5 - Ormrod Chapter 5 - Social Cognitive Theory

Motivation

the reason for action, the desire to do things

Attention (as part of conditions necessary for modeling to occur)

observer must pay attention to the model (especially the significant aspects of the behavior) Ex: Paying attention to dance teacher

Motor reproduction (as part of conditions necessary for modeling to occur)

observers must have the ability and opportunity to physically repeat the observed behavior. Ex: You have the physical ability to do the dance moves

Motivation (as part of conditions necessary for modeling to occur)

observers must want to reproduce the observed behavior Ex: You want to dance

Self Efficacy for learning

"I can learn this if I put my mind to it" - self efficacy for what one can eventually do with effort

Problems with Behaviorist Analysis of Social Learning

1. Entirely new behaviors can be acquired by ONLY watching others 2. Delayed Imitation - appear later after original event. Learning must actually take place when the discriminative stimulus is presented despite absence of reinforcement 3. Vicarious reinforcement - people will exhibit behaviours they have never been reinforced for - but they watched a model be reinforced. Big idea: consequences often have INDIRECT rather than direct effects on learning.

Cognitive Factors in Social Cognitive Theory

1. Learning involves a mental 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 of future response-consequence contingencies 5. Learners form efficacy expectations 6. Outcome and efficacy expectations influence cognitive processes that underlie learning 7. The nonoccurance of expected consequences is an influential consequences is an influential consequence in and of itself.

Social Cognitive Theory

1. People can learn by observing other's behaviors and the consequences that result. 2. Learning can occur without a change in behavior 3. Cognition plays an important role in learning. (awareness of reinforcement and expectation of future ones). Attention and retention (memory). 4. People can have considerable control over actions and environments. Personal agency. 1. People learn by observing what happens to other people ___________ 2. People can learn without necessarily showing a change in behavior right away 3. What people think plays a big part in what they learn 4. People have a great deal of control over their behavior and environments Ex: bobo doll study

Symbolic Model

A person or character portrayed in a book, film tv show, etc.videogame Ex: Learning the Heimlich maneuver from Spongebob Squarepants

outcome expectations

A set of beliefs, drawn from experience, about what the consequences (rewards or punishments) of certain actions are likely to be. Bandura's term for our personal predictions about the outcomes of our behavior Expectation of possible future reinforcement (incentive) influences the learning of a behavior that it precedes.

feedback intervention

Actions taken by an external agent to provide information regarding some aspect of one's task performance

Live Model

An actual person demonstrating a particular behavior Ex: Learning a dance from a dance instructor

Reciprocal causation - Behavior

An individual's observable behaviors and actions. The environment, person and behavior all influence one another.

Reciprocal causation - Person

An individual's particular physical characteristics (e.g., age, gender, physical attractiveness), cognitive processes (e.g., attention, expectations), and socially and cultur- ally conferred roles and reputations (e.g., king, student, "popular kid," "geek"). The environment, person and behavior all influence one another.

Reciprocal Causation

Bandura's idea that our environment, person and behavior all influence one another. Also called reciprocal determanism. Ex: Marcia Clark's haircut changed the courtroom's behavior, then she felt bad, acted less confident

Social Cognitive Theory - pt 2

Broader view of how environmental stimuli can serve as reinforcements and punishments of behaviors because the person is introduced as a variable 1. What does the person attend to? 2. What does a person remember? 3. How does the person interpret what is observed? 4. How does the person decide to act or not based on what is observed? 3-4 Motivation.

Reciprocal causation- Environment

General conditions and immediate stimuli (including reinforcement and punishment) in the outside world. The environment, person and behavior all influence one another.

Self Reinforcement

Giving oneself a treat or special privilege when they behave a desired fashion and withholding reinforcement when they don't Ex: Giving yourself cookies after you study

zone of proximal development

In Vygotsky's theory, the range between children's present level of knowledge and their potential knowledge state if they receive proper guidance and instruction

Vicarious Acquisition

Learning through observation (not necessarily the performance of the behaviour yet) Ex: Kid listens to adults cursing, they learn the words but don't say it yet.

Memory representations

Memory codes

Resilient Self Efficacy

Once people have high self-efficacy an occasional failure isn't going to set them back instead it'll help them learn that sustained effort and perseverance are key ingredients for success Ex: If you fail once, you try again

Personal Agency

People can have considerable control over their actions and environments. In other words, they have free will. Ex: I decided to come to class today.

Models

People whose behavior others copy 1. Modeling teachings new behavior 2. Modeling influences frequency of previously learned behaviors 3. Modeling may encourage previously forbidden behaviors (disinhibition effect) 4. Modeling increases frequency of similar behavior.

Social cognitive vs behaviorism

Social cognitive theory states that learning is a change in mental representations, but behaviorism does not recognize the study of internal mental events, only observable behaviors.

Scaffolding

Support to help a student to carry out a task or achieve a goal which would be beyond his/her unassisted effort.

Delayed imitation

The phenomenon when behaviors that are learned by observing others don't appear until a later time. Ex: child watches karate movie, next day he karate chops his brother.

Self regulation

The process of directing and controlling one's own behavior. In other words, self control. Setting goals and following through to achieve them. "What do I think about this and can I act accordingly?" based on: a) Standards & goals b) Self-reflection c) Self-evaluation d) Self-observation Ex: Don't eat the cupcakes if you're on a diet

Cognitive Modeling

When a model demonstrates not only how to do something but how to think about a task Ex: Dr. H talks through how to figure out if something is positive punishment

Disinhibition Effect

When a model performs previously forbidden behaviour and especially when they are rewarded then an observer may do the same behaviour. (previously inhibited behaviour is now reoccurring) Ex: food fight

Vicarious Reinforcement

When an observer watches a model get reinforced for a behavior, the observer is more likely to do it too. Ex: See your friend get good grades after studying, you are more likely to study

Vicarious Punishment

When an observer watches a model receive punishment for a behavior Ex: You see someone get pulled over for speeding, so you slow down.

Inhibition Effect

When people see vicarious punishment they are LESS likely perform those same behaviors

Facilitation Effect

When people see vicarious reinforcement they are MORE likely to perform those same behaviors

Efficacy Expectations

beliefs about whether you can execute particular behaviors successfully

Verbal Instructions

descriptions of how to behave—without another human being, either live or symbolic, being present at all Ex: reading driver's manual to learn traffic laws

Retention (as part of conditions necessary for modeling to occur)

learner must remember what they saw. Rehearsal (repeating over and over) can help. Visual and verbal memory codes (having both a mental image and a word) gives you 2 ways to remember, so that helps too. Ex: Remembering the dance moves

Self efficacy

the degree to which people believe they can execute the behaviors successfully. It can be high (I can do this!) or low (I don't feel like I can do this). "How well do I think I can do .....?" based on a) messages from others b) previous successes/failures of person, others, and group c) physiological state Ex: I can pass this test!