Social Learning Theory Quiz

Lecture 1: (Ruth)

• Jerome Bruner: The single most characteristic of humans is learning. Other species start anew each generation, but humans inherit a culture that conserves and transmits knowledge. Humans have few reflexive mechanisms in comparison to other species, using cumulative learning to compensate. Constructivist learning is an active process where learners build on their existing knowledge.

• Gredler (1997): Learning is a process typically considered only when difficulties arise. It's vital for individual and societal development.

• Thorndike (1931): Human ability to learn and change is remarkable.

• Rogers (1990): Learning and risk-taking are interconnected. Learning comes from experience, which makes life interesting, motivating people to take more risks.

• Psychological Definition: Learning is a relatively permanent change in behavior resulting from experience.

Definitions of Learning

• A relatively permanent change in response potentiality because of reinforced behavior (Kimble, 1985)
• A relatively permanent change in behavior brought about by experience (Feldman, 1990)
• An enduring change in behavior or capacity to behave, resulting from practice or experience (Shuell, 1986)
• Not just skills and knowledge, but also values, attitudes, and emotional responses.

Learning

• Humans have the capacity, essential for survival, to change behaviors in accordance with mental associations formed through experience.
• Humans rely on learning and experience to progress in tasks like construction, travel, and raising children.
• Humans have progressed due to accumulated knowledge and experience.
• Humans' actions can change based on past experiences, allowing us to adapt to new environments.
• Animal/human difference is that human learning is more flexible, allowing adaptability and creative thought.

The unique human capacity for learning

• Humans have a unique ability to think, adapt, and learn across a wide range of areas. The environment influences what knowledge and skills are acquired but the adaptability is unique to the human species.
• This is linked to civilization growth and changes in human environments.
• Behavior is linked to learning; to ascertain if learning has occurred, an observation is necessary. This explains the use of tests as a metric of learning.

Curiosity

• Innate need to discover and understand the world around oneself.
• Ancestral curiosity involved reacting to stimuli, exploring the environment, and developing tools.
• Curiosity is important for survival.
• Two types: Epistemic (love of knowledge) and perceptual (driven by exploration, risk, and curiosity).

Incidental Learning

• Learning occurs naturally as a part of daily life.
• There is no conscious decision to learn.
• This is the most natural activity for humans.

The ultimate aim.

• Making life comfortable

Freedom to learn

• Humans have a natural learning potential
• Learning occurs when experiences are personally relevant
• Uncomfortable changes in self-perception can be barriers for learning
• External threats can lessen these barriers
• When the individual takes responsibility in the process, learning is more effective
• Learning lasting and involving the whole person creates more independent learners
• When self-evaluation is prioritized, learners become more self-reliant and creative.
• Learning in itself is about change and experience, which can lead to a lifelong pursuit of learning.

Frameworks of Learning

• Theories attempt to explain why factors influence learning and optimize learning environments.
• A theory should be factual and testable.
• Theory building frameworks provide a structured approach for analysis, facilitate efficient field development, and facilitate practical real world problem-solving.
• Four essential criteria: conceptual definitions, domain limitations, relationship-building, and predictions.

Psychology theories

• Provide a model to understand human thoughts, emotions and behaviors.
• Two key components: Describing behavior and predicting future thoughts, emotions and behaviors.

Psychological models with the learning continuum

• Learning started being studied in the 1800s, focused primarily on structuralism and functionalism which lacked research methods.
• These theories were further developed to include behaviorism, social learning, cognitivism, and sociocultural.
• Learning is impacted by observed behaviors and environmental factors.
• Social learning theory observes and models behavior.
• Cognitive theory is more focused on mental processes, like memory, thinking, and problem-solving.
• Sociocultural theory analyzes social interaction and culture.

Appropriate human functions

• Central cohesion: Integrating and understanding situations as a whole
• Executive function: Planning, organization, and flexibility
• Theory of mind: Understanding intentions, beliefs, and thoughts of others

Learning (Mastery) vs. Performing

• Learning-Oriented focus on developing skills
• Performance-Oriented focus on demonstrating skills

Basic integrities of learning

• Opportunity: The right time and setting for learning.
• Physical ability: The necessary physical skills to perform the task
• Psychodynamic factors: The mental/emotional state of the learner

Common features in the 3 definitions

• Change, memory, experience, response, or capacity to behave

Definitions of Learning

• Learning is a process of change, not a product.
• Memory is necessary but does not define learning.

