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learning_theories:social_cognitive_learning_theory [2011/07/11 12:00] jpetrovic [What is social cognitive theory?] |
learning_theories:social_cognitive_learning_theory [2011/07/11 12:15] jpetrovic [Bibliography] |
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Basic principles of social cognitive theory were set in eralier works of [[http://psych.fullerton.edu/jmearns/rotter.htm|Julian Rotter]](([[http://books.google.hr/books?id=kx1sAAAAMAAJ|Rotter, Julian B. Social learning and clinical psychology. Prentice-Hall, 1954.]])), Neal Miller and [[http://www.mnsu.edu/emuseum/information/biography/abcde/dollard_john.html|John Dollard]](([[http://books.google.com/books?id=OHNPNgAACAAJ|Miller, N. E. and Dollard, J. Social Learning and Imitation. New Haven: Yale University Press, 1941.]])). Bandura’s social learning theory starts from evolved assumption that we can learn by observing others. Key processes during this type of learning are observation, imitation, and modeling which as such involve **attention, memory, and motivation**(([[http://www.mhhe.com/socscience/comm/bandur-s.mhtml|Social Learning Theory of Albert Bandura. In Griffin E. (Eds.) A First Look at Communication Theory. McGraw-Hill Higher Education, 1999.]])). People **learn through observing others’ behavior, attitudes, and outcomes of those behaviors**. | Basic principles of social cognitive theory were set in eralier works of [[http://psych.fullerton.edu/jmearns/rotter.htm|Julian Rotter]](([[http://books.google.hr/books?id=kx1sAAAAMAAJ|Rotter, Julian B. Social learning and clinical psychology. Prentice-Hall, 1954.]])), Neal Miller and [[http://www.mnsu.edu/emuseum/information/biography/abcde/dollard_john.html|John Dollard]](([[http://books.google.com/books?id=OHNPNgAACAAJ|Miller, N. E. and Dollard, J. Social Learning and Imitation. New Haven: Yale University Press, 1941.]])). Bandura’s social learning theory starts from evolved assumption that we can learn by observing others. Key processes during this type of learning are observation, imitation, and modeling which as such involve **attention, memory, and motivation**(([[http://www.mhhe.com/socscience/comm/bandur-s.mhtml|Social Learning Theory of Albert Bandura. In Griffin E. (Eds.) A First Look at Communication Theory. McGraw-Hill Higher Education, 1999.]])). People **learn through observing others’ behavior, attitudes, and outcomes of those behaviors**. | ||
- | This theory therefore outgrows [[learning_paradigms:behaviorism|behaviorism]] and forms its connection to [[learning_paradigms:cognitivism]] as it claims **people don't just respond to stimuli**, but **interpret them as well** and includes cognitive aspects like motivation and attention.(([[http://www.mhhe.com/socscience/comm/bandur-s.mhtml|Social Learning Theory of Albert Bandura. In Griffin E. (Eds.) A First Look at Communication Theory. McGraw-Hill Higher Education, 1999.]])) People are shaped by the outside world and at the same time they shape the outside world ("**reciprocal determinism**") instead of just being machines modeled and conditioned by the environment.(([[http://www.learning-theories.com/social-learning-theory-bandura.html|Social Learning Theory (Bandura). Learning Theories Knowledgebase.]])) Bandura's theory is therefore often considered a bridge between behaviorist and cognitivist learning perspectives. | + | This theory therefore outgrows [[learning_paradigms:behaviorism|behaviorism]] and forms its connection to [[learning_paradigms:cognitivism]] as it claims **people don't just respond to stimuli**, but **interpret them as well** and includes cognitive aspects like motivation and attention.(([[http://www.mhhe.com/socscience/comm/bandur-s.mhtml|Social Learning Theory of Albert Bandura. In Griffin E. (Eds.) A First Look at Communication Theory. McGraw-Hill Higher Education, 1999.]])) People are shaped by the outside world and at the same time they shape the outside world ("**reciprocal determinism**") instead of just being machines modeled and conditioned by the environment.(([[http://webspace.ship.edu/cgboer/bandura.html|Boeree, George. Albert Bandura.]])) Bandura's theory is therefore often considered a bridge between behaviorist and cognitivist learning perspectives. |
[[http://www.soawe.com/time/?tag=What-is-a-bobo-doll|{{ images:bobo-doll.jpg?230x150|Bobo doll experiment. Image borrowed from: http://www.soawe.com/time/?tag=What-is-a-bobo-doll. Click on the picture to follow the link. }}]] | [[http://www.soawe.com/time/?tag=What-is-a-bobo-doll|{{ images:bobo-doll.jpg?230x150|Bobo doll experiment. Image borrowed from: http://www.soawe.com/time/?tag=What-is-a-bobo-doll. Click on the picture to follow the link. }}]] | ||
