Social Learning Theories

被引:1
|
作者
Bodenmann, G. [1 ]
Schaer, M. [1 ]
机构
[1] Univ Freiburg, Inst Familienforsch & Beratung, Ave Gare 1, CH-1700 Fribourg, Switzerland
来源
SPRACHE-STIMME-GEHOR | 2006年 / 30卷 / 01期
关键词
reciprocal determinism; learning; learned helplessness; Social Learning Theory;
D O I
10.1055/s-2006-931527
中图分类号
R76 [耳鼻咽喉科学];
学科分类号
100213 ;
摘要
The world and a person's behaviour cause each other. Bandura suggested that environment causes behaviour, but also behaviour causes environment as well. He labelled this concept reciprocal determinism. Later, he started to look at personality as an interaction among three factors: the environment, behaviour, and the person's psychological processes. These psychological processes consist of our ability to entertain images in our minds, and language. Prior to the advent of Social Learning Theories, the dominant perspective in clinical psychology focused on people's deep-seated instinctual motives as determining behaviour. Learning approaches were dominated by drive theory, which held that people are motivated by physiologically-based impulses that press the individual to satisfy them. The main idea in Julian Rotter's Social Learning Theory is that personality represents an interaction of the individual with his or her environment. To understand behaviour, one must consider both the individual together with his or her life history of learning and experiences and the environment. Rotter describes personality as a relatively stable set of potentials for responding to situations in a particular way. Seligman developed the idea of learned helplessness", a description of the effect of inescapable punishment. This model is suitable to explain human depression, causing the individual to rely fully on others for help
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页码:17 / 20
页数:4
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