Philosophy Dictionary of ArgumentsHome
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| Social learning: Social learning in psychology is the process by which individuals learn behaviors, skills, and attitudes through observing and imitating others. Central to this is the role of modeling, where individuals emulate the actions of others, especially those perceived as similar, successful, or admirable. See also Learning, Imitation, Social behavior, Social relations, Group behavior, Social groups, Behavior._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. | |||
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Yuichi Shoda on Social Learning - Dictionary of Arguments
Corr I 475 SociaL Learning/Situations/Behavior/personality/Shoda/Smith: VsSocial Leraning Theory: Previous versions of social learning theory have sometimes been criticized for emphasizing the role of situational factors and basic learning mechanisms of behaviour acquisition and change while failing to specify internal ‘person’ variables that (a) mediate the effects of situational variables on behaviour, and (b) account for the individual differences that are so clearly evident to even the casual observer of human behaviour (Kenrick and Funder 1988)(1). Solution/Shoda/Smith: Building on a theoretical article by Mischel (1973)(2) that specified a set of ‘person variables’ consistent with the social learning theory approach of that time, a more recent formulation has yielded a new model that specifies internal mediating factors in a way that helps account for both personality coherence and cross-situational variability in a way that helps resolve the personality paradox. >Situations/Shoda/Smith,>Social Cognition/Shoda/Smith. 1. Kenrick, D. T. and Funder, D. C. 1988. Profiting from controversy: lessons from the person-situation debate, American Psychologist 43:23–34 2. Mischel, W. 1973. Toward a cognitive social learning reconceptualization of personality, Psychological Review 80: 252–83 Ronald E. Smith and Yuichi Shoda, “Personality as a cognitive-affective processing system“, in: Corr, Ph. J. & Matthews, G. (eds.) 2009. The Cambridge Handbook of Personality Psychology. New York: Cambridge University Press_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition. |
Shoda, Yuichi Corr I Philip J. Corr Gerald Matthews The Cambridge Handbook of Personality Psychology New York 2009 Corr II Philip J. Corr (Ed.) Personality and Individual Differences - Revisiting the classical studies Singapore, Washington DC, Melbourne 2018 |
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> Counter arguments against Shoda
> Counter arguments in relation to Social Learning
Ed. Martin Schulz, access date 2024-04-27