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Dialogue: 0,0:00:01.47,0:00:07.10,Default,,0000,0000,0000,,>> Good day and welcome IB psychologists to\Nanother video tutorial with me, Travis Dixon.
Dialogue: 0,0:00:07.10,0:00:09.16,Default,,0000,0000,0000,,Today, we're going to look\Nat social cognitive theory.
Dialogue: 0,0:00:09.16,0:00:10.52,Default,,0000,0000,0000,,We're going to do a full summary.
Dialogue: 0,0:00:10.52,0:00:14.33,Default,,0000,0000,0000,,It's probably going to take\Nabout 27 minutes I think
Dialogue: 0,0:00:14.33,0:00:17.50,Default,,0000,0000,0000,,because I made this video\Nyesterday, but my mic was turned off.
Dialogue: 0,0:00:17.54,0:00:19.49,Default,,0000,0000,0000,,So, anyway, it'll take about 30 minutes.
Dialogue: 0,0:00:19.49,0:00:22.60,Default,,0000,0000,0000,,We're going do a full summary here\Nso you've got everything you need
Dialogue: 0,0:00:22.60,0:00:25.26,Default,,0000,0000,0000,,for your IB psychology exams.
Dialogue: 0,0:00:25.30,0:00:27.50,Default,,0000,0000,0000,,By the end of this video, you're\Ngoing to be able to do a full summary
Dialogue: 0,0:00:27.74,0:00:29.26,Default,,0000,0000,0000,,of Bandura's social cognitive theory.
Dialogue: 0,0:00:29.26,0:00:31.72,Default,,0000,0000,0000,,This is a core part of the\NIB psychology curriculum,
Dialogue: 0,0:00:31.72,0:00:34.25,Default,,0000,0000,0000,,so you must know about social cognitive theory.
Dialogue: 0,0:00:35.08,0:00:38.73,Default,,0000,0000,0000,,And you'll be able to evaluate\NSCT using the D.E.A.L. structure.
Dialogue: 0,0:00:38.73,0:00:42.100,Default,,0000,0000,0000,,I've used this in my other videos about\Nschema theory and social identity theory,
Dialogue: 0,0:00:42.100,0:00:45.81,Default,,0000,0000,0000,,and it's a pretty good framework to\Nremember how to evaluate theories.
Dialogue: 0,0:00:45.81,0:00:49.56,Default,,0000,0000,0000,,First of all, we're going to describe it, what\Nis the theory, how does it explain behavior.
Dialogue: 0,0:00:49.84,0:00:53.64,Default,,0000,0000,0000,,Then, we'll look at some studies that support\Nit, applications, followed by limitations.
Dialogue: 0,0:00:53.64,0:00:56.62,Default,,0000,0000,0000,,Your studies and your applications\Nare really the strengths of the theory
Dialogue: 0,0:00:56.79,0:00:59.57,Default,,0000,0000,0000,,and your limitations there, so\Nyou've got the full evaluation.
Dialogue: 0,0:00:59.61,0:01:03.17,Default,,0000,0000,0000,,Just a note, this is also\Ncovered in my revision guide.
Dialogue: 0,0:01:03.42,0:01:04.15,Default,,0000,0000,0000,,Where is my copy?
Dialogue: 0,0:01:04.15,0:01:05.11,Default,,0000,0000,0000,,It's buried down here somewhere.
Dialogue: 0,0:01:05.37,0:01:09.89,Default,,0000,0000,0000,,So, if you've got the revision guide, then\Nthis is all in there, but if you don't have it
Dialogue: 0,0:01:09.89,0:01:13.77,Default,,0000,0000,0000,,and maybe it's too close to your exams to\Nget it, everything's in this video for you.
Dialogue: 0,0:01:13.77,0:01:16.75,Default,,0000,0000,0000,,So, first of all, the description\Nof social cognitive theory.
Dialogue: 0,0:01:16.75,0:01:18.59,Default,,0000,0000,0000,,So, this is Albert Bandura.
Dialogue: 0,0:01:18.59,0:01:19.82,Default,,0000,0000,0000,,This was his theory.
Dialogue: 0,0:01:19.82,0:01:21.83,Default,,0000,0000,0000,,We're going to look at it\Nin four major parts really.
Dialogue: 0,0:01:21.83,0:01:23.05,Default,,0000,0000,0000,,First, we'll have a little bit of background.
Dialogue: 0,0:01:23.32,0:01:26.68,Default,,0000,0000,0000,,And then, there's three major\Nconcepts that you should know about.
Dialogue: 0,0:01:26.68,0:01:29.26,Default,,0000,0000,0000,,At least the first two are really\Nkey, observational learning
Dialogue: 0,0:01:29.26,0:01:31.30,Default,,0000,0000,0000,,and triadic reciprocal determinism.
Dialogue: 0,0:01:31.30,0:01:35.32,Default,,0000,0000,0000,,These are the two most important factors I\Nthink of SCT, and there's also the concept
Dialogue: 0,0:01:35.32,0:01:37.41,Default,,0000,0000,0000,,of self-efficacy, which we'll look at as well.
Dialogue: 0,0:01:37.41,0:01:39.32,Default,,0000,0000,0000,,So, a little bit of background on the theory.
Dialogue: 0,0:01:39.32,0:01:41.41,Default,,0000,0000,0000,,So, this is as I said proposed by Bandura.
Dialogue: 0,0:01:41.70,0:01:43.90,Default,,0000,0000,0000,,The original theory was called\Nsocial learning theory,
Dialogue: 0,0:01:43.90,0:01:46.55,Default,,0000,0000,0000,,and this was first proposed in the 1960s.
Dialogue: 0,0:01:46.55,0:01:50.55,Default,,0000,0000,0000,,The core claim of social learning\Ntheory was that we can learn behavior,
Dialogue: 0,0:01:50.55,0:01:55.86,Default,,0000,0000,0000,,behavior can be explained by looking at how\Nwe learn from others, we learn by observation.
Dialogue: 0,0:01:56.53,0:02:00.33,Default,,0000,0000,0000,,And it's important I think whenever we\Nlook at a theory to look at the context.
Dialogue: 0,0:02:00.33,0:02:02.07,Default,,0000,0000,0000,,So, what was that theory in relation to?
Dialogue: 0,0:02:02.07,0:02:06.18,Default,,0000,0000,0000,,The theory of evolution was in\Ncontrast to the theory of creation.
Dialogue: 0,0:02:06.51,0:02:10.74,Default,,0000,0000,0000,,Social learning theory was in contrast\Nto behaviorism saying that we learn
Dialogue: 0,0:02:10.74,0:02:13.02,Default,,0000,0000,0000,,by either being rewarded or\Npunished for our behavior.
Dialogue: 0,0:02:13.02,0:02:17.76,Default,,0000,0000,0000,,So, it's our direct actions, which we then\Nget rewarded for, we'll keep doing it,
Dialogue: 0,0:02:17.76,0:02:19.24,Default,,0000,0000,0000,,if we get punished, we'll stop doing it.
Dialogue: 0,0:02:19.24,0:02:22.56,Default,,0000,0000,0000,,And Bandura said that's not\Nactually the only way we can learn.
Dialogue: 0,0:02:22.95,0:02:25.15,Default,,0000,0000,0000,,And also, this is Watson here for behaviorism.
Dialogue: 0,0:02:25.15,0:02:30.76,Default,,0000,0000,0000,,And also, Freud's idea was that our behavior\Ncomes from these deep internal motivations,
Dialogue: 0,0:02:30.76,0:02:34.20,Default,,0000,0000,0000,,maybe childhood experiences that would repressed\Nand they're coming out in our behavior.
Dialogue: 0,0:02:34.20,0:02:39.89,Default,,0000,0000,0000,,And again, Bandura was saying maybe that's\Nnot the only explanation for behavior.
Dialogue: 0,0:02:39.89,0:02:41.34,Default,,0000,0000,0000,,That might not always be the case.
Dialogue: 0,0:02:41.34,0:02:44.98,Default,,0000,0000,0000,,Anyway, we have Freud as well who we don't\Nactually study much in IB psychology.
Dialogue: 0,0:02:47.22,0:02:49.10,Default,,0000,0000,0000,,So, let's break down observational learning.
Dialogue: 0,0:02:49.10,0:02:51.12,Default,,0000,0000,0000,,This is the core part of social learning theory.
Dialogue: 0,0:02:51.38,0:02:56.49,Default,,0000,0000,0000,,Observational learning is one of the\Nkey concepts of social cognitive theory.
Dialogue: 0,0:02:56.49,0:02:58.04,Default,,0000,0000,0000,,He renamed in social cognitive theory.
Dialogue: 0,0:02:58.04,0:03:04.06,Default,,0000,0000,0000,,He renamed it to social cognitive\Ntheory in about the 1980s.
Dialogue: 0,0:03:04.17,0:03:09.38,Default,,0000,0000,0000,,So, in the original SLT, Bandura said we\Ncan learn from two ways, direct experience.
Dialogue: 0,0:03:09.38,0:03:13.76,Default,,0000,0000,0000,,I put my hand on a fire, that's\Nhot, I learn not to do that.
Dialogue: 0,0:03:14.01,0:03:15.90,Default,,0000,0000,0000,,But I can also learn by observing others.
Dialogue: 0,0:03:15.90,0:03:20.56,Default,,0000,0000,0000,,And Bandura said we don't actually always have\Nto have direct experience to learn something.
Dialogue: 0,0:03:20.56,0:03:22.50,Default,,0000,0000,0000,,This going to be dangerous.
