Slide 1AnnouncementsMain ObjectivesEarly Behaviorist “blank slate” theory of personalitySlide 5Classical (“Respondent”) ConditioningSlide 7Operant ConditioningChanging Sources of Reinforcement/PunishmentBehaviorism: Rules of Correct Application of PunishmentBehaviorism: The Dangers of PunishmentPunishment by others is often problematic.Reinforcement by others can be problematic too…Social Learning TheorySlide 15Rotter's Social Learning TheoryFrom Rotter’s ideas: “Locus of Control” (LOC)Where does LOC come from?Bandura's Social Learning Theory“Self Efficacy” also predicts behavior..Examples of “situations”Slide 22“Self Efficacy” has many benefitsSlide 24Social Learning TheorySocial Learning of Aggression: Beating Up BoboSocial/Observational LearningBandura's Social Learning TheoryCognitive-Affective Personality System (CAPS), Walter MischelCAPS: Interactions Among SystemsCAPS: Cognitive Person VariablesEnded here 3/28/16CAPS: If…ThenContributions of Learning Approaches to PersonalityLimitations of Learning Approaches to Personality© 2013 W. W. Norton & Company, Inc.The Personality PuzzleSixth Editionby David C. Funder Psychology of PersonalityLecture 17: 3/28/16Learning Approaches to Personality, Con’tStephanie Federspiel, Ph.D.1Announcements•Reminder: All Unit 2 quizzes due 4/3/16 by noon (12 p.m.). No penalty as long as quizzes are submitted by that final date. –Ch. 7, 8, 9, 14, 13•Preparing for Unit 2 Exam (Monday 4/4/16)–Possible Short answer questions released today–Extra office hours Friday 4/1/16 9:00 – 11:15 a.m.–Quiz answers released after deadline 4/3/16Main Objectives•Recap early behaviorist approaches (3 basic types of learning) and social learning theory•Discuss the cognitive-affective personality system (CAPS) (Walter Mischel)4Early Behaviorist “blank slate” theory of personality•Empiricism and a fundamental premise:–People learn only through direct experience–Experience is the source of all differences•Mind is a blank slate; empty at birth–Reality  Experience •Not filtered in any way; direct translation•In opposition to rationalism•Habituation (simplest form of learning)–Decrease in “response” w/repeated exposure•Unless stimulus changes or continually increases•Everyday example: sounds, sensations–Personality applications: Emotional experience•Violence•Life altering events (lottery, paralysis)Habituation6Classical (“Respondent”) ConditioningOne stimulus becomes a signal for another stimulus. WHY? Prediction; change in meaning of a stimulusPhysiology: Involuntary/passive responsesInfluence in Personality: Emotions, Attitudes, (Anxiety, Helplessness? Security and Exploration?)•Operant conditioning–Thorndike’s law of effect© 2016 W. W. Norton & Company, Inc.Operant Conditioning8Operant Conditioning–Behavior changes based on perceived Reinforcement (e.g. rewards) or Punishment •Personality traits reflect +/- in situation and past.•Challenges: Shaping needed, Stimulus Discrimination, Extinction, Different “Laws” for reinforce, punish 1) Types: Pos. or Neg 2) Primary & Conditioned Reinforcers exist 3) Social Reinforcers: Stimulation + Affective9Changing Sources of Reinforcement/Punishment•Early in life/socialization: –“Natural consequences” are very useful! (emotional reaction)–Parents, peers, educators (other people)•Later in life/socialization: + Internalized standards/values? –Shame, Guilt, Sadness–Relief, PrideBehaviorism: Rules of Correct Application of Punishment1. Availability of alternative (correct) responses2. Behavioral and situational specificity3. Apply punishment immediately after the behavior and every time it occurs4. Condition secondary punishing stimuli5. Avoid mixed messagesBehaviorism: The Dangers of Punishment1. Arousing intense negative emotion2. It is difficult to be consistent3. It is difficult to gauge the severity of punishment4. Teaches misuse of power5. Motivates concealment6. It is nearly impossible to use punishment correctly12Punishment by others is often problematic.1. May actually be reinforcing; Inadequate timing or consistency or “mixed” messages…2. Damaged relationships (fear, resentment); agent loses value as a reinforcer/ desirable model.3. 4. Doesn’t help develop alternative “desired” behavior or undo the intrinsic value/reward of the act. Doesn’t help self-regulation.13Reinforcement by others can be problematic too…1. Can undermine intrinsic motivation.2. Perceived as conditional acceptance? ( = threat of rejection)3. Feelings of internal compulsion (do it to be acceptable, loved) vs. autonomy. --not as effective for self-regulationSocial Learning Theory•Reaction to shortcomings of earlier behaviorism–Organisms were treated as essentially passive–Ignores motivation, thought, and cognition (due to being based on animals?)•Intrinsic desire to choose behaviors + to be competent?–Ignores the social dimension of learning•Importance of relationships and leaning from others. •Personal expectations & perceptions–Conditional acceptance??•Others’ expectations & perceptions, values–What is perceived, acknowledged, rewarded, etc.?Social Learning Theory•Suspicion that behaviorism did not tell the whole story–Kohler’s chimpanzeesRotter's Social Learning Theory•Expectancy value theory: B = E + RV–Choosing behavior based on expectancies (beliefs)–belief about likely rewards/punish matters most!!–People have specific and general expectanciesLOC: A Generalized Expectancy concerning whether one’s behavior determines rewards, punishments Internal: it’s (mostly) actual behaviorExternal: it’s (mostly) fate/destiny, luck, powerful others (uncontrollable influences) 17From Rotter’s ideas:“Locus of Control” (LOC)Where does LOC come from?•Personal reinforcement history.–Have I been able to succeed?•Social learning (values, beliefs) re: world.–Lower power/SES = more external LOC–Women = More external LOCBandura's Social Learning Theory•Builds on Rotter’s theory…•More emphasis on social nature of learning and how people affect situations•Efficacy expectations –Beliefs about capacity to do the behavior(s) (efficacy) that might be rewarded (expectancy)20“Self Efficacy” also predicts behavior..•Self efficacy: Do I have the needed skills to act in a prospective situation”?This belief influences