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Observational learning

Social learning theory: theory that
emphasizes learning through observation of
others.
This theory examines the processes involved as people learn from
observing others and gradually acquire control over their own behavior.
Social Cognitive Theory
We learn by watching other people.
Social Cognitive Theory
Learning: a change in mental structures that creates the capacity to
demonstrate different behaviors.
Modeling
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The tendency of individuals to imitate the
behaviors they observe in others. (Think of
the effect of popular sports figures on
youngsters—that’s modeling).
Cognitive modeling—where teachers
deliberately model strategies they want
students to use.
Vicarious learning—we watch others and
adjust our own behavior based on what
happens to them.
Modeling
Cognitive modeling:
makes your thinking
process “visible” to
students so they can
use it also. This is a
great way to teach
strategies. You can
model thinking at the
level of your students.
For example, adults
don’t typically “sound
out” words but
students in first grade
should be able to do
this. By modeling it,
you encourage
students to try the
strategy. This is also
called a “think aloud.”
This is a hard word, so I’m
going to sound it out. The first
letter is a B and that sounds like
/b/…Now I am going to check to
see if that word makes sense in
the sentence.
Modeling: Vicarious learning
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Vicarious learning: occurs when people
observe the consequences of another
person’s behavior and adjust their own
behavior accordingly.
If you watch another student get punished for
raising his/her hand, you are much less likely
to raise your hand.
Vicarious reinforcement: increasing the chances that we will repeat
a behavior by observing another person being reinforced for that
behavior.
Modeling: Effects
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Learn new behaviors—watch an expert serve a tennis
ball and then try it yourself.
Facilitate existing behaviors—one student’s
outrageous behavior may cause others to act out as
well.
Change inhibitions. An inhibition is a self-imposed
restriction on one’s behavior. If you go to a new
place, you watch other people’s behavior. If their
behavior is more reserved than yours normally is, you
will increase your inhibitions. If their behavior is
wilder than yours, you will reduce your inhibitions.
Arouse emotions. The emotions of models affect the
emotions of those watching.
Ripple effect: “contagious” spreading of behaviors through imitation.
Television and modeling
Theories of modeling were based on
research involving television watching, back
when watching television was new and
different entertainment. Television is a
powerful modeling system for children. The
more violent television they watch, the more
aggressive they are likely to become.
Now video games have introduced a whole new set of influences,
with the addition that the watcher is also a participant…
Television guidelines
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Limit television.
Avoid using TV as a reward or punishment
Model healthy viewing—critique what is being
seen with children.
Be an authoritative parent—as a counter
model to what is on TV.
Basically, similar rules apply to video gaming.
Learning from Models
Attention:
You have to
pay attention
to the model
Motivation:
You expect the same reward
that the model got. This
motivates you to pay attention,
to retain, and to reproduce the
behavior.
Reproduction:
You do what the
model did
Retention:
You have to
remember
what the
model did.
Students are more
likely to follow
models that they
think are like
themselves,
competent, and
with high status.
Self-Regulation
Set Goals
Self-Observation
Teaching your
students to be
self-regulating
learners means
that they may
become lifelong learners
and they will be
able to work
independently
in your
classroom.
Self-reinforcement:
controlling your own
reinforcers.
SelfReinforcement
Self-Assessment
The process of accepting
responsibility and control for
one’s own learning.
Also called: self-management: use of behavioral learning principles to
change your own behavior.
More about self regulation
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Cognitive behavior modification: the modification of
overt behavior through the manipulation of covert
thought processes.
“Manipulation” is a poor word in this definition. It
implies that teachers get students to do something
without the students realizing it, the way television
ads try to manipulate us into buying what we don’t
need, and that’s not what is going on here.
This process is actually teaching metacognition—
thinking about how to achieve goals and using
strategies to do so.
Self-efficacy: a person’s sense of being able to deal effectively with a
particular task.
Self-modeling
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Behavioral changes result from people
observing and reflecting on their own
behaviors.
When you get video taped during your field
experiences, that is an opportunity for selfmodeling.
This is a highly effective form of learning.
Cognitive Behavior Modification
and Self Instruction
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Cognitive behavior modification: procedures
based on both behavioral and cognitive
learning principles for changing your own
behavior by using self-talk and selfinstruction.
Self-instruction: talking oneself through the
steps of a task.
Process
1.
2.
3.
4.
5.
Adult model performs task while talking out loud to
him/herself.
Child performs the same task under direction of
model’s instruction.
Child performs task while talking out loud to
him/herself.
Child whispers instruction to self while performing
task.
Child performs task using private speech (internal
rather than external).
Productive
Selflearning
Reprimands
environmodeling
ment
Antecedents
Conditioned
stimulus
Generalization
Neutral
stimulus
Applied
behavior
analysis
Consequence
Good
behavior
game
Operant
conditionin
g
Prompts
Aversive
Contiguity
Group
Consequences
Operants
Punishers
Behavior Contingency
modification
contract
Inhibition
Observational
Punishment
learning
Behavioral Continuous Intermittent
Positive
learning reinforcemen reinforcemen behavioral
theories
t schedule t schedule
supports
Ratio
schedule
Positive
reinforcement
Reinforcement
SelfRespondents
regula-tion
Response
Token Reinforcement
system
SelfUnconditione
reinforcem
d response
ent
Response
cost
Shaping
Unconditione
d stimulus
Ripple
effect
Social
cognitive
theory
Vicarious
learning
Satiation
Social
isolation
Vicarious
reinforcement
Classical
conditioning
Cues
Interval
schedule
Cognitive
behavior
modification
Discrimination
Learning
Potency
Reinforcement
Self-efficacy
schedule
Cognitive
modeling
Extinction
Modeling
Premack
principle
Reinforcer
Presentati
on
punishme
nt
Removal
Selfpunishment management
Functional
Negative
Conditioned
behavioral reinforcem
response
assessment
ent
Time out
Selfinstruction
Social
Learning
theory
Stimulus
Stimulus
control