Introduction to

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Introduction to Theories of Communication
Effects Social Learning Theory
A service of the Communication Science
Research Resource Group
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Recap Theory map
MODEL
STAGE (Early --gt Late)
Message learning Reasoned action Social learni
ng Diffusion
Attention.Comprehension.Yielding..Retention
.. Action
Attitudes Subjective
norms..Intention to act. Action
Perceived control Attention...Retenti
on...Reproduction...Motivation..Performance
KnowledgePersuasion..
.Decision.Implementation.Confirmation
Rehearsal trial behavior occurs
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Origins of Social Learning Theory (Albert Bandura)
Reaction against behaviorism (behavior
conditioned to environmental stimuli) Recognition
of reciprocal influences and mediating effects
of (social) cognition Educational psychology
learning theory Studies of origins of aggressive
behavior
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Basic assumptions
Behavior
Reciprocal influences People rationally
assess behavior and its consequences,
self-direction Learning does not have to be
direct and experiential it can be vicarious
(through observation of others)
Personal factors
Environment
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Principles of Social Learning
People learn to act by gt observing the
actions of others gt observing the apparent
consequences of those actions gt evaluating
those consequences for their own
life gt rehearsing, then attempting to reproduce
those actions themselves Application modeling
desirable behaviors
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Social Learning Theory
Originated with the Bobo doll
experiments (Bandura, Ross Ross, 1963) "Sock
him in the nose" Knock him down" "Throw him in
the air "Kick him "Pow
"He keeps coming back for more"
"He sure is a tough fella."
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Social (Observational) learning process
Five steps 1. Attention People must be aware
of modeled event 2. Retention/Symbolic
representation People conceptualize the
action 3. Reproduction/Transformation into
action Initial attempts to re-enact behavior 4.
Motivational incentives People have reasons to
act 5. Performance Consistent accurate
enactment
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1. Attention
Attention to the behavior of others depends on
gt discriminability of the
behavior gt salience of the behavior gt complexity
of the behavior gt emotional appeal of
situation gt prevalence/familiarity with the
situation gt functional value of the
behavior Application modeled behavior should be
salient, distinctive, attractive, useful,
comprehensible, etc.
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2. Retention
Retention of the modeled behavior depends on
gt organization encoding of information
about the behavior gt perceived value of the
modeled behavior gt mental rehearsal of the
behavior Application easy to visualize,
segmentation, verbal aids/cues to recall,
explicit benefits, repetition, stimulus to
mentally rehearse
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3. Reproduction
Reproduction (trial) of the modeled behavior
depends on gt physical ability to
perform gt accuracy of retained
information gt immediacy of feedback
reinforcement gt accuracy of feedback from
others gt extent accuracy of
self-observation Application model trials, show
feedback, provide/encourage social reinforcement,
stimulate/aid self-observation
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4. Motivation
Motivation to perform depends on gt
presence of incentives - direct (social,
affective, physiological) - vicarious
(anticipated) - self-produced
(satisfaction) gt social barriers or
facilitating factors gt economic or material
resources gt self-efficacy (perceived ability to
perform) Application model vicarious
incentives, provide for direct incentives, reward
success, reduce barriers
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Key Concept Self-efficacy
A persons belief in their ability to produce
desired results by their own actions. Four
sources Mastery Personal success
overcoming/managing failure Vicarious
success Observing the success of
others Persuasion Convinced by others that
success is possible Physical/emotional
feedback Reading ones own internal state
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Collective efficacy
A groups shared belief in its joint capability
to organize and execute a course of action
required to produce a given level of
attainments. Sources of collective
efficacy Mastery Has the group enjoyed
previous success? Vicarious success Have other
similar groups been successful? Social
cohesion Do conditions or processes exist for
effective interaction coordination? Critical
mass Is critical mass attainable?
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Social Learning the TRA Model
Attitude toward the behavior
Subjective norm regarding the behavior
Intention to act
Behavior
Perceived control over the behavior
In response to the development of the
self-efficacy concept in social learning theory,
some versions of the Theory of Reasoned Action
have added a third component Perceived Control.
Like Attitudes and Subjective Norms, Perceived
Control can be measured as the product of beliefs
about facilitating and constraining factors and
evaluations of how positive or negative those
factors are.
Efficacy beliefs and evaluations of those beliefs
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Putting it to work
Where is your audience? What can you tell them
and how?
Performance
Motivation
Reproduction
Social Learning Theory addresses all stages in
the hierarchy of effects. For programmatic
purposes it is particularly rich for
understanding the Retention, Reproduction,
Motivation stages
Retention

• Attention

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Using Observational Learning

• Identify motives for action
• What personal and social incentives affect
  learning and behavior?
• Identify compelling message characteristics
• What models will be appealing and compelling?
• How should the behavior be visually represented?
• How can you stimulate/reinforce rehearsal?
• How can trials be encouraged?
• How can feedback be provided?
• How can incentives for performance be provided?
• Identify reinforcing activities
• How can mediated learning be reinforced through
  other program activities?

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Looking ahead

• Next Week
• Diffusion Theory
• Social networks and the spread of innovations