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* **Retention** - in order to learn a behavior it must be remembered (retained). | * **Retention** - in order to learn a behavior it must be remembered (retained). | ||
* **Reproduction** - converting symbolic representations from memory into appropriate actions. | * **Reproduction** - converting symbolic representations from memory into appropriate actions. | ||
- | * **Motivation** - in order to imitate a behavior a motivational factor must be present. Motivation can be positive (increasing probability of certain behavior) or negative (decreasing probability of certain behavior). Negative motivators don't cause learning. Motivators can be: | + | * **Motivation** - in order to imitate a behavior a motivational factor must be present. Motivation can be positive (increasing probability of certain behavior) or negative (decreasing probability of certain behavior). Negative motivators don't cause learning. Motivators can be(([[http://webspace.ship.edu/cgboer/bandura.html|Boeree, George. Albert Bandura.]])): |
* Past reinforcement/punishment - as in behaviorism. | * Past reinforcement/punishment - as in behaviorism. | ||
* Promised reinforcements/punishment - motivators we can imagine or threats. | * Promised reinforcements/punishment - motivators we can imagine or threats. | ||
* Vicarious reinforcement/punishment - seeing and recalling the model being reinforced/punished. | * Vicarious reinforcement/punishment - seeing and recalling the model being reinforced/punished. | ||
- | Bandura suggests people don't just respond to external stimuli with a learned behavior, but can also control that behavior through //self-regulation//. **Self-regulation** involves **three steps**: | + | Bandura suggests people don't just respond to external stimuli with a learned behavior, but can also control that behavior through //self-regulation//. **Self-regulation** involves three steps(([[http://webspace.ship.edu/cgboer/bandura.html|Boeree, George. Albert Bandura.]])): |
* **Self-observation** - one looks at himself and his behavior keeping track of his actions. | * **Self-observation** - one looks at himself and his behavior keeping track of his actions. | ||
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* **Self-response** - if expectations are met, one gives himself a rewarding self-response and opposite. The self-responses one gives himself can vary from treating himself with a good meal to feelings of pride or shame. | * **Self-response** - if expectations are met, one gives himself a rewarding self-response and opposite. The self-responses one gives himself can vary from treating himself with a good meal to feelings of pride or shame. | ||
- | Long range results of more **positive self-responses** are a **higher self-concept** (**self-esteem**). **Negative self-responses** according to Bandura result in **lower self-concept** and possibly **compensation** (superiority complex), **inactivity** (apathy or depression) or **escape** (drugs, television fantasies, even suicide). Bandura's suggestions for avoiding this states are that one should: | + | Long range results of more positive self-responses are a higher self-concept (**self-esteem**). Negative self-responses according to Bandura result in lower self-concept and possibly compensation (superiority complex), inactivity (apathy or depression) or escape (drugs, television fantasies, even suicide). Bandura's suggestions for avoiding this states are that one should: |
* learn an accurate picture of his behavior (considering self-observation), | * learn an accurate picture of his behavior (considering self-observation), | ||
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[[http://www.criminology.fsu.edu/crimtheory/bandura.htm|Isom, M. D. Albert Bandura. November 30, 1998.]] Retrieved February 18, 2011. | [[http://www.criminology.fsu.edu/crimtheory/bandura.htm|Isom, M. D. Albert Bandura. November 30, 1998.]] Retrieved February 18, 2011. | ||
- | [[http://www.mhhe.com/socscience/comm/bandur-s.mhtml|Boerre, G. Social learning theory of Albert Bandura, Chapter 31.]] | + | [[http://www.mhhe.com/socscience/comm/bandur-s.mhtml|Boerre, G. Social learning theory of Albert Bandura.]] Retrieved July 9, 2011. |
===== Read more ===== | ===== Read more ===== | ||