Dialogue: 0,0:03:22.50,0:03:25.72,Default,,0000,0000,0000,,I don't always have to be putting my hand\Non hot fires to learn that they're hot.
Dialogue: 0,0:03:25.72,0:03:29.95,Default,,0000,0000,0000,,I can see someone else put their hand on a hot\Nfire and go, "Wow, they got burned from that.
Dialogue: 0,0:03:29.95,0:03:31.18,Default,,0000,0000,0000,,Now I know not to do it."
Dialogue: 0,0:03:31.18,0:03:32.73,Default,,0000,0000,0000,,It's the old monkey see, monkey do.
Dialogue: 0,0:03:32.73,0:03:36.30,Default,,0000,0000,0000,,And so, observational learning\Nwe can break down.
Dialogue: 0,0:03:36.30,0:03:37.73,Default,,0000,0000,0000,,There are four process is involved.
Dialogue: 0,0:03:38.03,0:03:42.98,Default,,0000,0000,0000,,And this is the key part of this concept in\Nsocial cognitive theory, that there's attention.
Dialogue: 0,0:03:42.98,0:03:44.48,Default,,0000,0000,0000,,We're paying attention to the model.
Dialogue: 0,0:03:44.48,0:03:47.05,Default,,0000,0000,0000,,So, there's the observer and there's the model.
Dialogue: 0,0:03:47.05,0:03:48.75,Default,,0000,0000,0000,,The model is the person performing the action.
Dialogue: 0,0:03:48.75,0:03:51.22,Default,,0000,0000,0000,,So, the learner has to pay attention.
Dialogue: 0,0:03:51.22,0:03:53.16,Default,,0000,0000,0000,,If they don't, they're not going to remember it.
Dialogue: 0,0:03:53.16,0:03:54.36,Default,,0000,0000,0000,,And they have to remember it.
Dialogue: 0,0:03:54.36,0:03:55.24,Default,,0000,0000,0000,,They have to retain it.
Dialogue: 0,0:03:55.24,0:03:57.38,Default,,0000,0000,0000,,This is what retention refers to.
Dialogue: 0,0:03:57.38,0:04:01.27,Default,,0000,0000,0000,,Mode of reproduction, we have to\Nphysically be able to reproduce the skill.
Dialogue: 0,0:04:01.47,0:04:06.96,Default,,0000,0000,0000,,If we can't physically do it, then the\Nchances of us copying it and imitating it
Dialogue: 0,0:04:06.96,0:04:09.61,Default,,0000,0000,0000,,and later learning it aren't\Ngoing to be very high.
Dialogue: 0,0:04:09.65,0:04:12.25,Default,,0000,0000,0000,,For example, this happens a lot in sports.
Dialogue: 0,0:04:12.25,0:04:15.16,Default,,0000,0000,0000,,Many years ago as a basketball\Nplayer, I learned how to dribble
Dialogue: 0,0:04:15.16,0:04:17.52,Default,,0000,0000,0000,,and put the ball behind my back\Nby watching someone else do it.
Dialogue: 0,0:04:17.52,0:04:19.11,Default,,0000,0000,0000,,And I was like, "Man, that's cool."
Dialogue: 0,0:04:19.11,0:04:21.80,Default,,0000,0000,0000,,And so, then I went off and tried and\Ntried and tried until I could do it.
Dialogue: 0,0:04:21.80,0:04:25.60,Default,,0000,0000,0000,,Now, I also watched someone put the ball\Nbetween their legs and slam dunk it.
Dialogue: 0,0:04:25.84,0:04:26.100,Default,,0000,0000,0000,,I couldn't do that.
Dialogue: 0,0:04:26.100,0:04:28.40,Default,,0000,0000,0000,,I never learned how to do that.
Dialogue: 0,0:04:28.40,0:04:30.46,Default,,0000,0000,0000,,I don't have the motor skills.
Dialogue: 0,0:04:30.46,0:04:35.51,Default,,0000,0000,0000,,Reinforcement and motivation, the final\Nprocess involved here, and this can be broken
Dialogue: 0,0:04:35.51,0:04:36.51,Default,,0000,0000,0000,,down a little bit further as well.
Dialogue: 0,0:04:36.51,0:04:41.32,Default,,0000,0000,0000,,But reinforcement, if we are watching someone\Nand they are getting rewarded or punished
Dialogue: 0,0:04:41.32,0:04:44.61,Default,,0000,0000,0000,,for their behavior, we're\Nmore likely to copy it.
Dialogue: 0,0:04:44.71,0:04:48.34,Default,,0000,0000,0000,,And if we identify with their model,\Nif we find some sort of similarity,
Dialogue: 0,0:04:48.34,0:04:51.67,Default,,0000,0000,0000,,we're probably more likely to be\Nmotivated to copy their learning.
Dialogue: 0,0:04:51.67,0:04:53.83,Default,,0000,0000,0000,,And this becomes really important\Nwhen we look at --
Dialogue: 0,0:04:53.83,0:04:57.25,Default,,0000,0000,0000,,it's not just in-person modeling\Nthat we're looking at.
Dialogue: 0,0:04:57.25,0:05:00.85,Default,,0000,0000,0000,,We're also looking at media and the\Neffects of how we can see models
Dialogue: 0,0:05:00.85,0:05:05.05,Default,,0000,0000,0000,,and imitate behavior we see\Non TV and other places.
Dialogue: 0,0:05:05.35,0:05:06.57,Default,,0000,0000,0000,,So, that's observational learning.
Dialogue: 0,0:05:06.57,0:05:10.79,Default,,0000,0000,0000,,So, a good summary of social\Ncognitive theory would include saying
Dialogue: 0,0:05:10.79,0:05:14.94,Default,,0000,0000,0000,,that behavior can be explained by\Nhow we learn it by observing others
Dialogue: 0,0:05:14.94,0:05:18.74,Default,,0000,0000,0000,,and include these four processes\Nin that summary.
Dialogue: 0,0:05:19.18,0:05:22.04,Default,,0000,0000,0000,,Now, the key concept is triadic\Nreciprocal determinism.
Dialogue: 0,0:05:22.04,0:05:24.67,Default,,0000,0000,0000,,This is also called triadic\Nreciprocal causation.
Dialogue: 0,0:05:24.92,0:05:29.69,Default,,0000,0000,0000,,And what this simply means is -- this\Nis a pretty fancy and complicated term
Dialogue: 0,0:05:29.69,0:05:34.84,Default,,0000,0000,0000,,for I think a pretty straightforward\Nconcept that our environment,
Dialogue: 0,0:05:34.84,0:05:43.81,Default,,0000,0000,0000,,our physical external environment influences our\Nindividual internal factors like our cognition
Dialogue: 0,0:05:43.81,0:05:45.99,Default,,0000,0000,0000,,and our biology and that\Ncan affect our behavior.
Dialogue: 0,0:05:46.30,0:05:49.02,Default,,0000,0000,0000,,And actually, all these three\Nthings can influence one another.
Dialogue: 0,0:05:49.02,0:05:50.27,Default,,0000,0000,0000,,It's triadic.
Dialogue: 0,0:05:50.27,0:05:50.88,Default,,0000,0000,0000,,There's three.
Dialogue: 0,0:05:50.88,0:05:54.18,Default,,0000,0000,0000,,It's reciprocal meaning it goes both ways.
Dialogue: 0,0:05:54.18,0:05:56.52,Default,,0000,0000,0000,,And they can determine one another.
Dialogue: 0,0:05:56.52,0:05:58.15,Default,,0000,0000,0000,,They can cause one another.
Dialogue: 0,0:05:58.28,0:06:00.57,Default,,0000,0000,0000,,So, that's essentially it.
Dialogue: 0,0:06:00.57,0:06:06.18,Default,,0000,0000,0000,,So, if we think of one example of\Nneuroplasticity, we know if we grow
Dialogue: 0,0:06:06.18,0:06:08.82,Default,,0000,0000,0000,,up in a low socioeconomic environment,
Dialogue: 0,0:06:08.82,0:06:11.60,Default,,0000,0000,0000,,we're going to have possibly\Nsmaller brain development.
Dialogue: 0,0:06:11.60,0:06:12.87,Default,,0000,0000,0000,,There's correlational studies that showed this.
Dialogue: 0,0:06:12.87,0:06:17.05,Default,,0000,0000,0000,,So, possibly growing up in poverty we're\Ngoing to have a smaller hippocampus.
Dialogue: 0,0:06:17.05,0:06:18.36,Default,,0000,0000,0000,,That's our internal factor.
Dialogue: 0,0:06:18.53,0:06:20.48,Default,,0000,0000,0000,,That might affect another\Ninternal factor, our memory,
Dialogue: 0,0:06:20.48,0:06:21.97,Default,,0000,0000,0000,,because hippocampus is part of our memory.
Dialogue: 0,0:06:22.19,0:06:23.36,Default,,0000,0000,0000,,Now, that could affect our behavior.
Dialogue: 0,0:06:23.36,0:06:27.75,Default,,0000,0000,0000,,If you don't have very good memory, it means\Nyou're going to be maybe not good at learning.
Dialogue: 0,0:06:27.75,0:06:28.87,Default,,0000,0000,0000,,You might not do very well at school.
Dialogue: 0,0:06:29.08,0:06:31.91,Default,,0000,0000,0000,,So, then, you'll start having behavior\Nproblems and behavior issues, acting out.
