Unit-11, Learning Theory, 20-04-2021

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M.A.(Psy) 2 SOCIAL LEARNING THEORY SOCIAL LEARNING THEORY  Course Code: MAP601  Semester: First All right are reserved with CU-IDOL  E-Lesson: 11 SLM Unit: 11 www.cuidol.in Unit-9,10(MAP 601)

Social Learning theory 33 OBJECTIVES INTRODUCTION  To enable students to gather a creative and in  The unit covers the Social Learning depth understanding of psychology as a science. Theory of Bandura  To understand the role and importance of various school of psychology. To familiarize students with recent development  Self-efficacy in the bandura theory  in the fields in the field of Psychology. introduced context of an explanatory model of human behavior Students will acquire and demonstrate knowledge of information pertaining to  personality and individual differences. . www.cuidol.in Unit-9,10(MMAAPP660011)) INSTITUTAEllOFrigDhIStTaArNeCrEesAeNrDveOdNwLiItNhECLUEA-IRDNOINL G

TOPICS TO BE COVERED 4 SOCIAL LEARNING THEORY SELF-EFFICACY IN THE BANDURA THEORY Social Learning theory www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Albert Bandura 5 He was born December 4, 1925 in a small town in northern Alberta, Canada •1949 – Graduated from the University of British Columbia with a degree in Psychology. •1952 – Received his Ph.D. in Clinical Psychology from the University of Iowa. •1974- Bandura was elected the president of the American Psychological Association • 1977- Bandura became known as the Father of the Cognitive Theory. •2004 - Outstanding Lifetime Contribution to Psychology, American Psychological Association www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Introduction Learning is: 6 “A persisting change in human performance or performance potential as a result of the learner’s interaction with the environment” (Driscoll, 1994, pp. 8-9). “The relatively permanent change in a person’s knowledge or behavior due to experience” (Mayer, 1982, p. 1040). “An enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience” (Shuell, 1986, p. 412). www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

4 7 Learning Theories  Behaviorism  Social Learning Theory (SLT)  Social Cognitive Learning Theory (SCLT)  Albert Bandura is arguably the most eminelnitving psychologist. His Social Cognitive theory has influenced many areas of inquiry: education, health sciences, social policy and psychotherapy among others. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

5 SL via observation, 8 T imitation, and SLT & SCLT are based on SCL modeling T Observation via observation understanding, predicting and changing human behavior. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Social Learning Theory 9 • SLT has become perhaps the most influential theory of learning and development. While rooted in many of the basic concepts of traditional learning theory. • The theory has often been called a bridge between behaviorist learning theories and cognitive learning theories because it encompasses attention, memory, and motivation. • Bandura believes that direct reinforcement could not account for all types of learning. His theory added a social element, arguing that people can learn new information and behaviors by watching other people. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

7 General principles of 10 SLT • SLT posits that people learn from one another, via: 1. observation, 2. imitation, and 3. modeling. • Learning can occur without a change in behavior. Behaviorists say that learning has to be represented by a permanent change in behavior, in contrast social learning theorists say that because people can learn through observation alone, their learning may not necessarily be shown in their performance. Learning may or may not result in a behavior change. • Cognition plays a role in learning. Over the last 30 years social learning theory has become increasingly cognitive in its interpretation of human learning. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

8 Behaviors that can be learned through modeling: • Many behaviors can be learned, at least partly, through modeling. Examples that can be 1 1 cited are, students can watch parents read, students can watch the demonstrations of mathematics problems, or seen someone acting bravely and a fearful situation. • Aggression can be learned through models. Much research indicate that children become more aggressive when they observed aggressive or violent models. • Moral thinking and moral behavior are influenced by observation and modeling. This includes moral judgments regarding right and wrong which can in part, develop through modeling. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

9 SLT 12 Concepts 1. People can learn through observation. (Observational Learning) 2. Mental states are important to learning. (Intrinsic Reinforcement) 3. Learning does not necessarily lead to a change in behavior. (Modeling Process) www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

