Alienation and Social Learning in a Reformatory

Abstract

In a reformatory setting the learning of information relevant to correctional matters is shown to be dependent upon the inmates' degree of alineation (i.e., powerlessness). Three kinds of information, differing chiefly in their usefulness for managing one's own destiny, were presented to the prisoners. This information concerned (1) the immediate reformatory situation, (2) achieving successful parole, and (3) long-range prospects for a non-criminal career. The essential prediction was that inmates scoring low in powerlessness would show superior retention of the parole material, since this material most clearly implies the possibility of personal control over events. The findings confirm this prediction. Examination of the inmates' social backgrounds shows that these results cannot be attributed to differences in intelligence or criminal history. Furthermore, the superior learning of the unalienated prisoners is shown to be associated with achievement-oriented behavior within the prison and on the outside. The relevance of these associations between alienation and social learning is indicated both for learning theory proper and for sociological concerns regarding alienation in contemporary society.