Social Cognitive Theory Presented by Noman Yaser Qureshi

Social Cognitive Theory Presented by: Noman Yaser Qureshi Assistant Professor Department of C&MS University of Sargodha

What is it? � � � Social Cognitive theory provides a framework that allows us to analyze the human cognitive (mental functions) that produce certain behaviors. It describes the mental processes at work whenever a person learns. It is a direct offshoot of the more comprehensive and widely recognized Social Learning Theory explains behavior by examining how cognitive, behavioral and environmental factors interact (Bandura, 1977). It serves as the basis for many other theories of media effects.

How it Works? Behavioral change depends on the factors: environment, people and behavior. � These three factors are constantly influencing each other. � There are social and physical environments. Social environment include: family members, friends, colleagues and other relevant people. Physical environment includes: : water, food, temperature, availability of drugs and etc. The environments provide models for behavior. �

How it Works (Continued)?

Distinctive Human Traits Theory emphasizes the importance of several distinctive cognitive human traits that set human beings apart. � symbolizing capacity; selfregulatory capacity; self-reflective capacity; and vicarious capacity. � symbolizing capacity: Human communication is based on shared meanings through language comprising symbols. The capacity to understand use these symbols allows people to store, process and transform observed experiences into cognitive models that guide them in future actions and decisions. �

Distinctive Human Traits self-regulatory capacity: It includes the concepts of motivation and evaluation. People have the ability to motivate themselves to achieve certain goals. They tend to evaluate their own behavior and respond accordingly. In this way, behavior is self-directed and self-regulated. � self-reflective capacity: It involves the process of thought verification. It is the ability of the person to perform a self-check to make sure his/her thinking is correct. � vicarious capacity: It is the ability to learn without direct experience. � It emphasizes the potential social effect of mass media. �

key elements Observational learning and modeling are key elements in social cognitive Theory. � Whenever a person observes other people’s actions, and the consequences of those actions, the person may learn from what has been observed. � Modeling is the re-enactment of the learned behavior. It includes four component processes: Attention, retention, motor production, and motivation. �

Modeling (continued) Attention: A person must pay attention to any behavior and perceive it accurately in order to model it successfully (Bryant & Thompson, 2002). � Retention: Modeled behavior must be remembered or retained in order to be used again. The permanent memory stores the information by means of symbolic representation that subsequently can be converted into action (p. 70). � Motor Production: To follow and practice modeled behavior. If a follower processes the necessary component skills, observational learning occurs at a much faster rate. In other words, the natural ability or the superior motor memory of the follower largely determines the length of time required for the mastery of the modeled behavior (p. 70). �

Modeling (continued) Motivation: Motivation is a major factor in the decision to use modeled behaviors, they learn (p. 71), Three type of situations provide the incentives that motivate a person to model learned behavior: � Positive outcomes through direct performance of the behavior. � Observation of another’s behavior and the subsequent outcomes � Evaluation based upon personal values or standards of behavior (Bandura 1989, 1984). �

Abstract Modeling Rules of behavior learned in the past serve as a guide for new life situations (Bandura, 1994). � These rules often provide an abstract framework for decision making in new situations. � So, people may apply the rules of learned behavior in the past to the new and different situations. � Abstract modeling takes learning to higher level than mere mimicry of observed behavior. �

Effects of Modeling � If a person observes behavior or receives information that is in contradiction in some way with the person’s established pattern of behavior, two types of effects may occur: Inhibitory and Disinhibitory effects. � The inner conflict causes a person to reexamine his/her motivations to perform the established behavior.

Effects of Modeling (Continued) Inhibitory effects: Inhibitory effects occur whenever a person refrained from reprehensible conduct for fear of consequences such as formal punishment from society or censure from one’s own conscience. Inhibitory effects occur whenever new information or the observation inhibits or restrains a person from acting in a previously learned way. � Disinhibitory effects: disinhibit or lift previously learned internal restraints on certain behavior. � Bo. Bo Doll experience (Bandura, 1963). �

Learning from Media Content and Modeling Whenever a person sees a character on the screen expressing some strong emotion or performing some powerful action, the viewer is affected or aroused. � According to SCT, many different influences of varying strength often determine human behavior. � No simple pattern of influence exists to explain every instance of persuasion, or modeling or adoption of a new behavior. �

Learning from Media Content and Modeling (Continued) � Sometimes, people are influenced by what they see on screen, ; sometimes by interpersonal communication, ; sometimes by a combination of both. � In all the cases, a combination of outside factors and personal characteristics are at work. The dynamics of those combinations differ with each person (Bryant & Thompson, 2002).

Strengths � Causal link between media and behavior is demonstrated � Applies across several viewers and viewing situations � Has strong explanatory power (for example rejects catharsis, stresses importance of environmental and content cues) (Baron & Davis, 2006)

Relation with Other Theories � Cultivation � Priming (Agenda Setting) � Diffusion of Innovations

Weaknesses � � � Laboratory demonstration raises questions of generalizability Experimental demonstration might overestimate media power Has difficulty in explaining long term effects of media consumption Underestimates people’s active use of media contents Focuses too narrowly on individual rather than on cultural effects (Baron & Davis, 2006)

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