social cognitive views of learning

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Social Cognitive Views of Learning A theoretical perspective that focuses on how people learn by observing others and how they eventually assume control over their own behavior. Joan Schoenling EDF 6211, Section 798 Week 9, Chapter 10 University of South Florida

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I was assigned to be a moderator for one week in the Psych.Foundations of Education course that I am taking this semester. I prepared this presentation as an overview of Social Cognitive Views of Learning, the topic that was discussed during that week.

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Page 1: Social cognitive views of learning

Social Cognitive Views of Learning

A theoretical perspective that focuses on how people learn by observing others and how they

eventually assume control over their own behavior.

Joan SchoenlingEDF 6211, Section 798Week 9, Chapter 10University of South Florida

Page 2: Social cognitive views of learning

Five Basic Assumptions Underlying Social Cognitive

Theory(Ormrod, 2011, p. 324-325)

• People can learn by observing others.

• Learning is an internal process that may or may not lead to a behavior change.

• Cognitive processes influence motivation as well as learning.

• People and their environments mutually influence each other.

• Behavior becomes increasingly self-regulated.

Page 3: Social cognitive views of learning

Learning by Observation

Educational ImplicationHelp students acquire new behaviors more quickly by demonstrating those behaviors yourself.

ExampleDemonstrate appropriate ways to deal with and resolve interpersonal conflicts. Then ask students to role-play conflict resolution in small groups, and compliment those who use pro-social strategies.

Page 4: Social cognitive views of learning

Learning As An Internal Process That May

Or May Not Be Reflected In Behavior

Educational Implication

Remember that new learning doesn’t always reveal itself immediately but may instead be reflected in students’ behaviors at a later time.

Example

When one student engages in disruptive classroom behavior, take appropriate steps to discourage it. Otherwise, classmates who have witnessed the mis-behavior, may be similarly disruptive in the future.

Page 5: Social cognitive views of learning

Cognitive Processes in Motivation

Education Implications

Encourage students to set productive goals for themselves, especially goals that are challenging yet achievable.

Example

When teaching American Sign Language to help students communicate with classmates who are deaf, ask them to predict how many new words and phrases they can learn each week.

Page 6: Social cognitive views of learning

Reciprocal Influences Among Environmental, Behavioral, and

Personal Variables

Educational Implication

Encourage students to make choices that will lead to beneficial learning experiences.

Example

Describe the benefits of taking an advanced writing course, not only as a means of enhancing writing skills but also as a way of discovering whether one might enjoy a career in writing

Page 7: Social cognitive views of learning

Increasing Self-regulation With Age

Educational Implication

Teach students strategies through which they can better control their own behavior and direct their own learning.

ExampleGive students concrete suggestions about how they can remind themselves to bring needed supplies to school each day.

Page 8: Social cognitive views of learning

The Social Cognitive View of Reinforcement and Punishment

Ormrod, 2011, p. 326)

Page 9: Social cognitive views of learning

Learners’ Expectations are Influenced by What Happens to

Other People

Vicarious Reinforcement

Phenomenon in which a response increases in frequency when another person is observed being reinforced for that response.

Vicarious Punishment

Phenomenon in which a response decreases in frequency when another person is observed being punished for that response.

Page 10: Social cognitive views of learning

Difference Between Incentive and Reinforcer

Incentive

Hoped-for but not guaranteed future consequence of behavior

Reinforcer

A reward or stimulus used to encourage an action in order to increase the probability that it will be repeated

Page 11: Social cognitive views of learning

Nonoccurrence of Expected Consequence Can Have a

Reinforcing or Punishing Effect

Follow through with the consequences students have been led to expect for certain

behaviors

With This Or This

Page 12: Social cognitive views of learning

Promoting Learning Through Modeling

Ormrod, 2011, p. 329 – 334)

Live Model

Currently living individual whose behavior is observed in person.

Symbolic Model

Real or fictional character portrayed in the media that influences an observer’s behavior

Page 13: Social cognitive views of learning

Behaviors That Can be Learned From Models

Observations of Others Enable People to Acquire A Variety Of

Behaviors:

• Academic Skills• Aggression• Interpersonal Behaviors

Page 14: Social cognitive views of learning

Albert Bandera's Experiment With Children Who Observe

Aggressive Behavior

http://youtu.be/JHKb3wfdJI4 (Stickert and Schafer, July 17, 2012).

Page 15: Social cognitive views of learning

Characteristics of Effective Models

• Competent

• Prestige and Power

• Exhibit Behaviors Relevant to Learners’ Own Circumstances

Page 16: Social cognitive views of learning

Four Conditions Essential for Learning From Models

• “A”ttention – The learner must pay attention to the model

• “R”etention – The learner must remember what the model does.

• “M”otor Reproduction – The learner must be physically capable of reproducing the modeled behavior.

• “M”otivation – The learner must be motivated.

ARMoR

Page 17: Social cognitive views of learning

Nature and Origins of Self-Efficacy

(Ormrod, 2011, p. 335-340)

• A self-constructed judgment about his or her ability to execute certain behaviors or reach certain goals.

• Is more task or situation specific and involves judgments (rather than feelings) almost exclusively (e.g., “Do you believe you’ll be able to understand and apply educational psychology by reading Educational Psychology by Jeanne Ormrod?”).

