Feist−Feist: Theories of
Personality, Seventh
EditionV. Learning Theories 17. Rotter and Mischel:
Cognitive Social Learning
Theory(^520) © The McGraw−Hill
Companies, 2009
business, and ordering a dinner are all valued equally, then the response that is most
likely to produce a reinforcement has the highest behavior potential.
Rotter employs a broad definition of behavior, which refers to any response,
implicit or explicit, that can be observed or measured directly or indirectly. This
comprehensive concept allows Rotter to include as behavior such hypothetical con-
structs as generalizing, problem solving, thinking, analyzing, and so forth.
Expectancy
Expectancy(E) refers to a person’s expectation that some specific reinforcement or
set of reinforcements will occur in a given situation. The probability is not deter-
mined by the individual’s history of reinforcements, as Skinner contended, but is
subjectively held by the person. History, of course, is a contributing factor, but so too
are unrealistic thinking, expectations based on lack of information, and fantasies, so
long as the person sincerely believes that a given reinforcement or group of rein-
forcements are contingent on a particular response.
Expectancies can be general or specific. Generalized expectancies (GEs) are
learned through previous experiences with a particular response or similar responses
and are based on the belief that certain behaviors will be followed by positive rein-
forcement. For example, college students whose previous hard work has been rein-
forced by high grades will have a generalized expectancy of future reward and will
work hard in a variety of academic situations.
Specific expectancies are designated as E(E prime). In any situation the ex-
pectancy for a particular reinforcement is determined by a combination of a specific
expectancy (E) and the generalized expectancy (GE). For example, a student may
have general expectancy that a given level of academic work will be rewarded by
good grades but may believe that an equal amount of hard work in a French class
will go unrewarded.
Total expectancy of success is a function of both one’s generalized expectancy
and one’s specific expectancy. Total expectancy partially determines the amount of
effort people will expend in pursuit of their goals. A person with low total ex-
pectancy for success in obtaining a prestigious job is not likely to apply for the po-
sition, whereas a person with high expectancy for success will exert much effort and
persist in the face of setbacks to achieve goals that appear possible.
Reinforcement Value
Another variable in the prediction formula is reinforcement value(RV), which is the
preference a person attaches to any reinforcement when the probabilities for the oc-
currence of a number of different reinforcements are all equal.
Reinforcement value can be illustrated by a woman’s interactions with a vend-
ing machine that contains several possible selections, each costing the same. The
woman approaches the machine able and is willing to pay 75 cents in order to re-
ceive a snack. The vending machine is in perfect working condition, so there is a
100% probability that the woman’s response will be followed by some sort of rein-
forcement. Her expectancy of reinforcement, therefore, for the candy bar, corn chips,
potato chips, popcorn, tortilla chips, and Danish pastry are all equal. Her response—
514 Part V Learning Theories