Identity and Behavior (MGT 111) Session 5- Learning (Part 2) PDF

Identity and Behaviour (MGT 111) Session 5- Learning (Part 2)  Bandura’s Social Learning Theory  Individuals can learn by being told or by observing what happens to other people, as well as through direct experience.  Much of what we have learned comes from watching mode...

Identity and Behaviour (MGT 111) Session 5- Learning (Part 2)  Bandura’s Social Learning Theory  Individuals can learn by being told or by observing what happens to other people, as well as through direct experience.  Much of what we have learned comes from watching models—parents, teachers, peers, film and television performers, bosses, and so forth.  Although social-learning theory is an extension of operant conditioning—that is, it assumes behavior is a function of consequences—it also acknowledges the effects of observational learning and perception.  People respond to the way they perceive and define consequences, not to the objective consequences themselves.  Four processes determine their influence on an individual:  1. Attentional processes. People learn from a model only when they recognize  and pay attention to its critical features. We tend to be most influenced by models that are attractive, repeatedly available, important to us, or similar to us.  2. Retention processes. A model’s influence depends on how well the individual remembers the model’s action after the model is no longer readily available.  3. Motor reproduction processes. After a person has seen a new behavior by observing the model, watching must be converted to doing. This process demonstrates that the individual can perform the modeled activities.  4. Reinforcement processes. Positively reinforced behaviors (positive incentives and rewards) are given more attention, learned better, and performed more often.  Bobo doll experiment: https://youtu.be/6lYsmt9qUVI?si=WWOaMM6BNn15Qlq1  Five tenets of social learning theory  1. Learning is a cognitive process that takes place in a social setting  2. Learning can occur by observing behaviour and its consequences  3. Learning can happen without an observable change in behaviour, because we may learn without displaying what we have learned  4. Reinforcements play a role but are not entirely responsible for learning  5. Cognition, behaviours, and environment all mutually  Cognitive Development  Focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development and cognitive psychology compared to an adult's point of view.  A large portion of research has gone into understanding how a child imagines the world.  Jean Piaget-"theory of cognitive development".  Piaget proposed four stages of cognitive development: the sensorimotor, preoperational, concrete operational and formal operational period.  Many of his theoretical claims have since fallen out of favor. However, his description of the more prominent changes in cognition with age is generally still accepted today.  Alternative and neo-Piagetian models have been advanced  Nature vs nurture debate: the dichotomy is false  Learning Piaget's theory of cognitive development Jean Piaget (1896–1980) believed that people move through stages of development that allow them to think in new, more complex ways. 1. Sensorimotor stage: Birth to 2 years  Behaviors lack a sense of thought and logic.  Know the world through movements and sensations  Learn about the world through basic actions such as sucking, grasping, looking, and listening  Learn that things continue to exist even when they cannot be seen (object permanence) 2. Preoperational Stage: 2 to 7 years  Begin to think symbolically and learn to use words and pictures to represent objects (language development)  Tend to be egocentric and struggle to see things from the perspective of others. Others can have different emotional experiences to the similar experiences.  Animism: is when an individual gives a lifeless object human like qualities. An individual usually believes that this object has human emotions, thoughts and intentions.  3. Concrete Operational Stage: 7 to 11 years  Begin to think logically about concrete events  Begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example  Thinking becomes more logical and organized, but still very concrete (not abstract and hypothetical concepts)  Begin using inductive logic, or reasoning from specific information to a general principle Less egocentric: they become more empathizing and perspective taking 4. The Formal Operational Stage: From 12 years onwards into adulthood  Begins to think abstractly and reason about hypothetical problems  Begins to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning  Begins to use deductive logic, or reasoning from a general principle to specific information  Can imagine themselves into future selves and picture the ideal self: Early stage may just be fantasies, but later stage characterized by more realistic thoughts due to life experiences.  Socio cultural approaches to Learning  This approach emphasizes the influence of the society that we live in on our learning process.  Cultural factors such as language, art, social norms and social structures can play a significant role in the development of our cognitive abilities.  The Zone of Proximal Development  One key element of Vygotsky's sociocultural approach is his idea of a Zone of Proximal Development (ZPD)  The Zone of Proximal Development is a way to gauge a child's ability to learn and grow.  Vygotsky believed that the ZPD was a far better way to gauge a child's intelligence than through the standard academic testing, which can often fail to account for cultural differences with regards to learning.  Scaffolding THANK YOU!