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Social Learning Theory.docx

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University of Guelph
SOC 2700
Scott Brandon

Social Learning Theory 1. Basis of Social Learning Theory  Results of socialization relationships (peers, families) various ways people can learn)  Role of environment over internal causes situations where behavior is learned through environmental influence  Symbolic interaction ideas in terms of concepts, that we live in a world of symbols notions of learning processes: symbols of doing a crime (technology facilitates crime) meaning and conveying those meaning associated with criminal behavior is important (ex. Don’t ever back down in a fight) 2. Early influences of psychology  Classical conditioning: Pavlov connection between manipulation and peoples behavior (Milgram experiment, dogs+bells, children+monkeys)  Operant conditioning: BF Skinner could operatize people’s behavior with condition of rewards and punishment reinforce behavior by rewarding actual behavior, and punish if they don’t  Social learning theory: reinforcement more developed idea of conditioning experiences reinforce behavior through a complex system of reward sand punishments and looking at reactions of some people`s behavior Influence of Albert Bandura  Direct experience is how we learn  young children imitate the environment they grow up in  learn right and wrong from people’s reactions to behavior.. learn from errors learn from doing things and observing other people  Modelling and mimicking behavior  watch others and do actions to get to required goal  valued activity is it is regarded as something with significance humans respond and interpret symbols and it shapes environment quite significantly  Social environment shapes modeling feedback and reinforcement positive feedback reinforces the behavior VISE VERSA 4. Modern Social Learning Theory  Crime is learned crime has to be learned at all different class levels becomes a social process.. people learn criminal behavior by observing it than doing it  Social relations influence behavior peer groups 5. Edwin Sutherland: Theory of Differential Association  Two elements of learning content: ideas about doing crime attitude, rationalizations, motivations about criminal behavior thinking about doing crime process: association with others different way we day-to-day interactions with people and various ways meaning are developed. actually doing crime ideas of crime and deviance have to be seemed as okay  Ties to symbolic interaction meanings arrive from this interactive process  Skill set and meanings have to be learned acquire access of definitions favorable to crime techniques, motives, circumstance favorable to criminal behavior  Crime occurs when there is an excess of definitions leaning toward crime people often associate with deviant people by accident initiation to crime is when people are tied towards criminal behavior  Nine propositions (pg. 180-181) 6. Critics towards differential associations  Measuring “excess of definitions” what leads one to the next  Too simplistic learning process is simplistic in nature takes place over long periods of time  Crimes of passions (and impulsivity)  Individualistic explanations other things going on beyond the social environment (social choice, parenting, free will) issue of falsifications: it’s actually impossible to do as such, key idea of theories is various types of statements. No significant data to back that up. 7. One response: Ronald’s Akers and Differential reinforcement Theory  Uses operant condition and imitation and modeling influence of bandura differential reinforcement: operant condition and different complexity in which this can occur different ideas of positive reinforcement: different ways to promote behavior (ex. privileges in prison, graduating from university) and negative reinforcement  Blends sociology and psychology psychology reinforcement= promoting behavior by reinforcing it reinforcing by not doing anything about it 8. Central Ideas of Akers  Differential association  way people associate and how we sanction those associations (parents saying cant hangout with so and so)  Definitions of the situation app
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