Dialogue: 0,0:06:31.91,0:06:34.09,Default,,0000,0000,0000,,And this is what happens a lot.
Dialogue: 0,0:06:34.21,0:06:36.66,Default,,0000,0000,0000,,But we can actually also reverse this trend.
Dialogue: 0,0:06:36.66,0:06:37.73,Default,,0000,0000,0000,,You can do lots of things.
Dialogue: 0,0:06:37.93,0:06:40.72,Default,,0000,0000,0000,,For example, playing some\Nkinds of video games we've seen
Dialogue: 0,0:06:40.72,0:06:46.84,Default,,0000,0000,0000,,in studies can help boost the\Ndevelopment in your hippocampus.
Dialogue: 0,0:06:46.84,0:06:50.71,Default,,0000,0000,0000,,And maybe that might make\Nyour classroom a better place.
Dialogue: 0,0:06:50.71,0:06:52.96,Default,,0000,0000,0000,,I mean, going from the individual\Nto the environment,
Dialogue: 0,0:06:52.96,0:06:54.88,Default,,0000,0000,0000,,this link here is a little bit harder to make.
Dialogue: 0,0:06:56.05,0:07:00.46,Default,,0000,0000,0000,,And going this direction and\Nthis direction is a bit tricky.
Dialogue: 0,0:07:00.46,0:07:04.15,Default,,0000,0000,0000,,But anyway, you can see they can\Npossibly influence one another.
Dialogue: 0,0:07:04.15,0:07:09.23,Default,,0000,0000,0000,,Another example, we look at the\Nwarrior gene and aggression.
Dialogue: 0,0:07:09.23,0:07:14.38,Default,,0000,0000,0000,,So, we know that adverse childhood experiences\N-- so, growing up if you're abused --
Dialogue: 0,0:07:14.38,0:07:18.30,Default,,0000,0000,0000,,is one example that can influence\Nthe expression of your genes,
Dialogue: 0,0:07:18.30,0:07:21.09,Default,,0000,0000,0000,,your biological development,\Nand your brain development.
Dialogue: 0,0:07:21.72,0:07:25.82,Default,,0000,0000,0000,,It might also influence the warrior\Ngene, and that can affect our behavior.
Dialogue: 0,0:07:25.82,0:07:27.72,Default,,0000,0000,0000,,It might make you more likely to be antisocial.
Dialogue: 0,0:07:27.72,0:07:31.17,Default,,0000,0000,0000,,And this can be seen in Caspi, et al.'s\Nstudy, which we'll look at a little bit later.
Dialogue: 0,0:07:31.17,0:07:36.02,Default,,0000,0000,0000,,So, triadic reciprocal determinism\NI think is a key --
Dialogue: 0,0:07:36.20,0:07:39.11,Default,,0000,0000,0000,,most students I think will write when\Nthey talk about social cognitive theory,
Dialogue: 0,0:07:39.11,0:07:42.25,Default,,0000,0000,0000,,they'll focus on observational learning\Nand they'll forget this key detail.
Dialogue: 0,0:07:42.25,0:07:45.17,Default,,0000,0000,0000,,But if you add this core concept to\Na summary of social cognitive theory,
Dialogue: 0,0:07:45.17,0:07:48.17,Default,,0000,0000,0000,,I really think it's going to\Nseparate your answer from the rest
Dialogue: 0,0:07:48.17,0:07:51.39,Default,,0000,0000,0000,,and including this diagram here\Nwould be a very good idea as well.
Dialogue: 0,0:07:51.63,0:07:53.14,Default,,0000,0000,0000,,Finally, we get to self-efficacy.
Dialogue: 0,0:07:53.31,0:07:57.53,Default,,0000,0000,0000,,Self-efficacy means your belief\Nin your ability to do something.
Dialogue: 0,0:07:57.53,0:08:03.67,Default,,0000,0000,0000,,And so, it's kind of like self-confidence\Nand how well you think you can do something.
Dialogue: 0,0:08:03.67,0:08:08.02,Default,,0000,0000,0000,,And Bandura said that this is an\Nimportant internal factor over here.
Dialogue: 0,0:08:08.12,0:08:09.69,Default,,0000,0000,0000,,They can moderate this relationship.
Dialogue: 0,0:08:11.14,0:08:13.88,Default,,0000,0000,0000,,Take one example, for example,\Nyour academic self-efficacy.
Dialogue: 0,0:08:13.88,0:08:16.91,Default,,0000,0000,0000,,How well do you think that\Nyou can do well in school?
Dialogue: 0,0:08:17.36,0:08:19.82,Default,,0000,0000,0000,,And this is often correlated with achievement.
Dialogue: 0,0:08:19.88,0:08:24.94,Default,,0000,0000,0000,,Those students who have a high self-efficacy\Nin terms of academics and think they are good
Dialogue: 0,0:08:24.94,0:08:27.48,Default,,0000,0000,0000,,at learning and good at studying,\Nthey tend to do better at school.
Dialogue: 0,0:08:27.48,0:08:28.15,Default,,0000,0000,0000,,And that makes sense.
Dialogue: 0,0:08:28.15,0:08:29.73,Default,,0000,0000,0000,,You think about it with your IB psych exam.
Dialogue: 0,0:08:29.73,0:08:34.78,Default,,0000,0000,0000,,How confident are you in your ability\Nto learn social cognitive theory?
Dialogue: 0,0:08:34.78,0:08:39.49,Default,,0000,0000,0000,,How well do you think you're going to be able\Nto learn and remember this lecture and then
Dialogue: 0,0:08:39.55,0:08:41.75,Default,,0000,0000,0000,,that my influence how well you can summarize it.
Dialogue: 0,0:08:41.89,0:08:43.74,Default,,0000,0000,0000,,So, this is self-efficacy.
Dialogue: 0,0:08:43.91,0:08:44.70,Default,,0000,0000,0000,,There's not a lot to say.
Dialogue: 0,0:08:44.70,0:08:49.88,Default,,0000,0000,0000,,I didn't include it in my original book just\Nbecause I think with the first two concepts,
Dialogue: 0,0:08:49.88,0:08:53.16,Default,,0000,0000,0000,,triadic reciprocal determinism and observational\Nlearning, you've got more than enough
Dialogue: 0,0:08:53.16,0:08:55.66,Default,,0000,0000,0000,,for social cognitive theory, but\NI thought I would edit it here
Dialogue: 0,0:08:55.66,0:08:57.73,Default,,0000,0000,0000,,and I did also put it in\Nthe revision book as well.
Dialogue: 0,0:08:57.73,0:08:59.24,Default,,0000,0000,0000,,It's pretty straightforward.
Dialogue: 0,0:08:59.24,0:09:02.31,Default,,0000,0000,0000,,So, that's the description,\Nthose three concepts.
Dialogue: 0,0:09:02.31,0:09:04.96,Default,,0000,0000,0000,,Now, the evidence, the supporting studies.
Dialogue: 0,0:09:04.96,0:09:07.97,Default,,0000,0000,0000,,First of all, we can't go past the\NBobo doll studies I don't think
Dialogue: 0,0:09:07.97,0:09:12.47,Default,,0000,0000,0000,,because these are very famous\Nand we'd be remiss if we went
Dialogue: 0,0:09:12.47,0:09:17.04,Default,,0000,0000,0000,,through an introductory IB psych course\Nand we didn't cover the Bobo doll studies.
Dialogue: 0,0:09:17.25,0:09:19.64,Default,,0000,0000,0000,,And for observational learning,\NI think they work really well.
Dialogue: 0,0:09:20.04,0:09:25.03,Default,,0000,0000,0000,,So, I'm not going to go into heaps of detail\Nabout the methodology because I'll put a link
Dialogue: 0,0:09:25.16,0:09:30.02,Default,,0000,0000,0000,,in the description where you can find a\Nsummary on my blog of one of these studies.
Dialogue: 0,0:09:30.02,0:09:33.45,Default,,0000,0000,0000,,And also, there's just so much out there and\Nyou've probably already seen the videos anyway.
Dialogue: 0,0:09:33.45,0:09:37.40,Default,,0000,0000,0000,,But anyway, in the first study in 1961,\Nthey had two independent variables.
Dialogue: 0,0:09:37.40,0:09:41.90,Default,,0000,0000,0000,,One was the gender of the model and the other\Nwas what type of observation the kids did.
Dialogue: 0,0:09:41.90,0:09:43.89,Default,,0000,0000,0000,,So, I'm sure you know about it.
Dialogue: 0,0:09:43.89,0:09:44.60,Default,,0000,0000,0000,,The kids came in.
Dialogue: 0,0:09:44.60,0:09:48.14,Default,,0000,0000,0000,,They either watched an adult playing\Naggressively with the Bobo doll
Dialogue: 0,0:09:48.14,0:09:49.61,Default,,0000,0000,0000,,or they watched them playing passively.
Dialogue: 0,0:09:49.97,0:09:53.59,Default,,0000,0000,0000,,And the model was either the\Nsame gender or different gender.
Dialogue: 0,0:09:53.59,0:09:56.89,Default,,0000,0000,0000,,And then, they were put in a room and\Nthere was a couple of researchers.
Dialogue: 0,0:09:56.89,0:09:57.91,Default,,0000,0000,0000,,They stood behind the two-way mirror
Dialogue: 0,0:09:57.91,0:10:02.45,Default,,0000,0000,0000,,and they counted every 5 seconds was the\Nkid making an aggressive action or not,
Dialogue: 0,0:10:02.45,0:10:04.68,Default,,0000,0000,0000,,and they recorded that, and\Nthen they compared their notes.
