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Social Cognitive Theory

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Learning by observation and modeling

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self-efficacy

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their beliefs regarding their ability to complete the tasks successfully

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self-regulation

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people increasingly take charge of their own learning and behavior

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General Principles that underlie social cognitive theory

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1. people can learn by observing others' behaviors and the consequences that result 2. learning can occur without a change in behavior. 3. cognition plays important roles in learning. 4. people can have considerable control over their actions and environments.

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Generalized imitation

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imitation itself becomes a habit

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Broadened view 1970s

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1. The observer is reinforced by the model 2. the observer sis reinforced by a third person 3.The imitated behavior itself leads to reinforcing consequences. 4. Consequences of the model's behavior affect the observer's behavior vicariously

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Vicarious reinforcement

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If a model is reinforced for a response, the observer may show an increase in that response;

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Bandura results

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When the children were placed in a room with the doll, those who had seen the model being reinforced for aggression displayed the most aggression behavior toward the doll. They'd been vicariously reinforced for aggression. Conversely, those children who had seen the model punished for aggression were the least aggressive of the three groups: they'd been vicariously punished for such behavior

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Delayed Imitation

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some behaviors that are acquired through observing others appear only days or weeks later, long after the original observations have been made.

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the keys ideas of the cognitive side of social cognitive theory

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1. Learning involves a mental (rather than behavioral) change 2. Certain cognitive processes are essential for learning to occur. 3. Learners must be aware of existing response...consequence contingencies. 4. Learners form expectations for future response...consequence contingencies 5. Learners also form beliefs about their ability to perform various behaviors 6. Outcome and efficacy expectations influence cognitive processes that underlie learning. 7. The nonoccurrence of expected consequences is an influential consequence in and of itself.

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Vicarious acquisition

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Learning through observation

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Outcome expectations

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hypotheses about the results that future actions are likely to b ring and then will later behave in ways that will maximize desired consequences.

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incentive

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influences the learning of a behavior it precedes **operant conditioning, reinforcement influences learning of the behavior it follows.

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efficacy expectations

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beliefs about whether they themselves can execute particle behaviors successfully

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People's learning and long-term development involve the interaction of three general sets of variables

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Environment (E): General conditions and immediate stimuli (including reinforcement and punishment) in the outside world. Person (P): an individuals particular physical characteristics, cognitive processes and socially and culturally conferred roles and reputations. Behavior (B): an individual's observable actions and reactions

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Reciprocal causation

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three sets of variables influence the other two

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The several possible effects on behavior

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1. Modeling teaches new behaviors 2. Modeling influences the frequency of previously learned behaviors 3. Modeling may encourage previous forbidden behaviors 4. Modeling increases the frequency of similar behaviors

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Facilitation effect

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a vicarious reinforcement effect

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Inhibition effect

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a vicarious punishment

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Disinhibition effect

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vicarious reinforcement

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three types of models bandura identified

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1. live model 2. symbolic model 3. verbal instructions

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live model

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an actual person demonstrating a particular behavior

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symbolic model

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a person or character portrayed in a book, film, TV show, video game, or other medium

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Verbal instructions

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Descriptions of how to behave--> without another human being, either live or symbolic, being present at all.

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Effective models, whether live or symbolic, tend to have one or more of the following characteristics.

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1. The model is competent. 2. The model has prestige and power 3. The model behaves in stereotypical "gender-appropriate" ways 4. The model's behavior is relevant to the observer's situation

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Cognitive modeling

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the model demonstrates not only how to do but also how to think about a task

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Four conditions necessary before an individual can successfully model the behavior of someone else

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attention retention motor reproduction motivation

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rehearsal

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repeating whatever needs to be remembered over and over

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memory codes

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verbal and visual serve as guides when people perform the observed behavior, whether they perform it immediately after the model has demonstrated it or at some future time

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High self-efficacy

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Learners are more likely to engage in certain behaviors when they believe they can execute the behaviors successfully

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self-efficacy for learning

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I can learn this if i put my mind to it for what one can eventually do with effort

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self-efficacy for performance

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I already know how to do this more in line with current abilities

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resilient self-efficacy

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people encounter small setbacks on the ways to achieving success, they learn that sustained effort and perseverance are key ingredients for success.

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coping model

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allow them to observe the strategies that someone else uses to gain proficiency

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Collective self-efficacy

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a function not only of people's perceptions of their own and others' capabilities but also of their perceptions of how effectively they can work together and coordinate their roles and responsibilites

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self-regualtion

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young learners gain an increasing sense of personal agency--increasing confidence that they can have considerable control over the course of their lives

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self-regulation entails what several processes?

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setting standards and goals self-observation self-evaluation self-reaction self-reflection

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effortful control

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human beings show differences in their ability to self-regulate their behaviors--> an individual difference variable

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self-control or self-management strategies

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1. self-instructions 2. self-monitoring 3. self-reinforcement 4. self-imposed stimulus control

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self-instructions

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learners repeat instructions that can guide their behavior

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meichenbaum the five steps to teach children how to give themselves instructions to guide their behavior

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1. cognitive modeling 2. overt, external guidance 3. overt, self guidance 4. faded, overt self-guidance 5. covert self-instruction

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self-monitoring

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have a person observe and assess their own responses

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self-reinforcement

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people can often increase productive behaviors, giving themselves a treat or special privilege when they behave in a desired fashion and withholding reinforcement when they don't

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specific implications for classroom practice

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1. Students often learn a great deal simply by observing. 2. Describing the consequences of behaviors can effectively increase appropriate behaviors and decrease inappropriate ones. 3. Modeling provides an alternative to shaping for teaching new behaviors. 4. Teachers, parents, and other adults must model appropriate behaviors and be sure that they do not model inappropriate ones 5. Exposure to a variety of other models can further enhance students' learning and development 6. Students must believe they are capable of accomplishing school tasks. 7. Teachers should help students set realistic expectations for their accomplishments. 8. Self-regulation techniques provide effective methods of improving student behavior 8. Teachers are more effective when they believe they can make a significant difference in students' academic and social development

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Generalized self-efficacy

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master new domains that applies broadly to many areas of the school curriculum

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Teacher self-efficacy

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teachers must believe that they can help students be successful

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