10 1. Observational Learning • Bandura based on his famous study \"Bobo doll\", demonstrated that 13 children learn and imitate behaviors they have observed in other people. He identified three basic models of observational learning: • A live model, which involves an actual individual demonstrating or acting out a behavior. • A verbal instructional model, which involves descriptions and explanations of a behavior. • A symbolic model, which involves real or fictional characters displaying behaviors in books, films, television programs, or online media. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

11 2. Intrinsic Reinforcement • Described as a form of internal reward, such as pride, satisfaction, and a sense of 1 4 accomplishment. • This also emphasis on internal thoughts and cognitions helps connect learning theories to ccognitive developmental theories. • Bandura noted that external, environmental reinforcement was not the only factor to influence learning and behavior. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

1. Attention 2. Retention The person must first pay attention to the model. The more striking or The observer must be different something is the more likely it is to gain our attention. Likewise, if able to remember the we regard something as prestigious, attractive or like ourselves, we will behenavioorbtsheartvhedas. One way of 15 take more notice. (eg. Color) increasing this is using the technique of rehearsal. Modeling Process 4. Motivation 3. Reproduction The final necessary ingredient for The third condition is the ability to modeling occur is replicate the behavior that the model to learners motivation, has just demonstrated. This means that demonstrate wmhuatstthey havewlaenatrnetod. the observer has to be able to replicate Remember that since these four the action, which could be a conditions vary among individuals, pwriothbleamlearner who ready different people will reproduce the developmentally is not to the same behavior differently. action. replicate Reinforcement and punishment play 10/18/2014 an important role in motivation.12 www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

13 SLT 16 perspectives The SLT perspective of reinforcement and punishment (R&P) are as follow: • Indirect effects on learning and they are not the sole or main cause; • Influence the extent to which an individual exhibits a behavior that has been learned; • Influences expectation of reinforcement on cognitive processes that promote learning; • Attention pays a critical role in learning and; • Attention is influenced by the expectation of reinforcement. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Social Cognitive Learning Theory (SCLT) 17 • SCLT is a learning theory based on the ideas that people learn by watching what others do, and that human thought processes are central to understanding personality. • SCLT provides a framework for understanding, predicting and changing human behavior. • SCLT places a heavy focus on cognitive concepts. His theory focuses on how children and adults operate cognitively on their social experiences and how these cognitions then influence behavior and development www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Basic Assumptions of SCLT • People can learn by observing others. 18 • Learning is an internal process that may or may not result in a behavior change; • Learning canoccur withouta change in behavior (Observation without imitation); • Behavior is directed toward particular goals; • Behavior eventually becomes self-regulated; • Cognition plays a role in learning; and • Reinforcement and punishment have indirectrather than direct effects o15n learning and behavior. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Cognitive Features on SCLT There are five Cognitive Features that influence behavior in SCLT: 19 1. Expectations of future consequences & responses based on current situation/s; 2. Vicarious experiences of others’ consequences; 3. Expectations about future consequences affect how we cognitively process of new information; 4. Expectations affect decisions about how to behavior; and 5. Nonoccurrence of expected consequences have effects www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Phenomena of SCLT 20 There are four features for phenomena on SCLT as follow: 1. Observational Learning Effect • Acquiring new behavior from model 2. Response Facilitation Effect • Increased frequency of learned behavior after model is reinforced for same behavior 3. Response Inhibition Effect • Decreased frequency of learned behavior after observing punished model 4. Response Disinhibition Effect • Return of inhibited response after observing model behave that adverse consequences www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Internal principle of SCLT- 21 Triadic Reciprocality The SCLT defines human behavior as a triadic, dynamic, and reciprocal interaction of personal factors, behavior, and the environment • These three fundamentals work in a reciprocal nature. 18 www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

