:24:59,786 I think it's a pretty easy one to explain, 453 00:24:59,786 --> 00:25:04,456 especially things like Sesame Street observation learning on television. 454 00:25:04,456 --> 00:25:06,976 And then, at least a couple of limitations as well. 455 00:25:08,216 --> 00:25:10,396 So, a couple of exam tips before we leave. 456 00:25:10,786 --> 00:25:13,256 Short answer questions, describe social cognitive theory 457 00:25:13,256 --> 00:25:17,936 as a possible question you might get, and it's one that's been asked before. 458 00:25:18,956 --> 00:25:23,196 In order to do this and answer this properly, explain at least two of those core claims, 459 00:25:23,196 --> 00:25:26,886 maybe all three, but you want to give as much detail as possible. 460 00:25:27,076 --> 00:25:33,046 A common mistake students make is they'll have one sentence or two sentences about the theory. 461 00:25:33,596 --> 00:25:38,036 Any question about a theory whether it's a model of memory or if it's social identity theory, 462 00:25:38,036 --> 00:25:42,536 schema theory, a really, really common mistake that students make is they'll spend one 463 00:25:42,536 --> 00:25:45,966 or two sentences mentioning the theory and then the rest of the answer is about the study. 464 00:25:46,336 --> 00:25:47,866 You'll never get full marks doing that. 465 00:25:48,076 --> 00:25:53,906 You have to have a full description, a full summary of the theory. 466 00:25:53,906 --> 00:25:55,056 Make it nice and concise. 467 00:25:55,056 --> 00:26:01,236 It should be about 150 words of a summary using all the right terminology 468 00:26:02,006 --> 00:26:04,656 and then get into the study. 469 00:26:04,786 --> 00:26:06,176 Use one study in depth. 470 00:26:06,176 --> 00:26:10,276 And most importantly, show how that study supports an aspect of the theory. 471 00:26:10,276 --> 00:26:13,936 So, if you're using the Bobo doll study, you'll take a couple of specific results 472 00:26:13,936 --> 00:26:16,246 and explain how that demonstrates observational learning. 473 00:26:16,246 --> 00:26:19,496 If you're talking about Caspi's study, you'll look at those specific results 474 00:26:19,656 --> 00:26:22,346 and how that supports the idea of triadic reciprocal determinism. 475 00:26:22,396 --> 00:26:27,856 So, it's important that you link the specific result to one of the claims of the theory, 476 00:26:27,906 --> 00:26:30,196 and that's another common thing that's missing in student answers. 477 00:26:30,196 --> 00:26:33,426 If you're writing an essay, discuss equals evaluate. 478 00:26:33,426 --> 00:26:37,186 I haven't yet been convinced that this means otherwise. 479 00:26:37,486 --> 00:26:40,736 So, if you're asked to discuss social cognitive theory, it means to evaluate. 480 00:26:40,736 --> 00:26:41,686 Follow the D.E.A.L. structure. 481 00:26:41,786 --> 00:26:42,506 Describe it. 482 00:26:42,776 --> 00:26:45,816 Give the studies, the applications, the limitations, 483 00:26:45,816 --> 00:26:47,226 and the evaluation is the same thing. 484 00:26:47,346 --> 00:26:50,096 Evaluate social cognitive theory, discuss social cognitive theory, 485 00:26:50,356 --> 00:26:52,556 exact same answers would both get excellent marks. 486 00:26:54,136 --> 00:26:58,006 Now, again, just a reminder, try to have limitations of the theory to begin with, 487 00:26:58,006 --> 00:27:03,676 at least one or two, and then if you've got more time evaluate the studies. 488 00:27:03,776 --> 00:27:05,996 But be careful with how you evaluate the studies. 489 00:27:06,216 --> 00:27:07,766 Methodology of the studies, yes. 490 00:27:07,766 --> 00:27:10,816 But ethics, like if you're going to evaluate social cognitive theory and you talk 491 00:27:10,816 --> 00:27:14,046 about ethical limitations of the Bobo doll studies with teaching kids to be aggressive, 492 00:27:14,766 --> 00:27:16,766 it's a pretty loose point to make. 493 00:27:16,766 --> 00:27:21,256 So, you really want to be evaluating the theory first 494 00:27:21,256 --> 00:27:24,006 and then maybe the validity of the studies. 495 00:27:24,306 --> 00:27:26,046 Ethicality is not so relevant. 496 00:27:26,126 --> 00:27:32,676 So, hopefully, you can use social cognitive theory to explain behavior like aggression, 497 00:27:32,676 --> 00:27:35,946 you can use at least one key study that supports it, 498 00:27:35,946 --> 00:27:37,876 and you can explain strengths and limitations. 499 00:27:38,566 --> 00:27:40,296 I really hope that was helpful. 500 00:27:40,296 --> 00:27:43,936 Leave comments if it was or if it wasn't if you got ways I can improve. 501 00:27:43,936 --> 00:27:45,306 Subscribe to our blog. 502 00:27:45,306 --> 00:27:48,156 Heaps of stuff over there, and I keep trying to update it. 503 00:27:48,156 --> 00:27:50,526 I've just finished uploading all the exam banks that I have, 504 00:27:50,606 --> 00:27:53,136 so you can see some possible exam questions there. 505 00:27:53,356 --> 00:27:58,166 I'm new to Twitter, but I'm trying to get out one exam tip every day. 506 00:27:58,396 --> 00:28:00,216 So, the link to that is in the description as well. 507 00:28:00,326 --> 00:28:00,896 That might help. 508 00:28:00,896 --> 00:28:03,646 And we've got Facebook groups and everything else. 509 00:28:03,646 --> 00:28:06,406 Everything is in the description that you need including our books. 510 00:28:06,406 --> 00:28:07,586 So, good luck. 511 00:28:07,586 --> 00:28:09,546 If you've made it this far, well done. 512 00:28:09,546 --> 00:28:13,536 And if you're a student and you made it this far, I can tell that you've very motivated 513 00:28:13,536 --> 00:28:17,056 to do well in your exams, so best of luck and let me know 514 00:28:17,056 --> 00:28:18,356 if there's anything I can do to help you out. 515 00:28:18,786 --> 00:28:19,186 Cheers.