Is media influencing judgment or media selection influencing judgment? Do both correlate or are different from each other? How is our cognition built through media? Our judgment or perception influences the things we see. Bandura is a very well-known name in social psychology, and so is his theory of social cognitive theory.
Social Cognitive Theory (SCT) is best recognized in the history of communication studies (Bandura, 1977). The Social Learning Theory was critical in understanding how media, particularly television, affect children. The well-known "Bobo doll studies" (Bandura, 1965), in which young kids were taught to attack inflatable plastic clowns (also known as "Bobo" dolls) by watching models punish the inflatable toys on film, are a mainstay in textbook accounts of the effects of mass media and continue to influence media effects studies. In particular, the process of "observant learning," which describes how visual media can educate, reinforce, and urge behaviors depicted on screen, significantly advances our understanding of media effects.
SCT can be used to explain the various facets of media selection behavior because it aspires to be a general explanation of human behavior. These include the initial adoption of media forms and channels, content selection within those options, ongoing active media selection behavior, habitual media selection, the emergence of dysfunctional, "problematic," or even "addictive" media behavior, and the cessation of previously chosen media behaviors. By doing this, the tradition of social learning theory in media research is turned on its head: media consumption behavior is now the focus of the study rather than the factor that influences subsequent behavioral outcomes.
The interaction of fundamental human skills to employ symbols, exercise foresight, learn from indirect experience, and reflect on and control their conduct can be used to explain media behavior in terms of SCT. Through direct personal experience with the media or indirectly through witnessing the experiences of others, symbolic representations of the anticipated effects of media choices emerge. These representations are organized in neural codes that support forethought regarding the suitability of engaging in future media behaviors. People can assess their media experiences and change their mental processes to better adapt to the media options at their disposal thanks to the ability to reflect on their behavior.
A particularly relevant sort of self-reflection that aids people in choosing which forms of consumption to engage in or sustain is self-efficacy judgments about their capacities to use and benefit from media use. Because of their ability to self-regulate, humans are not always influenced by media stimuli and can instead produce reinforcement for their media activities in response to introspection. So, through result expectations, self-efficacy beliefs, and self-regulation, media habits can be characterized. Consumption is a particularly significant form of self-reflection that helps people choose which forms of consumption to start or continue. Because of their ability to self-regulate, humans are not always influenced by media stimuli and can instead produce reinforcement for their media activities in response to introspection. So, through result expectations, self-efficacy beliefs, and self-regulation, media habits can be characterized.
The adoption of new media technologies can be understood through observational learning. The children may have seen peers using spreadsheet software on early personal computers. This may have caused them to believe that they would be able to work and handle their finances more effectively if they purchased an Apple II, which would result in financial benefits for them. This is an example of an outcome expectation incorporating an economic incentive. They acted in a way that resulted in their buying their personal computer because they anticipated that conclusion. Direct visual observation is not always necessary for observational learning. Consequently, SCT can explain how the relative benefits of new media are observed, which is a crucial step in the diffusion of innovation.
Media choices that we make regularly and how our tastes in media change over time are both explained by active learning. Think about the movie selection process. Moviegoers' earlier experiences with the actors and the genre have an impact on their expectations for the final product. They liked George Clooney's previous films, so they expect his new work to be good, providing an enjoyable activity incentive for going to the movies. However, they might decide against going because of unfavorable reviews (an example of observational learning) or because they think their dates won't like George's movies, which would have an unfavorable social impact. And if the current movie doesn't measure up to expectations, they might change them for future George Clooney movies.
The opinion, or the perspective, of everything, is formed through social cognition. The Social Learning Theory of Albert Bandura thoroughly explains how social cognition is built through media and how they both influence each other. The media perception is influenced by computers, which are important for various tasks, just as we believe that having an Apple laptop allows us to work more efficiently.
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