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Human nature of the general populations is as complex as the human race it describes. Most people have combined aspects in defining their nature. Humans are both pleasure seeking and good-natured. If something is not pleasurable to them, it is unlikely that they are good-natured at the time. For example, babies are good-natured as long as they are feeling safe, fed, not wet, and not sick. Maslow describes this as the hierarchy of needs ( Maslow,1942). Humans are motivated by their needs. In order to have pleasure and be good-natured their basic needs of food and shelter must first be met. Tabula Rasa, originally introduced by John Locke has been translated today, as the brain is similar to a computer waiting to be programmed. There is no hard drive or any info available (Voland, 2000). However, most realize that humans are born with certain capabilities all ready. So, they are pre-programmed for some things. People are both pathological and affected by their environment. People are born with certain genetic factors that make them prone to certain pathology or behaviors (Eysenck, 1990). However, the socially environment and culture plays a role in bringing out the genetic factor. IF a person grows up in an environment that promotes antisocial behavior, it will easily bring this feature out in a person. The environment can also teach people to behave a certain way (Berger& Burgoon, 1995) The social cognitive theory states that most schemas are developed while the person is growing up. This can cause either positive or negative schemas and will affect how a person reacts to others. It also decides whether a person’s behavior will be positive or negative. Schemas are mental pictures stored in a person’s memory. The theory also supports the ability to change negative thoughts and behaviors. A person can change these behaviors by observing someone who models appropriate behaviors. A counselor can use both modeling and guided mastery to change the maladaptive thoughts and behaviors of a person (Pervin, Cervone, & Oliver, 2005). Social Cognitive theory is based on the fact, people learn through watching others. The personality is shaped by snapshots called schemas. For example, we have conditioned self to the sound of music. The mind thinks what a pleasant sound. If a person had not been conditioned by experience, we would have thought much different. Instead, we would have thought how dreadful it was (Pervin, Cervone, & Oliver, 2005).
Although Susanna Kaysen’s rebellious and self-harming actions of coping with her psychosis are viewed by some critics as pushing the boundary of sanity, many people have a form of a “borderline personality” that they must accept and individually work towards understanding in order to release themselves from the confines of their disorder. Kaysen commits to a journey of self-discovery, which ultimately allows her to accept and understand herself and her psychosis.
A Comparison of Psychodynamic and Social Learning in Regards to the Development of Personality "No Works Cited" “Psychologists define personality in many ways, but common to all of the ways are two basic concepts, uniqueness and characteristic patterns of behaviour. We will define personality as the complex set of unique psychological qualities that influence an individuals characteristic patterns of behaviour across different situations and over time.” (Psychology In Life, Phillip .G. Zimbardo, page 509)
One famous psychology scientist that goes by the name of, Julian Rotter, studied influential behavior and he proposed that individuals differ a great deal in terms of where they place the responsibility that happens to them (Hock 190). Rotter’s findings concluded that people either have an external or internal locus of control for placing responsibility that occurs to them. External locus of control is indicated when when people interpret consequences of their behavior to be controlled by luck, fate, or powerful others (190). One person from the movie young at heart that demonstrates a high external locus of control is Joe. In the hospital, Joe told Bob Cilman, “The lord knows how long your going to be here” (Walker & George, 2007). This is external because outside forces such as the lord, or god, play a
Through Social Learning Theory, an individual can be studied based on the behavior acquired by a role model. Verbal conditioning procedures and observation influences the response to an individual’s personality. Environment factors contribute to the Social Learning Theory. Antisocial model is a major contribute to crime, which influences negative characteristics. The Social Leaning Theory has three core social concepts the must be followed: observational learning, intrinsic reinforcement and modeling process.
Nature vs. nurture has been one of the oldest and most debated topics among psychologists over the years. This concept discusses whether a child is born into this world with their developmental work cut out for them or if a child is a “blank slate” and their experiences are what shape them into who they are. Over the years and plenty of research, psychologists have all mostly come to agree that it’s a little bit of both. Children are both born with some genetic predispositions while other aspects of the child’s development are strongly influenced by their surrounding environment. This plays into the criminal justice system when discussing where criminal behavior stems from. Is a criminal’s anti-social behavior just part of their DNA or is it a result of their upbringing? The answer to this question is not definite. Looking at research a strong argument can be made that criminals developed their anti-social patterns through the atmosphere in which they were raise, not their DNA.