Dialogue: 0,0:10:04.75,0:10:07.88,Default,,0000,0000,0000,,Just a couple of details\Nhere taken from the original.
Dialogue: 0,0:10:07.88,0:10:11.94,Default,,0000,0000,0000,,If you can put some specific\Ndetails in your exam answers,
Dialogue: 0,0:10:11.94,0:10:15.58,Default,,0000,0000,0000,,it will show that you really know your stuff\Nand it will separate your answers from the rest.
Dialogue: 0,0:10:15.58,0:10:17.54,Default,,0000,0000,0000,,So, 36 boys, 36 girls.
Dialogue: 0,0:10:17.54,0:10:18.61,Default,,0000,0000,0000,,So, what's that?
Dialogue: 0,0:10:18.95,0:10:23.95,Default,,0000,0000,0000,,About 3 to 5 years old from Stanford University.
Dialogue: 0,0:10:23.95,0:10:26.73,Default,,0000,0000,0000,,And two adults.
Dialogue: 0,0:10:26.73,0:10:30.52,Default,,0000,0000,0000,,So, male, one female were in the male position.
Dialogue: 0,0:10:30.52,0:10:31.79,Default,,0000,0000,0000,,I've never seen videos of the male.
Dialogue: 0,0:10:31.79,0:10:33.80,Default,,0000,0000,0000,,I've only ever seen videos of the female.
Dialogue: 0,0:10:34.19,0:10:40.07,Default,,0000,0000,0000,,But anyway, now, we have the original\Nresults here taken from the original study.
Dialogue: 0,0:10:40.07,0:10:42.38,Default,,0000,0000,0000,,And we're just looking over here.
Dialogue: 0,0:10:42.38,0:10:46.08,Default,,0000,0000,0000,,This is one of the important results.
Dialogue: 0,0:10:46.08,0:10:49.12,Default,,0000,0000,0000,,So, this is physical aggression.
Dialogue: 0,0:10:49.12,0:10:54.31,Default,,0000,0000,0000,,So, if we just compare this, the aggressive\Nconditions over here we see quite high compared
Dialogue: 0,0:10:54.31,0:10:56.79,Default,,0000,0000,0000,,to the non-aggressive and the control groups.
Dialogue: 0,0:10:56.79,0:10:58.90,Default,,0000,0000,0000,,It's much lower over here.
Dialogue: 0,0:11:02.05,0:11:04.16,Default,,0000,0000,0000,,And you might want to get a pen and paper.
Dialogue: 0,0:11:04.16,0:11:04.48,Default,,0000,0000,0000,,Excuse me.
Dialogue: 0,0:11:04.48,0:11:05.97,Default,,0000,0000,0000,,I'm losing my voice.
Dialogue: 0,0:11:06.03,0:11:09.100,Default,,0000,0000,0000,,You might want to get a pen and paper\Nand just jot down a couple of these notes
Dialogue: 0,0:11:09.100,0:11:11.70,Default,,0000,0000,0000,,so you've got some specifics to refer to.
Dialogue: 0,0:11:11.70,0:11:14.24,Default,,0000,0000,0000,,But if we just look here, let's just\Nlook at the males to begin with.
Dialogue: 0,0:11:14.24,0:11:20.20,Default,,0000,0000,0000,,Well, one interesting trend is generally\Nspeaking the boys were more aggressive
Dialogue: 0,0:11:20.20,0:11:20.90,Default,,0000,0000,0000,,than the females.
Dialogue: 0,0:11:21.14,0:11:26.48,Default,,0000,0000,0000,,And also, if we look here, this first\Nresult shows observational learning,
Dialogue: 0,0:11:26.73,0:11:29.44,Default,,0000,0000,0000,,that if we view aggressive behavior,\Nwe're more likely to copy it.
Dialogue: 0,0:11:29.68,0:11:30.25,Default,,0000,0000,0000,,Straightforward.
Dialogue: 0,0:11:30.25,0:11:32.09,Default,,0000,0000,0000,,This is evidence to support\Nobservational learning.
Dialogue: 0,0:11:32.55,0:11:37.67,Default,,0000,0000,0000,,There's also some evidence here to support\Nthe fact that we might be more motivated
Dialogue: 0,0:11:37.67,0:11:39.81,Default,,0000,0000,0000,,to copy the learning if we\Nidentify with the model.
Dialogue: 0,0:11:40.04,0:11:44.23,Default,,0000,0000,0000,,We see here especially with verbal\Naggression the females were far more likely
Dialogue: 0,0:11:44.23,0:11:48.73,Default,,0000,0000,0000,,to copy the verbal aggression\Nthan if they watched a male,
Dialogue: 0,0:11:49.10,0:11:50.97,Default,,0000,0000,0000,,when they watched a female,\Nand opposite for the males.
Dialogue: 0,0:11:51.20,0:11:54.15,Default,,0000,0000,0000,,If they watched a male, far more likely\Nto copy it than if they watched a female.
Dialogue: 0,0:11:54.42,0:11:55.16,Default,,0000,0000,0000,,So, there's some evidence.
Dialogue: 0,0:11:55.16,0:11:57.34,Default,,0000,0000,0000,,This here is observational learning in general.
Dialogue: 0,0:11:57.68,0:12:02.75,Default,,0000,0000,0000,,And then, this here we can see the identifying\Nwith the model we might be more motivated.
Dialogue: 0,0:12:02.75,0:12:05.66,Default,,0000,0000,0000,,Now, second study in 1963.
Dialogue: 0,0:12:05.66,0:12:07.46,Default,,0000,0000,0000,,This is one I have the full\Nsummary for on the blog,
Dialogue: 0,0:12:07.46,0:12:10.57,Default,,0000,0000,0000,,and I'll work at getting the\N1961 version up there as well.
Dialogue: 0,0:12:10.93,0:12:15.09,Default,,0000,0000,0000,,They wanted to see does it have to be\Nreal life observation of aggression
Dialogue: 0,0:12:15.22,0:12:18.85,Default,,0000,0000,0000,,or can it be by seeing a televised version?
Dialogue: 0,0:12:18.85,0:12:25.11,Default,,0000,0000,0000,,And so, they used the same procedures as the\Nfirst study, but it was a little bit different
Dialogue: 0,0:12:25.11,0:12:27.24,Default,,0000,0000,0000,,in how the kids actually viewed the model.
Dialogue: 0,0:12:27.51,0:12:33.41,Default,,0000,0000,0000,,So, they had one in-person live model, so the\Nkids actually are in the same room watching.
Dialogue: 0,0:12:33.41,0:12:38.74,Default,,0000,0000,0000,,They had one where they video recorded\Nthe model beating up the Bobo doll
Dialogue: 0,0:12:38.74,0:12:40.82,Default,,0000,0000,0000,,and then they put that on the TV.
Dialogue: 0,0:12:41.19,0:12:43.21,Default,,0000,0000,0000,,Or they had the televised fantasy model.
Dialogue: 0,0:12:43.27,0:12:47.09,Default,,0000,0000,0000,,This was a really interesting one where they\Nwanted to make it appear like a cartoon,
Dialogue: 0,0:12:47.28,0:12:51.84,Default,,0000,0000,0000,,but I guess they probably couldn't afford\Nto create a cartoon just for these purposes.
Dialogue: 0,0:12:51.84,0:12:55.78,Default,,0000,0000,0000,,This is 50 or 60 years ago, so it would\Nhave been a bit expensive back then.
Dialogue: 0,0:12:55.94,0:12:59.62,Default,,0000,0000,0000,,So, they had the researcher dress as a cat.
Dialogue: 0,0:12:59.62,0:13:05.07,Default,,0000,0000,0000,,And then, they tried to make the scenery like\Nwith artificial grass and make it kind of appear
Dialogue: 0,0:13:05.07,0:13:10.36,Default,,0000,0000,0000,,like a fantasy land and they had a\Ncontrol group that didn't watch anything.
Dialogue: 0,0:13:10.36,0:13:12.64,Default,,0000,0000,0000,,Again, this is summarized on my blog there.
Dialogue: 0,0:13:12.64,0:13:14.63,Default,,0000,0000,0000,,You can check it out and I'll\Nput the link in the description.
Dialogue: 0,0:13:15.03,0:13:16.12,Default,,0000,0000,0000,,So, what do we see?
Dialogue: 0,0:13:16.12,0:13:19.99,Default,,0000,0000,0000,,Again, here are the original\Nresults taken from the first study.
Dialogue: 0,0:13:19.99,0:13:25.36,Default,,0000,0000,0000,,The real life aggressive condition, so\Nwhen they actually saw the real person,
Dialogue: 0,0:13:25.75,0:13:27.30,Default,,0000,0000,0000,,this is the filmed, this is the cartoon,
Dialogue: 0,0:13:27.30,0:13:30.21,Default,,0000,0000,0000,,although it wasn't really\Ncartoon, and the control group.
Dialogue: 0,0:13:30.49,0:13:34.33,Default,,0000,0000,0000,,What we can see again, the control\Ngroup much lower than the other three.
Dialogue: 0,0:13:34.59,0:13:38.69,Default,,0000,0000,0000,,More evidence to suggest and to support\Nthe idea of observational learning,
Dialogue: 0,0:13:38.69,0:13:42.25,Default,,0000,0000,0000,,that we can learn aggressive\Nbehavior through observation.
