Download Social Learning Theory

Social Learning Theory
By: Albert Bandura
Bandura’s Early Life
 1925-present
Definition of Social Learning Theory
 “According to social learning theory, behavior
is learned symbolically through central
processing of response information before it
is performed. By observing a model of the
desired behavior, an individual forms an idea
of how response components must be
combined and sequenced to produce the new
behavior.” p. 35
Important Words to Know…
 Social Modeling
 Self Efficacy
 Differential Reinforcement
 Response Consequences
Functions of Social Learning
 Motivational
 Informative
 Reinforcing
Modeling
 “…most human behavior is learned
observationally through modeling: from
observing others one forms an idea of how
new behaviors are performed, and on later
occasions this coded information serves as a
guide for action.” p. 22
 Bobo Doll Experiment
Reinforcement
 “Reinforcement does play a role in
observational learning, but mainly as an
antecedent rather than a consequent
influence.” p. 37
Processes of Social Learning Theory
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Attentional Processes
Retention Processes
Motor Reproduction Processes
Motivational Processes
How to Shoot a Basketball
 Social Learning theory can be applied to
everyday activities!
Attentional Processes
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Question as the teacher: Where do I point my
student’s focus?
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1. Fingertips not palm
2. Elbow 90 degrees
3. Bend knees
Up and Over!
Retention Processes
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Convert instruction to symbols
Imagery Example: Picture what a perfect shot
looks like
Verbal Example: Remember “fingertips, elbow
straight, knees, up and over.”
Motor Reproduction Processes
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Convert symbols into performance
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Continual correction
Practice until perfection
Motivational Processes
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Do what works, ignore what’s right
Incorrect form of a basketball shot
Who cares if it looks correct? It only matters if I
make it.
Everyday Applications
Individual Stages of Modeling
 Instantaneous reproduction vs. Delayed
Reproduction

Evil Eye Baby
 Maturation of component functions, not just
cognitive abilities
 Example of Continuation students vs.
Average High School Student
Types of Social Modeling
 observational-verbal-written
 symbolic- TV.
 abstract modeling-moral judgments
 creative modeling
 other
Developmental Analysis of
Self-Efficacy
 self-knowledge of one's capabilities
 "accurate appraisal of one's own capabilities is
highly advantageous and often essential for
effective functioning.“
 Adults watch children through early stages
where lack of knowledge of their capabilities
presents potential hazards.
 Causal efficacy- baby moves objects-
becomes aware of self
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familial sources
peer group
School: an Agency for Cultivating
Cognitive Self-Efficacy
 primary setting for the cultivation and social validation
of cognitive competencies
 Creating learning environments conducive to the
development of cognitive skills rest on the
talents and self-efficacy of teachers.

Self-appraisals of less able students suffer most when the
whole group studies the same material and teachers make
frequent comparative evaluations. Rosenholtz and
Rosenholtz 1981---no child left behind
Stages of Life
 Adolescence- learning to assume responsibility
 Insulation from problematic situations leaves one ill
prepared to deal with adversity.
 Impoverished, high-risk environments
 Adulthood
 relationships, parenthood, and career
 Reappraisals of self-efficacy with advancing age
 Declining abilities, retirement,
relocation, loss
of friends
and spouses
Learning Theories and Models
What is Learning?
What is the role of
the environment?
What is the role of
the learner?
Skinner
Bandura
Learning- behavior change
acquisition of internal codes
EB
unknowing participant
one of three interacting, influential
parts in reciprocal determinism
4 processes
interacts with the environment
produces a behavior
an active participant
makes decisions
What is the major
mechanism through
which learning occurs?
operant conditioning
observational learning
Are there other factors
which must be
considered when
applying this
past reinforcement history
characteristics of the model
skills repertoire of the individual
mechanism?
particular characteristics inherited
by the individual
4 processes necessary for
learning: attention, retention,
motor reproduction &
motivation
readiness for learning, motivation
type of model – live, symbol
Stimulus-- response reinforcement
control of environmental stimuli
schedule of reinforcement
self-efficacy
self-regulation
What
teachers introduce stimuli and no theory of instruction
classroom/instructiona reinforcement to invoke
appropriate modeling – use of
l applications stem
proper response
symbols
from this theory?
transfer of learning
outcomes of learning are visual
& verbal codes
developing a positive
classroom climate
establishing functional value of
behavior
programmed instruction
classroom management is
very important – controlling
stimuli
guide learners internal
processing
shape personal efficacy & selfregulatory skills
learning extends outside the
classroom
Pros and Cons
Skinner’s Behaviorism
 Pros: “Scientific”
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observable, measurable
phenomena
Rigorous methodology
 Con: Ignores the things that make
humans “human”
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Cognitions
Emotions
“Free Will”
Albert Bandura’s Social Learning Theory
 Pros: put the “person” back into
personality
 Con: based on inferred
drives/needs/etc., which cannot be
tested
- ignore conscious cognitions
- situational influences
Summary
 We acquire, maintain, and modify behaviors that we
see others perform.
 We decide which behaviors to keep, and when to use
them, by using:
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symbolic thought (“what are my long term goals?”)
emotion (“damn that Bobo doll!!!”)
self-regulation (“I really want to scream at the prof, but
I need an A, so…”)
 Social Learning Theorists put the “person” back into
personality by stressing the interplay of personal
factors, environmental factors, on behavior.