The social learning theory extends this by taking into account that we may see other people being rewarded or punished, and adapt our own behaviour accordingly. However, social learning theory and behaviorism does not take into account that people have thoughts. It assumes that we have no free will over what we do and only respond according to what we have previously been exposed to. It also concerns itself solely with observable behaviors. Social learning theory can therefore be improved by attempting to explain where our thoughts come from, and how they affect our
Antisocial Personality Disorder can be transmitted genetically. A statistic says, “Family studies show that nearly one fifth of first-degree relatives of antisocials are themselves antisocials” (Craighead and Nemeroff). If an ASPD person has a child, there is a higher chance that the offspring will have antisocial personality disorder. Genetically, the central nervous systems neurotransmitter serotonin has been linked to aggressive behavior. “MRI brain scans of criminals… revealed reduced gray matter volume in the prefrontal cortex” (Psychology in Action). Environmentally, if an ASPD person has children, they could unintentionally raise them to have the same perspective on life. How an ASPD person was raised influences how severe the disorder is also. In some instances, if a set of twins are separated at birth and one is adopted by a family with a non-antisocial personality disorder and the other is adopted by an antisocial personality disorder person, the one who is not antisocial will raise a non-antisocial child and vice versa. In other words, some people seem to have a biological tendency to develop ASPD, and the family environment will determine whether that tendency is fulfilled (Batten). This idea can be scientifically supported by the Nature vs. Nurture theory, even though ASPD is not just one side of the theory but
Social cognitive theory (SCT) involves four key components: reciprocal interaction, enacting learning, vicarious learning, and modeling. Despite Ann, the English teacher in the video, may not know what SCT is, she does apply the theory to her teaching strategy.
The social-cognitive theory suggests that personality consists of learned behaviors and mental processes. The social-cognitive theory emphasizes thoughts, feelings, thinking, values and expectations.
Social learning theory links a person’s environment, behavior, and internal composition (Thompson 2013). I believe that I inherited genes that lead me to be driven and able to stay focused on a goal from my parents. That partnered with my internal desire to be the best at everything I do, as well as being raised in safe and secure environment that valued and rewarded hard work and accomplishment has led to be the person I am today. My parents gave me many positive things to model and to learn through observational learning, which is very important as a child (Thompson
Social cognitive theory is different from social learning theory because it takes into account cognitive processes including thinking, memory, language, and evaluating consequences. According to social cognitive theory, individuals play a part in their development (Malone, 2002). Cognitive patterns play a very large role in depression (Furman & Bender, 2003). For example, people don’t have a motivation to move forward in difficult times if they don’t believe they are able to do so. Self- efficacy is an important part of personal agency, and a main aspect in social cognitive theory (Bandura, 2001). A person’s perceived abilities and confidence play a part in what he or she does in his or her life. Cognition becomes a motivator or a hindrance, according to social cognitive theory. A person’s perceived self- efficacy helps determine what a person chooses to do, the amount of effort they put into it, and how long they can persist if there are barriers or failures that occur. How a person sees failure is also influential (Bandura, 20...
This theory is adapted by an induvial by watching others. I’ve learned pretty much everything through my friends and family to not know how to fully think on my own yet. Cognitive-Social Theory focuses on Albert Bandura's two main points of Reciprocal determinism and Self-efficacy. Reciprocal determinism is when our personality is shaped by interaction among cognitive factors, behavior, and environment. This can happen in three ways by: our friends influencing us, how we interpret and react to events, and situations to which we interact. I am totally deceptible of peer pressure and easily influenced, coming to a new school and new friends influenced a lot of my decisions. My new friends influenced my clothing choice to a more “preppy” expensive style. I started to listen to country music, care about makeup, and became a lot more girly due to my fashionable down-to-earth friends of mine. Also, our personalities shape how we interpret and react to events. Because I tend to very anxious, I help sometimes my situations with a lot of high stress because I get very stressed out quickly. Lastly, our personalities help create situations to which we interact, we often treat others on how they treat us by teaching them how to treat us. Because we usually learn how to treat other by how we’re acting, this should always be a common reminder for us to observe how we are behaving. While Self-efficacy is a person's
Social Learning accentuates the predominantly power of learning through social rewards and punishments, together with indirect reinforcements and modeling. Social Cognitive theories build on social theories and reflects that individual’s cognitive processes are influenced by behavioral associations. “Social learning theorists claim that the way that people think, plan, perceive and believe is an important part of learning. Social learning theorists claim that the way that people think, plan, perceive and believe is an important part of learning.” (Studentuk) Conditioning theories undertake direct linking between behavior and learning whereas Cognitive theories permits for the learning process to be altered by
Behaviorism and Social Learning Theory are two theories that have been used to describe the development of personality. While Behaviorism places a strong focus on how the environment shapes our personality, mainly through the process of negative and positive reinforcement, Social Cognitive Theory goes one step further by including how one’s thoughts and perceptions combine with behavior and environment to influence personality. Although there are some limitations in both theories, I feel that self-efficacy, self-esteem, and habits are valid parts of the two theories, playing a large role in how personality traits are established and expressed.
The distinction between nature versus nurture or even environment versus heredity leads to the question of: does the direct environment or the nature surrounding an adolescent directly influence acts of delinquency, later progressing further into more radical crimes such as murder or psychotic manifestation, or is it directly linked to the hereditary traits and genes passed down from that individual adolescent’s biological parents? To answer this question one must first understand the difference between nature, nurture, environment, and heredity. Nurture, broken down further into environment, is defined as various external or environmental factors one is exposed to which can be more specifically broken down into social and physical aspects. Nature, itself broken down into heredity, is defined as the genetics and the individual characteristics in one’s personality or even human nature.