Social Learning Theory PDF

Social Learning Theory Chapter 5 DEPARTMENT OF CRIMINAL JUSTICE & CRIMINOLOGY Social Learning Theory  Ron Akers  Professor Emeritus, University of Florida  Sutherland Award (1988), American Society of Criminology  It’s the guy from your textbook!...

Social Learning Theory Chapter 5 DEPARTMENT OF CRIMINAL JUSTICE & CRIMINOLOGY Social Learning Theory  Ron Akers  Professor Emeritus, University of Florida  Sutherland Award (1988), American Society of Criminology  It’s the guy from your textbook!   1973 1992 1998 1994/2021  Social Learning Theory  Akers (1973; 1998 + Burgess & Akers, 1966)  Revised differential association theory (Sutherland, 1947)  Reduced to 7 propositions [from Sutherland’s “9 Principles” (1947)]  Merged: (1) Criminal behavior is learned (8) through same mechanisms & process of all learned behavior  Dropped: (9) Criminal behavior is an expression of general needs & values  ↑Specifica on of learning process  “Incorporated social psychology” (Bandura, 1969; 1977; Skinner, 1953; 1959)  Reinforcement through conditioning  Operant [or Instrumental] vs. Classical [or Pavlovian] LOYOLA UNIVERSITY CHICAGO Social Learning Theory  Reinforcement through conditioning  Operant [or Instrumental] vs.  Classical [or Pavlovian]  Arranged relationship between  Arranged relationship between response & stimulus (or reinforcer) two stimuli (or reinforcers)  B. F. Skinner’s rats  Pavlov’s dogs  Press lever (response)  food (stimuli or  Tone (stimuli #1)  food (#2) reinforcer)  ∴ Tone  salivation  Social Learning Theory  Akers (1973; 1998 + Burgess & Akers, 1966)  All behavior – conventional & deviant – is learned  Learning occurs in “intimate group setting”  Childhood vs. adolescence & young adulthood  4 Concepts  Differential association (Akers + Sutherland, 1947)  Definitions (Akers + Sutherland, 1947)  Differential reinforcement (Akers)  Imitation (Akers) LOYOLA UNIVERSITY CHICAGO  Social Learning Theory  4 Concepts (Akers, 1973; 1998 + Burgess & Akers, 1966)  Differential association (Sutherland, 1947)  Learning occurs in “intimate (peer) group setting”  Interactional dimension  Direct association & interactions with others  Primary & secondary groups* (i.e., family & peers)  Indirect associa on & iden fica on with ↑distant groups  Reference groups (i.e., school, church, & leisure/ recreational)  *“Virtual peer groups” (i.e., social media) (*Warr, 2002)  Symbolic groups (e.g., “Cubs win! We’re the world champions!”)  Normative dimension  Patterns of norms exposed to through associations  Modalities of association (Sutherland, 1947)  Frequency (i.e., how often), duration (i.e., amount of time), priority (i.e., early vs. later), & intensity (i.e., primary vs. distant) LOYOLA UNIVERSITY CHICAGO  Social Learning Theory  4 Concepts (Akers, 1973; 1998 + Burgess & Akers, 1966)  Definitions (Sutherland, 1947)  Beliefs, attitudes, & meanings attached to behavior  Discriminative stimuli operate as cues or signals for a situation’s appropriate/ expected response  Types  General or Negative Definitions – conventional values/ beliefs, & attitudes (e.g., religious & moral)  Harming others is wrong (i.e., stealing & violence)  Specific Definitions  Positive definitions – Beliefs/ attitudes that make behavior morally desirable  It’s your patriotic duty to disobey unjust laws  Neutralizing definitions – Beliefs/ attitudes that justify, rationalize, or excuse behavior  Since smoking pot doesn’t hurt anyone, it isn’t wrong LOYOLA UNIVERSITY CHICAGO