Dialogue: 0,0:13:42.25,0:13:45.19,Default,,0000,0000,0000,,And I just want to point out here that\Nsocial cognitive theory can be used
Dialogue: 0,0:13:45.19,0:13:46.38,Default,,0000,0000,0000,,to explain many behaviors.
Dialogue: 0,0:13:46.38,0:13:51.79,Default,,0000,0000,0000,,I think using it to explain aggression can\Nreally help you write a good focused explanation
Dialogue: 0,0:13:51.79,0:13:53.28,Default,,0000,0000,0000,,of this theory.
Dialogue: 0,0:13:53.28,0:13:55.45,Default,,0000,0000,0000,,And that was one of its first applications.
Dialogue: 0,0:13:55.73,0:13:58.67,Default,,0000,0000,0000,,So, when you're thinking about how\Nto explain a theory, think about,
Dialogue: 0,0:13:58.67,0:13:59.74,Default,,0000,0000,0000,,"What is this theory explaining?"
Dialogue: 0,0:13:59.94,0:14:00.35,Default,,0000,0000,0000,,Aggression.
Dialogue: 0,0:14:00.82,0:14:01.68,Default,,0000,0000,0000,,So, back to it.
Dialogue: 0,0:14:03.26,0:14:05.32,Default,,0000,0000,0000,,So, again, observational learning here as well.
Dialogue: 0,0:14:05.47,0:14:09.48,Default,,0000,0000,0000,,And what's interesting is generally\Nspeaking again, the boys more aggressive
Dialogue: 0,0:14:09.48,0:14:15.09,Default,,0000,0000,0000,,than the females, which is an\Ninteresting trend and something we'll talk
Dialogue: 0,0:14:15.35,0:14:19.70,Default,,0000,0000,0000,,about later when we get to the evaluation.
Dialogue: 0,0:14:19.70,0:14:26.97,Default,,0000,0000,0000,,And so, they didn't actually notice that\Nthis was that much higher than, for example,
Dialogue: 0,0:14:26.97,0:14:32.65,Default,,0000,0000,0000,,watching it in real life, but it does\Nactually mean that it's comparable
Dialogue: 0,0:14:32.65,0:14:37.02,Default,,0000,0000,0000,,and it's much higher watching the cartoon\Nand the film version than the control group.
Dialogue: 0,0:14:37.21,0:14:41.09,Default,,0000,0000,0000,,So, this is evidence to suggest that it's\Nnot just watching someone in real life,
Dialogue: 0,0:14:41.16,0:14:43.81,Default,,0000,0000,0000,,but we can also be influenced and we can learn
Dialogue: 0,0:14:43.99,0:14:46.92,Default,,0000,0000,0000,,by watching filmed televised\Nmodels of aggression.
Dialogue: 0,0:14:46.92,0:14:51.13,Default,,0000,0000,0000,,Now, this might seem just everyday\Nknowledge to us, but this is 1963.
Dialogue: 0,0:14:51.32,0:14:55.08,Default,,0000,0000,0000,,This is when TV was first becoming\Nintroduced to many households in America.
Dialogue: 0,0:14:55.43,0:15:00.38,Default,,0000,0000,0000,,And so, that becomes a very important\Nfinding when we put it in that context,
Dialogue: 0,0:15:00.38,0:15:04.81,Default,,0000,0000,0000,,that we don't actually have to go visit\Nand see a boxing match, for example,
Dialogue: 0,0:15:05.08,0:15:11.02,Default,,0000,0000,0000,,to copy that aggressive behavior, but we can be\Nseeing it every day in our living rooms on TV.
Dialogue: 0,0:15:11.25,0:15:15.45,Default,,0000,0000,0000,,And so, in terms of developmental psychology\Nwith kids and how much TV we watch,
Dialogue: 0,0:15:15.81,0:15:19.70,Default,,0000,0000,0000,,this becomes a very important\Nfinding especially at this time.
Dialogue: 0,0:15:20.08,0:15:23.87,Default,,0000,0000,0000,,So, those studies I think are really good to\Nshow the first concept, observational learning.
Dialogue: 0,0:15:24.10,0:15:27.09,Default,,0000,0000,0000,,Now, we need some examples to show\Ntriadic reciprocal determinism.
Dialogue: 0,0:15:27.34,0:15:32.13,Default,,0000,0000,0000,,Now, you're not going to find I don't think\Nmany studies that show all three interactions
Dialogue: 0,0:15:32.13,0:15:36.10,Default,,0000,0000,0000,,and I think you can actually do a good job of\Njust explaining it and giving some examples
Dialogue: 0,0:15:36.10,0:15:39.42,Default,,0000,0000,0000,,like maybe with a couple of studies\Nlike I did with neuroplasticity
Dialogue: 0,0:15:39.75,0:15:41.90,Default,,0000,0000,0000,,and showing the environment affecting the brain.
Dialogue: 0,0:15:41.90,0:15:45.56,Default,,0000,0000,0000,,Like [inaudible] is a good one to show that\Nand then links between the brain and behavior,
Dialogue: 0,0:15:45.56,0:15:50.60,Default,,0000,0000,0000,,any study that shows links between\Nhippocampus and memory like maybe HM.
Dialogue: 0,0:15:50.60,0:15:53.82,Default,,0000,0000,0000,,But sometimes, you get a study\Nlike Caspi's study that we can use
Dialogue: 0,0:15:53.82,0:15:56.78,Default,,0000,0000,0000,,to show those three interacting elements.
Dialogue: 0,0:15:57.01,0:15:59.06,Default,,0000,0000,0000,,So, this was also called the Dunedin study.
Dialogue: 0,0:15:59.06,0:16:04.20,Default,,0000,0000,0000,,It followed 1,000 people for 25 years,\Nand they were looking at links between --
Dialogue: 0,0:16:04.20,0:16:09.48,Default,,0000,0000,0000,,in this particular report, they looked at links\Nbetween the type of warrior gene or the type
Dialogue: 0,0:16:09.53,0:16:13.86,Default,,0000,0000,0000,,of MAOA gene that people had\Nwith antisocial behavior.
Dialogue: 0,0:16:14.12,0:16:15.74,Default,,0000,0000,0000,,And they compared two groups of people.
Dialogue: 0,0:16:15.84,0:16:18.52,Default,,0000,0000,0000,,One group had the low-expression\Nvariant, which means the gene,
Dialogue: 0,0:16:18.52,0:16:22.19,Default,,0000,0000,0000,,this variant is not sending\Nmany signals from the cell.
Dialogue: 0,0:16:22.19,0:16:23.94,Default,,0000,0000,0000,,This is what gene expression is.
Dialogue: 0,0:16:24.22,0:16:26.83,Default,,0000,0000,0000,,And the other was the high-expression variant.
Dialogue: 0,0:16:26.83,0:16:33.62,Default,,0000,0000,0000,,Now, what they found was that the having the\NMAOA-L variant or one of those variants --
Dialogue: 0,0:16:33.62,0:16:37.64,Default,,0000,0000,0000,,and this is the type of the\Nwarrior gene that is most associated
Dialogue: 0,0:16:37.64,0:16:39.04,Default,,0000,0000,0000,,with antisocial and aggressive behavior.
Dialogue: 0,0:16:39.26,0:16:43.67,Default,,0000,0000,0000,,They found that that alone doesn't necessarily\Nhave an effect on antisocial behavior.
Dialogue: 0,0:16:43.67,0:16:48.32,Default,,0000,0000,0000,,But if you combine that with childhood\Nabuse, we can see the result here.
Dialogue: 0,0:16:48.41,0:16:53.85,Default,,0000,0000,0000,,So, this is the low activity in\Nblack and high activity of the gene.
Dialogue: 0,0:16:53.85,0:16:58.49,Default,,0000,0000,0000,,Now, just as biological factor by\Nitself, not much of a difference
Dialogue: 0,0:16:58.49,0:17:00.83,Default,,0000,0000,0000,,if there's no childhood maltreatment.
Dialogue: 0,0:17:01.21,0:17:05.67,Default,,0000,0000,0000,,But if we get severe childhood maltreatment,\Nwe'll see this low-expression variant,
Dialogue: 0,0:17:05.67,0:17:10.79,Default,,0000,0000,0000,,the levels of antisocial behavior,\Nwhich is over here, skyrockets.
Dialogue: 0,0:17:10.79,0:17:16.60,Default,,0000,0000,0000,,And this is showing that that effect of the\Nenvironment might be influencing the expression
Dialogue: 0,0:17:16.60,0:17:22.19,Default,,0000,0000,0000,,of our genetics or some internal factors and\Nthen that's having a result in our behavior.
Dialogue: 0,0:17:22.19,0:17:30.47,Default,,0000,0000,0000,,And we can talk about one area of uncertainty\Nhere is what is it actually doing to our brain
Dialogue: 0,0:17:30.47,0:17:35.30,Default,,0000,0000,0000,,or our genetics or why is this difference\Noccurring, but we can see here the effect
Dialogue: 0,0:17:35.40,0:17:39.38,Default,,0000,0000,0000,,of environment is influencing internal\Nfactors in some way, which is resulting
Dialogue: 0,0:17:39.38,0:17:41.92,Default,,0000,0000,0000,,in this massive increase in behavior.
Dialogue: 0,0:17:43.23,0:17:45.99,Default,,0000,0000,0000,,So, finally, self-efficacy and GPA.
