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