Importance and advantages of theories.

• Understanding dynamics of learning
• Summarizing research findings
• Guiding future research
• Facilitating meaningful interpretation of findings

The Hierarchy of Experience

• Stages of development are based on cognitive and neurodevelopmental constructs, starting with sensation and progressing through different interactions to arrive at conceptualizations.

How theories of learning have evolved over time

• Initial approaches focused on introspection
• Behaviorism studied environmental influences on observable behaviors
• Social learning/cognitive theories recognize the role of observation and modeling
• More contemporary theories incorporate cognitive processes.

Learning through mental change

• Learning takes place mentally, through observation, without overt imitation
• Motivation plays a crucial role

Response-Consequence Awareness and Expectations

• Experiences and observation of consequence of actions guide expectations
• Expectations determine motivation and action

Efficacy Beliefs

• Self-efficacy reflects belief in ability to perform tasks and activities
• Belief in competence impacts effort and persistence

Non-occurrence of Expected Consequences

• Perceived lack of reinforcement or presence of punishment can be equally impactful
• Observing model behavior without consequences can encourage or discourage similar behavior

Social learning theory: Lecture 3

• Neal Miller and John Dollard began systematic study of learning through observation and imitation.
• Albert Bandura broadened the approach into Social Cognitive Theory.
• Learning takes place through reciprocal interaction among behaviour, environment, and personal factors.
• General principles: observation, modeling, reciprocal causation, and performance.

Environmental Factors in Social Cognitive Theory

• Reinforcement: behaviors are imitated because they are reinforced, forming a habit.
• Reinforcement mechanisms are through the model's behavior, a third person, or the behavior itself.
• Cultural examples: Reinforcement and imitation in social settings.

Self-Reinforcement

• Internalized standards of appropriate and inappropriate behavior; behaviors with positive outcomes result in better performance
• Behaviors with negative outcomes promote reduction of these behaviors.
• Observing others getting reinforced or punished; these influence behavior.

Modeling

• Imitation of observed behavior.
• Vicarious reinforcement: learning from others' rewards or punishments.
• Four essential features for learning: attention, retention, reproduction, and motivation.
• Different kinds of models exist and influence behavior (live, symbolic, verbal).
• Competence and prestige of a model influences imitation.

Gender Stereotyping

• Modelling often reinforces traditional gender norms

Ways modeling affects behavior

• Psychomotor behaviors acquisition/learning through observation.
• Academic skills learning through observation and how the learning process works.
• Observational learning of aggression—Observing aggression triggers aggression in people.
• Interpersonal behaviours – learning interactions by observation.

Impact of media models prosocial and antisocial

• Prosocial models promote positive behaviors.
• Antisocial models show negative behaviors and influence antisocial behavior.

Consistency between words and actions

• Inconsistencies between what is observed and what is said lessen the effect of modeling.

Conclusion from Bryan’s Study

• Learning through models is more impactful than being told directly to engage in a certain behavior

Four conditions necessary for effective modeling

• Attention
• Retention
• Motor Reproduction
• Motivation

Motivation, Affect, and their Effects

• Motivation: internal state initiating, directing, and sustaining actions and behaviors.
• Affect: emotions influence and are influenced by thought and action. Positive affect leads to better concentration, retention of concepts, and enhanced learning. Negative affect hinders these processes.
• Types of motivated behaviors (intrinsic/extrinsic)

Motivation History

• Motivational theories vary in their focus and explanations of diverse human behaviors.

Instinct Theory

• Innate behaviors biologically driven
• Focus on survival instinct

Drive Theory

• Motivational tension drives behavior when a need is present
• Reduce unpleasantness

Drive Reduction Theory

• Motivation depends on the reduction of drive

Opponent-Process Theory

• Maintaining emotional stability is the primary motivation
• Two responses: the motive for action and the opponent process (opposite of the action)

Field Theory

• Behavior patterns affect children's development (1959 experiment on surrogate mothers affecting affection/sexual response in monkeys)

Motivation's effects on learning

• More investment in tasks, time spent on tasks, and improved achievement are seen when motivation is high.

Intrinsic vs. Extrinsic Motivation

• Extrinsic motivation: driven by external rewards.
• Intrinsic motivation: driven by the enjoyment/value of the task.

