Chapter 5: Social Cognitive Theory
live model
an actual person demonstrating a particular behavior
Teacher self-efficacy
teachers must believe that they can help students be successful
self-monitoring
have a person observe and assess their own responses
effortful control
human beings show differences in their ability to self-regulate their behaviors--> an individual difference variable
Outcome expectations
hypotheses about the results that future actions are likely to b ring and then will later behave in ways that will maximize desired consequences.
Generalized imitation
imitation itself becomes a habit
Generalized self-efficacy
master new domains that applies broadly to many areas of the school curriculum
memory codes
verbal and visual serve as guides when people perform the observed behavior, whether they perform it immediately after the model has demonstrated it or at some future time
Disinhibition effect
vicarious reinforcement
Effective models, whether live or symbolic, tend to have one or more of the following characteristics.
1. The model is competent. 2. The model has prestige and power 3. The model behaves in stereotypical "gender-appropriate" ways 4. The model's behavior is relevant to the observer's situation
Broadened view 1970s
1. The observer is reinforced by the model 2. the observer sis reinforced by a third person 3.The imitated behavior itself leads to reinforcing consequences. 4. Consequences of the model's behavior affect the observer's behavior vicariously
the keys ideas of the cognitive side of social cognitive theory
1. Learning involves a mental (rather than behavioral) change 2. Certain cognitive processes are essential for learning to occur. 3. Learners must be aware of existing response...consequence contingencies. 4. Learners form expectations for future response...consequence contingencies 5. Learners also form beliefs about their ability to perform various behaviors 6. Outcome and efficacy expectations influence cognitive processes that underlie learning. 7. The nonoccurrence of expected consequences is an influential consequence in and of itself.
The several possible effects on behavior
1. Modeling teaches new behaviors 2. Modeling influences the frequency of previously learned behaviors 3. Modeling may encourage previous forbidden behaviors 4. Modeling increases the frequency of similar behaviors
specific implications for classroom practice
1. Students often learn a great deal simply by observing. 2. Describing the consequences of behaviors can effectively increase appropriate behaviors and decrease inappropriate ones. 3. Modeling provides an alternative to shaping for teaching new behaviors. 4. Teachers, parents, and other adults must model appropriate behaviors and be sure that they do not model inappropriate ones 5. Exposure to a variety of other models can further enhance students' learning and development 6. Students must believe they are capable of accomplishing school tasks. 7. Teachers should help students set realistic expectations for their accomplishments. 8. Self-regulation techniques provide effective methods of improving student behavior 8. Teachers are more effective when they believe they can make a significant difference in students' academic and social development
meichenbaum the five steps to teach children how to give themselves instructions to guide their behavior
1. cognitive modeling 2. overt, external guidance 3. overt, self guidance 4. faded, overt self-guidance 5. covert self-instruction
three types of models bandura identified
1. live model 2. symbolic model 3. verbal instructions
General Principles that underlie social cognitive theory
1. people can learn by observing others' behaviors and the consequences that result 2. learning can occur without a change in behavior. 3. cognition plays important roles in learning. 4. people can have considerable control over their actions and environments.
self-control or self-management strategies
1. self-instructions 2. self-monitoring 3. self-reinforcement 4. self-imposed stimulus control
Verbal instructions
Descriptions of how to behave--> without another human being, either live or symbolic, being present at all.
People's learning and long-term development involve the interaction of three general sets of variables
Environment (E): General conditions and immediate stimuli (including reinforcement and punishment) in the outside world. Person (P): an individuals particular physical characteristics, cognitive processes and socially and culturally conferred roles and reputations. Behavior (B): an individual's observable actions and reactions
self-efficacy for performance
I already know how to do this more in line with current abilities
self-efficacy for learning
I can learn this if i put my mind to it for what one can eventually do with effort
Vicarious reinforcement
If a model is reinforced for a response, the observer may show an increase in that response;
High self-efficacy
Learners are more likely to engage in certain behaviors when they believe they can execute the behaviors successfully
Social Cognitive Theory
Learning by observation and modeling
Vicarious acquisition
Learning through observation
Bandura results
When the children were placed in a room with the doll, those who had seen the model being reinforced for aggression displayed the most aggression behavior toward the doll. They'd been vicariously reinforced for aggression. Conversely, those children who had seen the model punished for aggression were the least aggressive of the three groups: they'd been vicariously punished for such behavior
Collective self-efficacy
a function not only of people's perceptions of their own and others' capabilities but also of their perceptions of how effectively they can work together and coordinate their roles and responsibilites
symbolic model
a person or character portrayed in a book, film, TV show, video game, or other medium
Inhibition effect
a vicarious punishment
Facilitation effect
a vicarious reinforcement effect
coping model
allow them to observe the strategies that someone else uses to gain proficiency
Four conditions necessary before an individual can successfully model the behavior of someone else
attention retention motor reproduction motivation
efficacy expectations
beliefs about whether they themselves can execute particle behaviors successfully
incentive
influences the learning of a behavior it precedes **operant conditioning, reinforcement influences learning of the behavior it follows.
self-instructions
learners repeat instructions that can guide their behavior
self-reinforcement
people can often increase productive behaviors, giving themselves a treat or special privilege when they behave in a desired fashion and withholding reinforcement when they don't
resilient self-efficacy
people encounter small setbacks on the ways to achieving success, they learn that sustained effort and perseverance are key ingredients for success.
self-regulation
people increasingly take charge of their own learning and behavior
rehearsal
repeating whatever needs to be remembered over and over
self-regulation entails what several processes?
setting standards and goals self-observation self-evaluation self-reaction self-reflection
Delayed Imitation
some behaviors that are acquired through observing others appear only days or weeks later, long after the original observations have been made.
Cognitive modeling
the model demonstrates not only how to do but also how to think about a task
self-efficacy
their beliefs regarding their ability to complete the tasks successfully
Reciprocal causation
three sets of variables influence the other two
self-regualtion
young learners gain an increasing sense of personal agency--increasing confidence that they can have considerable control over the course of their lives