Dialogue: 0,0:17:45.99,0:17:50.49,Default,,0000,0000,0000,,So, one basic study to look at\Nthe third concept, self-efficacy,
Dialogue: 0,0:17:50.49,0:17:54.69,Default,,0000,0000,0000,,and this is often studied in correlational\Nstudies where you take two factors
Dialogue: 0,0:17:54.69,0:17:59.74,Default,,0000,0000,0000,,like academics and you measure\Npeople's self-efficacy on their beliefs
Dialogue: 0,0:17:59.74,0:18:04.93,Default,,0000,0000,0000,,and their abilities to do or to be good\Nat academics and their achievement.
Dialogue: 0,0:18:04.93,0:18:06.77,Default,,0000,0000,0000,,And then, you see how strongly\Nthey're correlated.
Dialogue: 0,0:18:06.77,0:18:07.37,Default,,0000,0000,0000,,And this is what they did.
Dialogue: 0,0:18:07.37,0:18:13.95,Default,,0000,0000,0000,,In this study, 60 students studying sports\Nscience in Malaysia and they took their GPAs
Dialogue: 0,0:18:13.95,0:18:17.41,Default,,0000,0000,0000,,for the university scores and then they\Nalso measured their academic self-efficacy.
Dialogue: 0,0:18:17.68,0:18:19.49,Default,,0000,0000,0000,,They found very high correlations here.
Dialogue: 0,0:18:19.83,0:18:21.11,Default,,0000,0000,0000,,Males 0.67.
Dialogue: 0,0:18:21.23,0:18:24.86,Default,,0000,0000,0000,,Females 0.85.
Dialogue: 0,0:18:24.100,0:18:28.15,Default,,0000,0000,0000,,We think a plus one is a perfect correlation.
Dialogue: 0,0:18:28.15,0:18:29.09,Default,,0000,0000,0000,,Zero is no correlation.
Dialogue: 0,0:18:29.09,0:18:31.53,Default,,0000,0000,0000,,So, anything with a 0.6 or 0.7 is pretty strong.
Dialogue: 0,0:18:31.61,0:18:36.14,Default,,0000,0000,0000,,So, 0.8, that's a really strong\Ncorrelation seen here in females.
Dialogue: 0,0:18:36.14,0:18:40.75,Default,,0000,0000,0000,,So, evidence to suggest that higher\Nself-efficacy is going to influence behavior.
Dialogue: 0,0:18:41.47,0:18:47.72,Default,,0000,0000,0000,,Again, this could be further evidence maybe\Nfor at least two of those interactions
Dialogue: 0,0:18:47.72,0:18:49.84,Default,,0000,0000,0000,,in triadic reciprocal determinism.
Dialogue: 0,0:18:49.84,0:18:51.65,Default,,0000,0000,0000,,So, there are studies.
Dialogue: 0,0:18:51.93,0:18:54.16,Default,,0000,0000,0000,,Now, we get to the A and D.E.A.L. applications.
Dialogue: 0,0:18:56.16,0:18:58.01,Default,,0000,0000,0000,,This can explain violence in the media.
Dialogue: 0,0:18:58.01,0:19:02.47,Default,,0000,0000,0000,,There's been lots of studies that have shown\Nthe more aggressive violent media you watch
Dialogue: 0,0:19:02.47,0:19:07.02,Default,,0000,0000,0000,,as a kid the more likely you\Nare to act out and be aggressive
Dialogue: 0,0:19:07.02,0:19:09.55,Default,,0000,0000,0000,,and end up in court yourself later in life.
Dialogue: 0,0:19:09.55,0:19:12.19,Default,,0000,0000,0000,,And so, social cognitive theory\Ncan be used to explain that,
Dialogue: 0,0:19:12.19,0:19:15.10,Default,,0000,0000,0000,,that the idea of observational\Nlearning we can learn through the media.
Dialogue: 0,0:19:15.82,0:19:19.72,Default,,0000,0000,0000,,But with that, we can also apply\Nthis to learning in a couple of ways.
Dialogue: 0,0:19:19.91,0:19:22.64,Default,,0000,0000,0000,,One is use of modeling as\Nan instructional strategy.
Dialogue: 0,0:19:22.79,0:19:27.16,Default,,0000,0000,0000,,You want to teach someone how to do\Nsomething, you show them how to do it first.
Dialogue: 0,0:19:27.16,0:19:29.05,Default,,0000,0000,0000,,I've got a son who's three years old.
Dialogue: 0,0:19:29.05,0:19:29.87,Default,,0000,0000,0000,,We do this all the time.
Dialogue: 0,0:19:29.95,0:19:34.05,Default,,0000,0000,0000,,I'm trying to teach him how to do\Nsomething, tie his shoelaces, I'll do it,
Dialogue: 0,0:19:34.05,0:19:36.45,Default,,0000,0000,0000,,he sees it, and then he tries to copy it.
Dialogue: 0,0:19:37.19,0:19:39.88,Default,,0000,0000,0000,,He's not learning that yet, but I couldn't\Nthink of a better example off top of my head.
Dialogue: 0,0:19:40.29,0:19:43.65,Default,,0000,0000,0000,,I'll think of one in a couple of minutes.
Dialogue: 0,0:19:43.65,0:19:46.90,Default,,0000,0000,0000,,The other way, if we can use the\Nidea of self-efficacy and if we know
Dialogue: 0,0:19:46.90,0:19:50.10,Default,,0000,0000,0000,,that that might be linked to\Nimproved performance and achievement,
Dialogue: 0,0:19:50.24,0:19:53.40,Default,,0000,0000,0000,,then maybe we can develop strategies\Nand there have been strategies developed
Dialogue: 0,0:19:53.66,0:19:58.91,Default,,0000,0000,0000,,to increase self-efficacy\Nespecially in the likes of academics.
Dialogue: 0,0:19:58.91,0:20:03.32,Default,,0000,0000,0000,,Also, if we can use social cognitive theory\Nand the idea of observational learning
Dialogue: 0,0:20:03.57,0:20:08.22,Default,,0000,0000,0000,,to explain how we can learn negative behaviors\Nthrough the media, we could also use that
Dialogue: 0,0:20:08.22,0:20:13.70,Default,,0000,0000,0000,,and it has been used to help develop positive\Nbehaviors, and this is called the Sabido method
Dialogue: 0,0:20:13.70,0:20:20.07,Default,,0000,0000,0000,,where there's been scripts and stories that are\Ndesigned to teach some kind of life lessons.
Dialogue: 0,0:20:20.07,0:20:23.76,Default,,0000,0000,0000,,This was done a lot in South and Central\NAmerica with tackling social issues
Dialogue: 0,0:20:23.76,0:20:26.11,Default,,0000,0000,0000,,by having it play out with the characters.
Dialogue: 0,0:20:26.11,0:20:29.53,Default,,0000,0000,0000,,But also if you're familiar\Nwith, for example, Sesame Street,
Dialogue: 0,0:20:29.79,0:20:34.49,Default,,0000,0000,0000,,nearly every episode they are\Nteaching kids about sharing
Dialogue: 0,0:20:34.49,0:20:36.68,Default,,0000,0000,0000,,or learning and using puppets to do that.
Dialogue: 0,0:20:36.68,0:20:40.11,Default,,0000,0000,0000,,And so, we can actually apply these\Nconcepts of observation learning
Dialogue: 0,0:20:40.11,0:20:44.04,Default,,0000,0000,0000,,to promote positive behavior\Nas well in television shows.
Dialogue: 0,0:20:44.74,0:20:47.33,Default,,0000,0000,0000,,So, there are some applications\Nof social cognitive theory.
Dialogue: 0,0:20:47.33,0:20:50.30,Default,,0000,0000,0000,,Remember, you wouldn't put this in a\Nshort answer response in your exams,
Dialogue: 0,0:20:50.30,0:20:52.01,Default,,0000,0000,0000,,but you would put this in the essay.
Dialogue: 0,0:20:52.21,0:20:53.84,Default,,0000,0000,0000,,Finally, we get to some limitations.
Dialogue: 0,0:20:53.84,0:20:57.36,Default,,0000,0000,0000,,Evaluating theories is really, really\Ntricky, so let's do our best here.
Dialogue: 0,0:20:57.36,0:20:59.75,Default,,0000,0000,0000,,First of all, are there alternative\Nexplanations?
Dialogue: 0,0:20:59.75,0:21:02.84,Default,,0000,0000,0000,,So, if we're applying social\Ncognitive theory to explain aggression,
Dialogue: 0,0:21:02.84,0:21:05.37,Default,,0000,0000,0000,,are there alternative explanations\Nfor aggression
Dialogue: 0,0:21:05.37,0:21:07.17,Default,,0000,0000,0000,,or are there other factors\Nthat might be involved here?
Dialogue: 0,0:21:07.17,0:21:15.03,Default,,0000,0000,0000,,Can we say that aggressive behavior is 100%\Nlearned or like I said are there other factors
Dialogue: 0,0:21:15.03,0:21:17.59,Default,,0000,0000,0000,,like our hormones, our genetics,\Nour culture, things like this?
Dialogue: 0,0:21:17.78,0:21:19.99,Default,,0000,0000,0000,,Are there other factors that might influence --
Dialogue: 0,0:21:19.99,0:21:22.30,Default,,0000,0000,0000,,actually, I'm just thinking of\Nthis off the top of my head now.
Dialogue: 0,0:21:22.66,0:21:25.04,Default,,0000,0000,0000,,Observational learning, what\Nother factors might influence?
Dialogue: 0,0:21:25.26,0:21:29.06,Default,,0000,0000,0000,,Are some people more likely to copy than others?