Basic human needs and motivation

• Motivation theories highlight internal and external factors that influence behavior
• Drive reduction (maintain balance), incentives (attractiveness of goals), arousal, and sensation seeking all play a role in shaping motivation

Maslow's Hierarchy of Needs

• Hierarchy of needs that humans must fulfill for growth
• Physiological, safety, love and belonging, esteem, and self-actualization

Self-worth and Competence

• Achieving success, avoiding failures, setting low expectations, or making excuses for bad performance can lead to protecting one's sense of competence
• Importance of intrinsic motivation is key to success; this influences how people approach new challenges
• Feeling competent affects behavior and how much effort is put in to improve performance

Revisiting self-efficacy

• Competence is an overall feeling of accomplishment.
• Self-efficacy is the confidence in one's ability to perform specific tasks.
• Successes improve self-efficacy, while failures reduce it.

Educational implications of social learning theory

• Students learn through observing others
• Modelling both appropriate and inappropriate behaviors can have an effect
• Teachers modeling appropriate behaviors can improve learning outcomes

Critique of Bandura

• Theory is too broad, covering many aspects of learning, personality, and various elements of human behavior

Piaget’s Genetic Epistemology

• Development as a process driven by interaction between the child and the environment.
• Qualitative change in thinking across four stages (sensorimotor, preoperational, concrete operational, and formal operational).

Stages of cognitive development

• Sensorimotor
• Preoperational
• Concrete Operational
• Formal Operational

Piaget’s contribution to learning

• Understanding childhood experiences
• Learning as an active process
• Construction, not loading

Neo-Piagetian Theories of Cognitive Development

• Combines Piaget's ideas with information processing.
• Cognitive growth occurs through interactions with content-specific domains
• These stages affect the child's capability to learn

The Role of Formal Schooling

• Formal schooling plays a more significant role in cognitive development
• Education supports cognitive growth

Stages of Development

• Based on maturation criteria
• Invariable sequence of construction and preparation.

Case's Theory: Central Conceptual Structures

• Development of concepts occurs in specific domains.

Learning Through Hands-on Experience

• Children learn best through direct interaction, discovery learning, and inquiry-based learning

Discovery and Inquiry Learning

• Learning through exploring and discovering concepts

Cognitive disequilibrium

• Confronting conflicting information fuels cognitive restructuring

Peer interactions and sociocognitive conflict

• Learning from disagreements, which encourages re-evaluation of ideas.

Cultural tools

• Language is a crucial tool that affects learning and development

Importance of Play

• Imaginative play allows children to practice and explore complex concepts and roles beyond current capabilities

Language and Thought

• Thought and language develop separately then become integrated during the formation of higher cognitive processes.

Internalization

• Social interactions transform external language into internal thought
• Internal mechanisms are instrumental for cognitive development

Sociocultural Theory of Development

• Human behavior is influenced by cultural tools like symbols, technologies, and social interactions

Main Teaching Strategies

• Teachers should make use of the child's ZPD, support interaction between learners, and ensure learning is relevant by connecting concepts to the real world.
• Metacognition is crucial; encourage self-assessment, monitor development, and use the ZPD to tailor the learning.

Piaget and Vygotsky Similarities & Differences

• Similarities: Both focused on process, analytical observations, and the importance of experience in cognitive development
• Differences: Piaget focused on individual development, while Vygotsky focused on the role of social mediation. Piaget emphasizes universal developmental stages, while Vygotsky emphasizes the crucial role of the social environment. Vygotsky considered learning a facilitator to development, while Piaget viewed learning as directly dependent on development.

Learning 7: Gagne

• Gagne's learning theory involves a systematic approach to learning complex tasks.
• Emphasis is on breaking tasks into component parts, mastering each component, and linking them in a correct sequence with appropriate feedback.
• Learning outcome not specific to one situation.
• Learning is a complex, multifaceted cognitive process.

Research Methods

• Methods should be diverse across different learning settings so that principles generalize.

Definition of Learning

• Learning as a process enabling individuals to function in society, requiring consideration of the complex and diverse nature of learning.
• Capacities of learning: skills, attitudes, values, and knowledge

Instructional Events

• Nine instructional stages to facilitate learning through various methods. These include gaining learners’ attention , informing on the learning objective, stimulating recall of prior learning, presenting stimulus, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention/transfer.

Test your understanding of the key concepts in social learning theory. This quiz covers cognitive factors, reciprocal causation, and the effects of modeling and vicarious reinforcement. Perfect for students studying psychology and behavior analysis.