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9 23 INTERNAL PRINCIPLE OF SELF EFFICACY • It lies at the center of SCLT and shows that: • Beliefs about one’s ability or capacity to execute a behavior successfully • People tend to engage in activities based on their sense of competence &/or past success • Self efficacy affects on Behavior & Cognition in 4 ways: 1. Activity choice 2. Goal setting 3. Effort & persistence 4. Learning & achievement • People with high efficacy are more likely to view difficult tasks as something to be mastered rather than something to be avoided. • People with weak efficacy more likely to avoid challenging tasks and they also focus on personal failings and negative outcomes. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Self regulation and SCLT 24 Self-regulation has come to be more emphasized in SLT but in SCLT Self-regulation is when the individual has his own ideas about what is appropriate or inappropriate behavior and chooses actions accordingly. • Promoting self-regulation can be an important technique. This is usually done by teaching the individual to reward himself after doing the needed behavior. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

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The Linking between SLT and SCLT 26 • In 1986, Bandura renamed his SLT, Social Cognitive Learning Theory (SCLT), as better description of what he had been advocating since the 1960's. • The Social Cognitive learning Theory (SCLT) stemmed from the Social Learning Theory (SLT). www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

3 Strengths and Weaknesses of SLT 27 Broken down into two categories: 1. Positive Reinforcement • The action mimicked by the observer is a positive one, therefore the action may be reward able or commended by others. 2. Punishment • The action mimicked by the observer is negative and may offend or harm others, thereby leading to a form of punishment.  Basically the main strength & weakness of Social/Observational learning depends on the model.  If the model is producing a behavior that is appropriate, responsible and positive overall, the observer will mimic that positive good behavior.  So, as future educators, we need to be constantly aware of how we present ourselves and of our actions. If Bandura's theory is correct, that means the things we do are under constant watch by our students. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

Strengths of SCLT 1. Accumulated an impressive research record 28 2. Concerned with important human social behaviors 3. An evolving theory that is open to change 4. Focused on important theoretical issues, e.g., role of reward in learning, the stability of behavior 5. Reasonable view of people and concern with the social implications of the theory www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

25 Limitations of 29 SCLT:theory's comprehensiveness and complexity make • The it difficult to operationalize ; • Many applications of the SCT focus on one or two constructs, such as self-efficacy, while ignoring the others. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

6 LIMITATIONS OF SCLT CONT… 1. Not a fully systematized, unified theory; loosely organized 30 2. Controversial issues: Is reinforcement necessary for both learning and performance? Is self-efficacy just another outcome expectancy? Why are some self-efficacy expectancies stable and others susceptible to rapid change? If self-efficacy expectancies are situation specific, how do they relate to broader personality? Why are some self-efficacy beliefs apparently unrelated to behavior, e.g., stop smoking? Relies on self-reports excessively www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

CONCLUSION  Social cognitive theory has its roots in American behaviorism, but Bandura extends 3 1 radical behaviorism to include cognitive factors in his account of social learning.  The SLT theory has often been called a bridge between behaviorist learning theories and cognitive learning theories because it encompasses attention, memory, and motivation.  Bandura's SLT places a heavy focus on cognitive concepts.  Albert Bandura is arguably the most eminent living psychologist. His Social Cognitive theory has influenced many areas of inquiry: education, health sciences, social policy and psychotherapy among others. 29 www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

MULTIPLE CHOICE QUESTIONS 32 3. Which of the following types of conflict involves two negative goals and is a fairly common experience? a. Approach-Approach Conflict b. Avoidance-Avoidance conflict c. Approach-Avoidance conflict d. Multiple approach-Avoidance conflict 4. What is the correct sequence of cognitive development stages by Piaget? a. Concrete operational- sensorimotor- formal operation- preoperational b. Sensorimotor – preoperational-formal operational- Conrete operational c. Sensorimotor– preoperational– concrete operational – formal operational d. Formal operational– senorimotor– Concrete operational –Preoperational Answers: 3.b 4.c. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

REFERENCES 33 • Retrieved: https://resources.saylor.org/wwwresources/archived/site/wpcontent/uploads/2011/07/psych 406-5.3.2.pdf • Retrieved: https://www.massey.ac.nz/~wwpapajl/evolution/assign2/DD/theory.html • Hergenhahn, B.R. & Oslon, M.H.(2001). An Introduction to theories of Learning 6th Edition. New Jersey, USA: Prentice Hall. www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL

34 THANK YOU www.cuidol.in Unit-9,10(MAP 601) All right are reserved with CU-IDOL