Page 18: Social cognitive views of learning

How Self-Efficacy Affects Behavior and Cognition

• Choice of Activities

• Goals

• Effort and Persistence

• Learning and Achievement

Page 19: Social cognitive views of learning

Enhancing Students’ Self-Efficacy

• A Learner’s Previous Successes and Failures

• Messages from Others

• Successes and Failures of Other Individuals

• Successes and Failures as Part of a Group

Page 20: Social cognitive views of learning

Enhancing Teacher’s Self-Efficacy

• Be willing to experiment with new teaching strategies that can better help students learn.

• Have higher expectations for – and thus set higher goals for students’ performance.

• Put more effort into their teaching and are more persistent in helping students learn.

Page 21: Social cognitive views of learning

Self-Regulated Behavior(Ormrod, 2011, p. 341-347)

Self-chosen and self-directed behavior that leads to the fulfillment of personally constructed standards and goals

Page 22: Social cognitive views of learning

Components of Self-Regulated Behavior

Before the Response:• Self-Determined Standards and Goals

During the Response• Emotion Regulation• Self-Instructions• Self-Monitoring

After the Response:• Self-Evaluation• Self-Imposed Contingencies

Page 23: Social cognitive views of learning

Self-Regulated Learning(Ormrod, 2011, p. 347-348)

Regulation of one’s own cognitive processes and studying behaviors in

order to learn successfully

Page 24: Social cognitive views of learning

Components of Self-Regulated Learning

• Goal Setting• Planning• Self-motivation• Attention control• Flexible use of learning strategies• Self-monitoring• Appropriate help-seeking• Self-evaluation

Page 25: Social cognitive views of learning

Encouraging Self-Regulated Learning

(Ormrod, 2011, p. 349-352)

• Effective teachers provide a structure, or scaffolding to help students acquire various components of self-regulation.

• Scaffolding helps most students become increasingly capable of working independently as they move through grade levels.

Page 26: Social cognitive views of learning

Teacher Strategies For Self-Regulated Learning

(Ormrod, 2011, p. 350-352)

• Teach students the mental steps they can follow to solve complex problems more effectively.

• Teach students strategies for effectively mediating classmates’ interpersonal conflicts.

• Teach self-regulation strategies to students with special needs.

Page 27: Social cognitive views of learning

Reciprocal Causation(Ormrod, 2011, p. 352-355

A phenomenon that results from environment, behavior, and person mutually influencing one another.

Page 28: Social cognitive views of learning

Bandura’s Model of Triadic Reciprocal Determinism

http://thestrangestsituation.blogspot.com/2011/06/triadic-reciprocity-happens.html

The blue squares in the middle are the core of the model. The red circles are just some of the components of each square

The red arrows are the key. Note they aren't just pointing one way. People don't develop along a linear path. We aren't affected by one thing, one time, and that's it. This model shows how our personality and preferences, for example, influence the environments we choose (and vice versa), which in turn influence how we behave in those situations (and vice versa). 

Page 29: Social cognitive views of learning

Examples Of Reciprocal Causation

Effect of Environment

• On Behavior: Reinforcement and punishment affect future behavior.

• On Person: Feedback from others

Page 30: Social cognitive views of learning

Examples of Reciprocal Causation

(Cont’d)

Effects of Behavior

• On Environment: Specific behaviors affect the amount of reinforcement and punishment received.

• On Person: Success and failure affect expectations for future performance.

Page 31: Social cognitive views of learning

Examples of Reciprocal Causation

(Cont’d)

Effect of Person

• On environment: Self-efficacy affects choices of activities and therefore also affects the specific environment encountered.

• On behavior: Attention, retention, and motivation affect the degree to which a learner imitates behaviors modeled by others.

Page 32: Social cognitive views of learning

Compare/Contrast The Three Perspectives of Learning

(Ormrod, 2011, p. 356)

Issues Cognitive Psychology

Behaviorism Social Cognitive Theory

Learning is defined as. .

An internal mental phenomenon that may or may not be reflected in behavior

A behavior change An internal mental phenomenon that may or may not be reflected in behavior

The focus of investigation is on . . .

Cognitive processes Stimuli and responses that can be readily observed

Both behavior and cognitive processes

Principles of learning describe how . . .

People mentally process new information and construct knowledge from their experiences

People’s behaviors are affected by environmental stimuli

People’s observations of those around them affect their behavior and cognitive processes

Consequences of Behavior . . .

Are not a major focus of consideration

Must be experienced directly if they are to affect learning

Can be experienced either directly or vicariously

Learning and behavior are controlled

Primarily by cognitive processes within the individual

Primarily by environmental circumstances

Partly by the environment and partly by cognitive processes (people become increasingly self-regulating – and therefore less controlled by the environment – over time)

Educational implications focus on how we can help students . . .

Process information in effective ways and construct accurate and complete knowledge about classroom topics

Acquire more productive classroom behaviors

Learn by observing others and acquire effective self-regulation skills

Page 33: Social cognitive views of learning

Resources

Ormrod, J.E. (2011). Educational Psychology: Developing Learners (7th ed.). New Jersey: Prentice Hall.

“Sarah” (June 10, 2011 Blog). The Strangest Situation Where Psychology and YA Literature/Media Meet. Collide. Meld. Fight to the Death.http://thestrangestsituation.blogspot.com/2011/06/triadic-reciprocity-happens.html

Stickert, L. and Schafer, K. (July 17, 2012). The Experimental Design and Procedure of Bandura's experiment on aggression http://youtu.be/JHKb3wfdJI4