Download 556 04 Social Learning Theory

2/14/2011
Social Learning Theory
Dr. K. A. Korb
University of Jos
Learning Goals
• Describe the four elements necessary for
observational learning to occur.
• Understand the role of the teacher in
observational learning
• Explain the three types of reinforcement
according to social learning theory
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2/14/2011
Dr. K. A. Korb
University of Jos
Social Learning Theory
• Declaration of Behaviorism: The goal of
psychology should be to predict and control
overt behavior (Watson, 1913)
• Law of effect: Responses followed by positive
outcomes are repeated while those followed
by negative outcomes are not
• Operant Conditioning: People learn to behave
in ways that result in reinforcement
Dr. K. A. Korb
University of Jos
Social Learning Theory
• Observational Learning: People learn by
observing others’ behavior and the outcomes of
their behavior
• Socialization: Process by which society teaches
children to behave like the ideal adults of the
society
– One of the most powerful socialization forces is
observational learning
– Children learn to behave like others in their culture
because observed behaviors will likely be reinforced
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2/14/2011
Dr. K. A. Korb
University of Jos
Social Learning vs. Behaviorism
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•
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Behaviorism
Learning occurs via
reinforcement
Learned behaviors must
be demonstrated
Behaviors must be
personally reinforced to
be learned
Consequences strengthen
or weaken behavior
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Social Learning
Learning is affected by
social influences
Learning can also
include acquired
knowledge
People can learn
through the
reinforcement of others
Consequences provide
information about the
social acceptability of
behavior
Dr. K. A. Korb
University of Jos
Social Learning
• Types of reinforcement
– Direct: Environment reinforces the student
– Vicarious: The student observes the environment
reinforcing another person
– Self: The student reinforces themselves
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2/14/2011
Dr. K. A. Korb
University of Jos
Observational Learning
•
Four elements must be met for a student to
learn a behavior through observational
learning:
1.
2.
3.
4.
Pay attention to the model
Retain information about the behavior
Produce the behavior
Be motivated to repeat the behavior
Dr. K. A. Korb
University of Jos
Observational Learning Process
Attention
T
•Task complexity
•Model relevance
•Repetition
S
•Attention skills
•Cognitive skills
•Interest
Retention
•Reminders
•Cognitive skills
•Visual rehearsal
•Behavioral
rehearsal
Production
•Feedback
•Physical ability
•Sub-skills
Motivation
•Rewards
•Rewards preference
•Internal standards
•Self-Efficacy
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2/14/2011
Dr. K. A. Korb
University of Jos
Observational Learning
• Observing a model engaging in a behavior can lead to
behavior change by:
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–
–
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Teaching new behaviors
Encouraging previously forbidden behaviors
Drawing attention to particular tools
Increasing emotional arousal
• Domains of Research in Observational Learning
–
–
–
–
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Aggression
Gender development
Peer relationships
Prosocial behavior
Influences of television and other media
Dr. K. A. Korb
University of Jos
Observational Learning
• Observational learning is most common
among novices
• People learn from models who are:
– Strong
– Nurturing
– Similar
• Race
• Gender
• Personal characteristics
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2/14/2011
Dr. K. A. Korb
University of Jos
Explaining Development
• Experience with the social world influences
development
– As children interact with others, they learn:
• New behaviors
• Appropriate situation for the behavior
• Motivation to perform the behavior through reinforcement
• Enculturation largely involves exhibiting desirable
social behaviors and strategies of problem solving
– Similar behaviors within the culture are the result of
exposure to similar models
Dr. K. A. Korb
University of Jos
Social Learning in Education
• Students often learn by observing others.
• Teachers and parents must model appropriate behaviors and
avoid modeling inappropriate behaviors.
• Teachers should expose students to a variety of models.
• Describing the consequences of behavior can effectively
increase appropriate behaviors and decrease inappropriate
ones.
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