Social Learning Theory PDF

Social Learning Theory Chapter 5 DEPARTMENT OF CRIMINAL JUSTICE & CRIMINOLOGY  Social Learning Theory  4 Concepts (Akers, 1973; 1998 + Burgess & Akers, 1966)  Differential reinforcement  Balance of rewards and punishments that follow behavior...

Social Learning Theory Chapter 5 DEPARTMENT OF CRIMINAL JUSTICE & CRIMINOLOGY  Social Learning Theory  4 Concepts (Akers, 1973; 1998 + Burgess & Akers, 1966)  Differential reinforcement  Balance of rewards and punishments that follow behavior  Both anticipated and actual rewards/ punishments  “Schedules of reinforcement” – rate & ratio of rewards/ punishers  Reinforcement – encourages behavior continuation  Direct or Positive – desirable, rewarding outcome(s)  Indirect or Negative – avoidance of undesired event(s)  Punishment – discourages behavior continuation  Direct or Positive – undesirable consequences(s)/ outcome(s)  Indirect or Negative – undesirable removal of reward(s)  “Modalities of reinforcement”  Amount (i.e., measurable quantities of reinforcement), frequency (i.e., how often), & probability (i.e., likelihood of reinforcement) LOYOLA UNIVERSITY CHICAGO  Social Learning Theory  4 Concepts (Akers, 1973; 1998 + Burgess & Akers, 1966)  Differential reinforcement (cont.)  Types  Non‐social reinforcement – direct physical effects (e.g., drugs)  Social reinforcement  Direct reactions of others present when behavior is preformed  Punishments (e.g., disapproval, etc.)  Rewards: 1. Tangible (i.e., food, sex, money, & materials) & 2. Intangible* (i.e., approval, recognition, & status) [*often symbolic; fulfill ideological, religious, &/or political goals]  Self‐reinforcement  Exercise self‐control (Gottfredson & Hirschi, 1990)  Behave as if others were present (Hirschi, 1969) LOYOLA UNIVERSITY CHICAGO  Social Learning Theory  4 Concepts (Akers, 1973; 1998 + Burgess & Akers, 1966)  Imitation  Central to initial acquisition (vs. continuity & change)  Observe behavior  consider [+/–] consequences  behavior [vicarious reinforcement]  Salient models can be real (i.e., witnessed directly, in person) & symbolic (e.g., vicarious, virtual, & in media)  Primary group members are most salient (re: associa ons with ↑frequency, duration, priority, & intensity)  ↑Imitation if…  Person likes/ respects model (i.e., primary vs. reference group)  Model receives reinforcement &/or shows signs of pleasure  ↓Imitation (or “inverse imitation”) if…  Person does not like/ respect model  Model receives punishment &/or shows signs of discomfort LOYOLA UNIVERSITY CHICAGO  Social Learning Theory  Akers (1973; 1998 + Burgess & Akers, 1966)  All behavior is learned from others  Within intimate groups [definitions & differential association]  Behavior results from balance of rewards & punishments  Vicarious reinforcement [imitation + differential association]  In/ direct reinforcement & punishment [differential reinforcement]  Social learning is a process LOYOLA UNIVERSITY CHICAGO  Social Learning Theory  Akers (1973; 1998 + Burgess & Akers, 1966)  All behavior is learned from others  Social learning is a process  Initial deviance [typical temporal sequence]  Produced or inhibited by balance of: LOYOLA UNIVERSITY CHICAGO  Social Learning Theory  Akers (1973; 1998 + Burgess & Akers, 1966)  All behavior is learned from others  Social learning is a process (cont.)  After initiation, non‐/social reinforcers & punishers effect:  1. Likelihood of future deviance [& at what frequency] as well as  2. Definitions + peer associations LOYOLA UNIVERSITY CHICAGO  Criminological “Facts”  Criminology’s most common findings  1. Past behavior [often] predictive of future behavior  2. Group nature of delinquency  Shaw (1931) & McKay (1931; 1942), Reiss (1986), & Warr (1996; 2002)  Delinquency is predominately group behavior  Groups are small, unorganized, & short‐lived/ transitory  3. Individual delinquency correlated with peer delinquency  Glueck & Glueck (1950), Hirschi (1969), & Warr (1996; 2002)  No be er predictor than ↑delinquent peer associa ons  Social Learning Theory: Empirical Support  Pratt & colleagues (2000; 2010) & Warr (1996; 2002)  Strong – differential association & definitions  Modest – differential reinforcement & imitation LOYOLA UNIVERSITY CHICAGO  For This Week…  For Friday (Oct. 25th), read:  Chapter 6 – Social Bonding & Control Theories LOYOLA UNIVERSITY CHICAGO