fei75766_ch18_569-609.indd 570  02/24/20 10:50 AM
Part VI    Learning-Cognitive Theories570
Which pair of items most closely matches your beliefs? Check 
either a or b.
1. a.  Luck is the main reason for people’s success.
 b.  People make their own luck.
2. a.   One way to bring about a thunder storm is to plan a picnic 
or some other outdoor event.
 b.   Weather patterns have nothing to do with people’s wishes.
3. a.  Students’ grades are mostly the result of chance.
 b.  Students’ grades are mostly the result of hard work.
4. a.   People have no control over large industries that pollute the 
environment.
 b.   People can work together to prevent large industries from 
dumping waste products into the environment.
5. a.   Popularity among high school students is due mostly to 
things beyond their control, for example, good looks.
 b.   Popularity among high school students is due mostly to a 
student’s own efforts.
6. a.   Injuries from motor vehicle crashes cannot be prevented. 
When it’s your time, it’s your time.
 b.   Wearing seat belts, having air bags in your automobile, and 
driving within the speed limit are proven ways of reducing 
injuries from motor vehicle crashes.
 These items are similar to ones Julian Rotter used in developing his 
Internal–External Control Scale, usually called the locus of control scale. We 
discuss this widely popular instrument in the section on internal and external 
control of reinforcement and offer some analysis on the meaning of these 
items.
Overview of Cognitive Social  
Learning Theory
Thecognitive social learning theories ofJulian Rotter andWalter Mischel eachrest
ontheassumption thatcognitive factors helpshape howpeople willreact toenviron -
mental forces. Both theorists object toSkinner’s explanation thatbehavior isshaped 
byimmediate reinforcement andinstead suggest thatone’s expectations offuture 
events areprime determinants ofperformance. 
Rotter contended thathuman behavior isbestpredicted from anunderstanding 
oftheinteraction ofpeople withtheirmeaningful environments. Asaninteractionist, 
hebelieved thatneither theenvironment itself northeindividual iscompletely respon -
sibleforbehavior. Instead, heheldthatpeople’s cognitions, pasthistories, andexpec -
tations ofthefuture arekeystopredicting behavior. Inthisrespect, hediffered from 
Skinner (Chapter 16),whobelieved thatreinforcement ultimately stems from the
environment. 
Mischel’s cognitive social theory hasmuch incommon withBandura’s social 
cognitive theory andRotter’s social learning theory. LikeBandura andRotter, Mischel Final PDF to printer