Dialogue: 0,0:21:29.06,0:21:31.82,Default,,0000,0000,0000,,Are there some internal factors that\Nmight make some people more likely
Dialogue: 0,0:21:31.82,0:21:33.80,Default,,0000,0000,0000,,to replicate and copy other people?
Dialogue: 0,0:21:34.10,0:21:37.21,Default,,0000,0000,0000,,But I guess he also covered that in his\Nmotivation like identifying with the model.
Dialogue: 0,0:21:37.76,0:21:40.04,Default,,0000,0000,0000,,Anyway. Ecological validity\Nof the Bobo doll studies.
Dialogue: 0,0:21:40.04,0:21:44.83,Default,,0000,0000,0000,,Now, ideally, you want to evaluate the\Ntheory before you evaluate the studies,
Dialogue: 0,0:21:44.97,0:21:51.31,Default,,0000,0000,0000,,but I think here because the Bobo studies are so\Nprominent, I think it's okay to evaluate these.
Dialogue: 0,0:21:51.31,0:21:57.26,Default,,0000,0000,0000,,And if we think about the Bobo doll\Nstudies, is it really the case in real life
Dialogue: 0,0:21:57.26,0:22:01.90,Default,,0000,0000,0000,,where a kid's watching television and they're\Nwatching an adult play with or perform some sort
Dialogue: 0,0:22:01.90,0:22:06.43,Default,,0000,0000,0000,,of aggressive violent act and then the kid\Nturns off the TV and turns around and voila,
Dialogue: 0,0:22:06.80,0:22:10.20,Default,,0000,0000,0000,,everything that they just saw on the\Ntelevision is there in front of them to copy?
Dialogue: 0,0:22:10.58,0:22:11.99,Default,,0000,0000,0000,,That's what happened in the Bobo doll study.
Dialogue: 0,0:22:11.99,0:22:14.42,Default,,0000,0000,0000,,There's a big inflatable doll\Nthey're watching with a hammer.
Dialogue: 0,0:22:14.42,0:22:16.62,Default,,0000,0000,0000,,And then, they turn around\Nand that same doll is there.
Dialogue: 0,0:22:16.92,0:22:18.62,Default,,0000,0000,0000,,This is not what happens in real life.
Dialogue: 0,0:22:18.73,0:22:23.13,Default,,0000,0000,0000,,We watch cartoons and there's big anvils,\Nmetal things drop on people's heads
Dialogue: 0,0:22:23.13,0:22:24.98,Default,,0000,0000,0000,,or there's guns or there's cowboys and Indians.
Dialogue: 0,0:22:26.19,0:22:28.20,Default,,0000,0000,0000,,But then, we turn around and they're not there.
Dialogue: 0,0:22:28.20,0:22:33.68,Default,,0000,0000,0000,,So, that transfer, could this really\Nexplain that learning to be aggressive
Dialogue: 0,0:22:33.68,0:22:38.85,Default,,0000,0000,0000,,and then transferring it in a different context?
Dialogue: 0,0:22:38.85,0:22:40.57,Default,,0000,0000,0000,,Questionable.
Dialogue: 0,0:22:40.57,0:22:45.45,Default,,0000,0000,0000,,We saw throughout that there was a higher\Nincrease from the boys in aggression
Dialogue: 0,0:22:45.45,0:22:48.33,Default,,0000,0000,0000,,and can social cognitive theory explain this?
Dialogue: 0,0:22:48.33,0:22:50.44,Default,,0000,0000,0000,,Is this just because maybe boys\Nare taught more to be aggressive
Dialogue: 0,0:22:50.44,0:22:52.64,Default,,0000,0000,0000,,or is there some biological factors?
Dialogue: 0,0:22:52.64,0:22:54.51,Default,,0000,0000,0000,,It's the old nature versus nurture here.
Dialogue: 0,0:22:54.51,0:22:56.16,Default,,0000,0000,0000,,Why are men generally more aggressive?
Dialogue: 0,0:22:56.16,0:22:58.64,Default,,0000,0000,0000,,And then, we come back to, for\Nexample, maybe testosterone.
Dialogue: 0,0:22:58.64,0:23:03.06,Default,,0000,0000,0000,,Is this a factor or is this just because\Nboys are raised to be more aggressive?
Dialogue: 0,0:23:03.09,0:23:07.19,Default,,0000,0000,0000,,Evaluating the concept of TRD,\Nisn't this just common knowledge?
Dialogue: 0,0:23:07.29,0:23:09.75,Default,,0000,0000,0000,,We now just know in psychology after years --
Dialogue: 0,0:23:09.75,0:23:13.88,Default,,0000,0000,0000,,I mean, in the 1980s when this idea was\Nfirst added into social cognitive theory,
Dialogue: 0,0:23:14.36,0:23:19.14,Default,,0000,0000,0000,,it might have been groundbreaking, like the\Nidea that our environment can affect our genes.
Dialogue: 0,0:23:19.33,0:23:20.99,Default,,0000,0000,0000,,But now, we just know that.
Dialogue: 0,0:23:20.99,0:23:27.60,Default,,0000,0000,0000,,We know from epigenetic studies and we\Nknow that environment affects our brain.
Dialogue: 0,0:23:27.60,0:23:33.42,Default,,0000,0000,0000,,It seems like a redundant point in this day\Nand age I think at least because it's just
Dialogue: 0,0:23:33.42,0:23:36.62,Default,,0000,0000,0000,,so well known that the nature or\Nnurture debate is largely dead
Dialogue: 0,0:23:36.62,0:23:38.05,Default,,0000,0000,0000,,and we know that it's nature or nurture.
Dialogue: 0,0:23:38.05,0:23:39.88,Default,,0000,0000,0000,,Sometimes, it's nature via\Nnurture and vice versa.
Dialogue: 0,0:23:39.88,0:23:42.91,Default,,0000,0000,0000,,So, I think that's one limitation of that idea.
Dialogue: 0,0:23:42.91,0:23:43.56,Default,,0000,0000,0000,,Self-efficacy.
Dialogue: 0,0:23:43.56,0:23:45.57,Default,,0000,0000,0000,,Now, maybe I'm showing my ignorance on this,
Dialogue: 0,0:23:45.69,0:23:50.07,Default,,0000,0000,0000,,but I'm wondering how we could really\Ngenuinely test this experimentally.
Dialogue: 0,0:23:50.07,0:23:52.70,Default,,0000,0000,0000,,I think mostly it's going\Nto be correlational studies
Dialogue: 0,0:23:52.91,0:23:56.33,Default,,0000,0000,0000,,because I mean how can we\Nethically manipulate people's levels
Dialogue: 0,0:23:56.33,0:23:59.65,Default,,0000,0000,0000,,of self-efficacy unless we\Ndid it in their self-efficacy
Dialogue: 0,0:23:59.65,0:24:01.74,Default,,0000,0000,0000,,in a field that doesn't really matter?
Dialogue: 0,0:24:01.87,0:24:03.62,Default,,0000,0000,0000,,But then, why would we care about that?
Dialogue: 0,0:24:03.62,0:24:09.45,Default,,0000,0000,0000,,So, for example, do you want to take one\Ngroup and reduce yourself in academics
Dialogue: 0,0:24:09.45,0:24:12.59,Default,,0000,0000,0000,,and see if it has an effect or maybe\Nwe could take one group and improve it
Dialogue: 0,0:24:12.59,0:24:14.71,Default,,0000,0000,0000,,and boost your self-efficacy and\Nsee if that has an effect as well,
Dialogue: 0,0:24:14.71,0:24:17.93,Default,,0000,0000,0000,,but there's maybe an ethical\N-- possibly it could be done.
Dialogue: 0,0:24:18.23,0:24:22.72,Default,,0000,0000,0000,,Anyway. For self-efficacy, you could\NI think evaluate the studies that show
Dialogue: 0,0:24:22.72,0:24:25.90,Default,,0000,0000,0000,,that this is correlational and it might\Nbe tricky to study experimentally.
Dialogue: 0,0:24:26.08,0:24:27.98,Default,,0000,0000,0000,,But if you know of any experiments\Non self-efficacy,
Dialogue: 0,0:24:27.98,0:24:31.56,Default,,0000,0000,0000,,true experiments where you manipulate levels\Nof self-efficacy, post it in the comments.
Dialogue: 0,0:24:31.56,0:24:33.59,Default,,0000,0000,0000,,I'd love to learn about them.
Dialogue: 0,0:24:34.13,0:24:34.57,Default,,0000,0000,0000,,That's it.
Dialogue: 0,0:24:34.57,0:24:36.92,Default,,0000,0000,0000,,Full on. I reckon I've probably\Ngone over 30 minutes.
Dialogue: 0,0:24:36.92,0:24:37.60,Default,,0000,0000,0000,,I don't have a timer.
Dialogue: 0,0:24:37.60,0:24:42.30,Default,,0000,0000,0000,,So, hopefully, you can describe\Nsocial cognitive theory,
Dialogue: 0,0:24:42.30,0:24:45.32,Default,,0000,0000,0000,,you can provide the studies\Nas evidence to support it.
Dialogue: 0,0:24:45.56,0:24:50.45,Default,,0000,0000,0000,,Remember, a short answer response you would\Njust summarize the theory and have one study.
Dialogue: 0,0:24:51.02,0:24:53.85,Default,,0000,0000,0000,,If you are going into an essay, you'd\Nwant to have two or three studies.
Dialogue: 0,0:24:54.20,0:24:58.17,Default,,0000,0000,0000,,And hopefully, you can explain at\Nleast one or two of those applications.
