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Social Cognitive Theory (aka) Social Learning Theory & (the Process of) Observational Learning
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Social Cognitive Theory(aka) Social Learning Theory
& (the Process of) Observational Learning
Dr Barbara SpearsGoogle Images
From drooling dogs & pecking pigeons to complex human behaviourAdequacy of behaviourist perspectives to explain:
Reading? Problem solving? Friendliness? Aggression?
Social Cognitive Theory:Social, Cognitive AND Behavioural factors play important roles in
learning.
Looking Back......BehaviourismEmphasis on experimental methodsFocus on variables we can:
ObserveMeasureManipulate ( Drooling dogs, & pecking pigeons)
CC: Respondent: PavlovAutonomic; involuntary, reflexive
Contiguous learning: stimulus : response
OC: Operant: Watson/Thorndike/SkinnerABC
Environmental experiences and behaviour
Neglects: Influence of social and cognitive factors
Social and Cognitive factors in learning?Social Factors? Cognitive Factors?Students observing their
parents’ achievement behaviour
What social factors have been important in your learning?
Students’ expectations for success
What cognitive factors have been important in your learning?
Moving ForwardsAlbert Bandura
When students learn, they cognitively “represent” or “transform” experiences
Observational Learning: Cognitive processing
Of information
Displayed by models
http://www.youtube.com/watch?v=jJNNtsJmZb4http://www.youtube.com/watch?v=688uHz6QYkQhttp://www.youtube.com/watch?v=cmzDLzqQ-A0
Allegra, 4, plays dress-up, Malibu, California.http://www.youtube.com/watch?v=xnGmjrdN-gU
Lily, aged 6"Britney’s a role model.
She’s fashionable, and she has movements that I like. Britney, Christina Aguilera, Destiny’s Child: They’re role models ’cause they like action and movement so much".
Lily, then 5, shops at Rachel London's Garden, where Britney Spears has some of her clothes designed. Los Angeles, California http://www.youtube.com/watch?v=jppUkWGKgls
Albert BanduraSocial Learning TheorySocial Learning in children
how children learn through observationCan learn new behaviourCan facilitate learner’s response
repertoireCan inhibit or dis-inhibit responses
Bobo Doll Study (1965)http://www.youtube.com/watch?v=8ZXOp5Po
pIA
http://chiron.valdosta.edu/whuitt/col/soccog/soclrn.html
http://chiron.valdosta.edu/whuitt/col/soccog/soclrn.html
Other studies....
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.25
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.37
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Video Games and Violence?http://www.youtube.com/watch?v=WB6vTkvi9to
http://ithp.org/articles/violentvideogames.html
http://www.apa.org/science/about/psa/2003/10/anderson.aspx
http://www.telegraph.co.uk/education/educationnews/9183385/Violent-video-games-are-fuelling-rise-in-aggressive-behaviour.html
Google Images
Comparison Effect Sizes......
Observational Learning/ ModellingPROCESS of Learning In Social Settings
Acquiring skills, strategies and beliefs by observing othersInvolves imitation
But not limited to itNot an exact copy:
But a general “form” applied http://www.youtube.com/watch?v=Fp8G7IZ29MY&feature=fvw http://www.youtube.com/watch?v=5URas0d1B7g http://www.youtube.com/watch?v=QcIDIPh1HGY
the functioning of OC in a social context
Behaviour changes without first being rewarded for approximations to the behaviour (shaped)
http://www.youtube.com/watch?v=WjpBa_4tXmM
Four Fundamentals of the (Observational, Social Cognitive) Learning Process: To Learn:Attention
= pay attention first : attend to the model
Retention Remember what you have paid attention to: code in memory
Imagery and language Store what we have seen as mental images/verbal descriptions
(Re)Production Translate images into behaviour Have to have the ability to reproduce
(Reinforcement and) Motivation Only perform when motivated
Past reinforcement Promised reinforcement (incentives) Vicarious reinforcement (seeing others)
Comparison : OC & OLOC: views
reinforcement is a direct cause of learning (ABC)
OL: viewsreinforcement as motivation, not learninglearning occurs: form a representation of the behaviour in
memory, & reproduce it
Modellingthe process of
observingthen imitating
Direct: simple imitation
Symbolic:books; TV; films
Synthesized: copying portions of behaviour for different purposes
Abstract: inferring a system of rules
DeterminantsReinforcements and punishments:
received by both model and observerBoth appropriate and inappropriate
behaviour can be modelledPro-social models have pro-social effectsConsistency is vital regardless
To Whom do we Pay Attention? Perceived SimilaritySimilar models
more effective than different
Several models
Same-sex
Peers
Alison, 17 years old"Close to a hundred percent of my close friends have been on some kind of prescription drug for depression or ADD or something like that. Dexedrine, Adderall, Paxil, Wellbutrin, Depakote, Neurontin, Effexor, Prozac".