Dialogue: 0,0:24:58.17,0:24:59.79,Default,,0000,0000,0000,,I think it's a pretty easy one to explain,
Dialogue: 0,0:24:59.79,0:25:04.46,Default,,0000,0000,0000,,especially things like Sesame Street\Nobservation learning on television.
Dialogue: 0,0:25:04.46,0:25:06.98,Default,,0000,0000,0000,,And then, at least a couple\Nof limitations as well.
Dialogue: 0,0:25:08.22,0:25:10.40,Default,,0000,0000,0000,,So, a couple of exam tips before we leave.
Dialogue: 0,0:25:10.79,0:25:13.26,Default,,0000,0000,0000,,Short answer questions, describe\Nsocial cognitive theory
Dialogue: 0,0:25:13.26,0:25:17.94,Default,,0000,0000,0000,,as a possible question you might get,\Nand it's one that's been asked before.
Dialogue: 0,0:25:18.96,0:25:23.20,Default,,0000,0000,0000,,In order to do this and answer this properly,\Nexplain at least two of those core claims,
Dialogue: 0,0:25:23.20,0:25:26.89,Default,,0000,0000,0000,,maybe all three, but you want to\Ngive as much detail as possible.
Dialogue: 0,0:25:27.08,0:25:33.05,Default,,0000,0000,0000,,A common mistake students make is they'll have\None sentence or two sentences about the theory.
Dialogue: 0,0:25:33.60,0:25:38.04,Default,,0000,0000,0000,,Any question about a theory whether it's a model\Nof memory or if it's social identity theory,
Dialogue: 0,0:25:38.04,0:25:42.54,Default,,0000,0000,0000,,schema theory, a really, really common mistake\Nthat students make is they'll spend one
Dialogue: 0,0:25:42.54,0:25:45.97,Default,,0000,0000,0000,,or two sentences mentioning the theory and\Nthen the rest of the answer is about the study.
Dialogue: 0,0:25:46.34,0:25:47.87,Default,,0000,0000,0000,,You'll never get full marks doing that.
Dialogue: 0,0:25:48.08,0:25:53.91,Default,,0000,0000,0000,,You have to have a full description,\Na full summary of the theory.
Dialogue: 0,0:25:53.91,0:25:55.06,Default,,0000,0000,0000,,Make it nice and concise.
Dialogue: 0,0:25:55.06,0:26:01.24,Default,,0000,0000,0000,,It should be about 150 words of a\Nsummary using all the right terminology
Dialogue: 0,0:26:02.01,0:26:04.66,Default,,0000,0000,0000,,and then get into the study.
Dialogue: 0,0:26:04.79,0:26:06.18,Default,,0000,0000,0000,,Use one study in depth.
Dialogue: 0,0:26:06.18,0:26:10.28,Default,,0000,0000,0000,,And most importantly, show how that\Nstudy supports an aspect of the theory.
Dialogue: 0,0:26:10.28,0:26:13.94,Default,,0000,0000,0000,,So, if you're using the Bobo doll study,\Nyou'll take a couple of specific results
Dialogue: 0,0:26:13.94,0:26:16.25,Default,,0000,0000,0000,,and explain how that demonstrates\Nobservational learning.
Dialogue: 0,0:26:16.25,0:26:19.50,Default,,0000,0000,0000,,If you're talking about Caspi's study,\Nyou'll look at those specific results
Dialogue: 0,0:26:19.66,0:26:22.35,Default,,0000,0000,0000,,and how that supports the idea of\Ntriadic reciprocal determinism.
Dialogue: 0,0:26:22.40,0:26:27.86,Default,,0000,0000,0000,,So, it's important that you link the specific\Nresult to one of the claims of the theory,
Dialogue: 0,0:26:27.91,0:26:30.20,Default,,0000,0000,0000,,and that's another common thing\Nthat's missing in student answers.
Dialogue: 0,0:26:30.20,0:26:33.43,Default,,0000,0000,0000,,If you're writing an essay,\Ndiscuss equals evaluate.
Dialogue: 0,0:26:33.43,0:26:37.19,Default,,0000,0000,0000,,I haven't yet been convinced\Nthat this means otherwise.
Dialogue: 0,0:26:37.49,0:26:40.74,Default,,0000,0000,0000,,So, if you're asked to discuss social\Ncognitive theory, it means to evaluate.
Dialogue: 0,0:26:40.74,0:26:41.69,Default,,0000,0000,0000,,Follow the D.E.A.L. structure.
Dialogue: 0,0:26:41.79,0:26:42.51,Default,,0000,0000,0000,,Describe it.
Dialogue: 0,0:26:42.78,0:26:45.82,Default,,0000,0000,0000,,Give the studies, the applications,\Nthe limitations,
Dialogue: 0,0:26:45.82,0:26:47.23,Default,,0000,0000,0000,,and the evaluation is the same thing.
Dialogue: 0,0:26:47.35,0:26:50.10,Default,,0000,0000,0000,,Evaluate social cognitive theory,\Ndiscuss social cognitive theory,
Dialogue: 0,0:26:50.36,0:26:52.56,Default,,0000,0000,0000,,exact same answers would\Nboth get excellent marks.
Dialogue: 0,0:26:54.14,0:26:58.01,Default,,0000,0000,0000,,Now, again, just a reminder, try to have\Nlimitations of the theory to begin with,
Dialogue: 0,0:26:58.01,0:27:03.68,Default,,0000,0000,0000,,at least one or two, and then if you've\Ngot more time evaluate the studies.
Dialogue: 0,0:27:03.78,0:27:05.100,Default,,0000,0000,0000,,But be careful with how you\Nevaluate the studies.
Dialogue: 0,0:27:06.22,0:27:07.77,Default,,0000,0000,0000,,Methodology of the studies, yes.
Dialogue: 0,0:27:07.77,0:27:10.82,Default,,0000,0000,0000,,But ethics, like if you're going to\Nevaluate social cognitive theory and you talk
Dialogue: 0,0:27:10.82,0:27:14.05,Default,,0000,0000,0000,,about ethical limitations of the Bobo doll\Nstudies with teaching kids to be aggressive,
Dialogue: 0,0:27:14.77,0:27:16.77,Default,,0000,0000,0000,,it's a pretty loose point to make.
Dialogue: 0,0:27:16.77,0:27:21.26,Default,,0000,0000,0000,,So, you really want to be\Nevaluating the theory first
Dialogue: 0,0:27:21.26,0:27:24.01,Default,,0000,0000,0000,,and then maybe the validity of the studies.
Dialogue: 0,0:27:24.31,0:27:26.05,Default,,0000,0000,0000,,Ethicality is not so relevant.
Dialogue: 0,0:27:26.13,0:27:32.68,Default,,0000,0000,0000,,So, hopefully, you can use social cognitive\Ntheory to explain behavior like aggression,
Dialogue: 0,0:27:32.68,0:27:35.95,Default,,0000,0000,0000,,you can use at least one\Nkey study that supports it,
Dialogue: 0,0:27:35.95,0:27:37.88,Default,,0000,0000,0000,,and you can explain strengths and limitations.
Dialogue: 0,0:27:38.57,0:27:40.30,Default,,0000,0000,0000,,I really hope that was helpful.
Dialogue: 0,0:27:40.30,0:27:43.94,Default,,0000,0000,0000,,Leave comments if it was or if it\Nwasn't if you got ways I can improve.
Dialogue: 0,0:27:43.94,0:27:45.31,Default,,0000,0000,0000,,Subscribe to our blog.
Dialogue: 0,0:27:45.31,0:27:48.16,Default,,0000,0000,0000,,Heaps of stuff over there, and\NI keep trying to update it.
Dialogue: 0,0:27:48.16,0:27:50.53,Default,,0000,0000,0000,,I've just finished uploading\Nall the exam banks that I have,
Dialogue: 0,0:27:50.61,0:27:53.14,Default,,0000,0000,0000,,so you can see some possible\Nexam questions there.
Dialogue: 0,0:27:53.36,0:27:58.17,Default,,0000,0000,0000,,I'm new to Twitter, but I'm trying\Nto get out one exam tip every day.
Dialogue: 0,0:27:58.40,0:28:00.22,Default,,0000,0000,0000,,So, the link to that is in\Nthe description as well.
Dialogue: 0,0:28:00.33,0:28:00.90,Default,,0000,0000,0000,,That might help.
Dialogue: 0,0:28:00.90,0:28:03.65,Default,,0000,0000,0000,,And we've got Facebook groups\Nand everything else.
Dialogue: 0,0:28:03.65,0:28:06.41,Default,,0000,0000,0000,,Everything is in the description\Nthat you need including our books.
Dialogue: 0,0:28:06.41,0:28:07.59,Default,,0000,0000,0000,,So, good luck.
Dialogue: 0,0:28:07.59,0:28:09.55,Default,,0000,0000,0000,,If you've made it this far, well done.
Dialogue: 0,0:28:09.55,0:28:13.54,Default,,0000,0000,0000,,And if you're a student and you made it this\Nfar, I can tell that you've very motivated
Dialogue: 0,0:28:13.54,0:28:17.06,Default,,0000,0000,0000,,to do well in your exams, so\Nbest of luck and let me know
Dialogue: 0,0:28:17.06,0:28:18.36,Default,,0000,0000,0000,,if there's anything I can do to help you out.
Dialogue: 0,0:28:18.79,0:28:19.19,Default,,0000,0000,0000,,Cheers.