Joyce, 15, Elysia, 14, and Alison, then 14, at their friend's sixteenth birthday party, Arlington, Virginia.
To Whom Do we Pay Attention? Perceived CompetenceInteraction with perceptions of similarity to
impact a model’s effectiveness
More competent is likely to be imitated than less competent
Competence?OlympiansFootball playersSoap StarsWho in the Class????
(Re)production &Motivation : Acquisition and Performance
We may all know more than we show
While learning may have occurred, it may not be demonstrated (Re/Produced)until the situation is right (Motivated)
May acquire new skill/behaviour: but may not perform it until motivated
Bandura Believes:Traditional behavioural views are
accurate, but incomplete
Social Learning TheoryExtended behavioural explanationsRecognised mental/psychological factors
Social COGNITIVE TheoryLinks:
the functioning of OC; in a social setting; with the role of cognition in processing
information
Social Cognitive TheoryEmphasises internal processes:
thoughts are always influencing actions and actions are always influencing thoughts
(Bandura, 1986)Children:
Think about what they do;about what we want them to dothose thoughts affect what they actually
do.
Reciprocal DeterminismHuman behaviour can be explained in terms of the reciprocal influences of Person/Cognitive Environmental Behavioural factors
Internal and External factors are important Interact and influence others Interaction of forces = reciprocal determinism
Environmental
Cognitive
Behaviour
3 key aspectsThat contribute to the interactive processes
in his ideas about human behaviour and cognitive functioning:
1 Observation: Vicarious Conditioning2 Language: Symbolic Processes3 Self talk: Self regulation
Vicarious ConditioningObservation of the consequences of actions
influences the motivation to enact the behaviour
Others are rewarded or punishedwe modify our behaviouras if we had received the consequences
Teaching and the Classroom?All aspects of the classroom have an impact on
learning: Internal (cognitive and personal); observation
and modelling; vicarious learning.Social Cognitive Theory can be used for:Teaching new behaviours/attitudesEncouraging existing behavioursChanging inhibitionsDirecting AttentionArousing Emotions
Cognitive Behaviour ApproachesConfucius:“If you give a man a fish...you feed him for a
day...If you teach a man to fish, you feed him for a lifetime...”
Cognitive Behaviour Approaches: Emphasise getting students to
MonitorManageRegulate their own behaviour
Self-Regulation (Model from Santrock, 2008, p 251)
Self Evaluation
and Monitoring
Goal Setting and Strategic
Planning
Putting a plan into Action
and Monitoring it
Monitoring outcomes and
refining strategies
Self-Efficacy“The belief in one’s capabilities to organise
and execute the sources of action required to manage prospective situations”
(Bandura, 1986) Bandura & Schunk (1981) and Schunk (1984) self- efficacy judgments are thought to affect
achievement by influencing an individual'schoice of activities, task avoidance, effort expenditure, and goal persistence.
Sef-EfficacyHenk and Melnick (1995) four basic factors to predict how students
estimate their capabilities as a reader: performance
past success, amount of effort, need for assistance, patterns of progress, task difficulty, task persistence, and belief in the effectiveness of instruction,
observational comparison, social feedback and physiological states.
SummaryStrengths Bandura extended behavioural theories:
Internal (cognitive & personal)External (environmental or contextual) factors
influence learningLearner makes an active contribution to behaviour
changeFocus on the role of observation and imitation
heightened awareness of the impact of such media as TV, video, e-games
Vicarious learning can have both positive and negative impacts on behaviour
SummaryLimitationsThe conditions under which vicarious
learning occurs have been questioned:Why do children imitate the behaviours of
some and not others?How can you be sure that desirable behaviours
modelled have impact, whilst undesirable behaviours are ignored and forgotten?
Links http://teachnet.edb.utexas.edu/~lynda_abbott/Social.html http://psychclassics.yorku.ca/Bandura/bobo.htm
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