learning_theories:social_cognitive_learning_theory
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learning_theories:social_cognitive_learning_theory [2011/07/11 11:58] jpetrovic [What is social cognitive theory?] |
learning_theories:social_cognitive_learning_theory [2011/07/11 12:15] jpetrovic [Bibliography] |
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| ===== What is social cognitive theory? ===== | ===== What is social cognitive theory? ===== | ||
| - | Basic principles of social cognitive theory were set in eralier works of [[http://psych.fullerton.edu/jmearns/rotter.htm|Julian Rotter]](([[http://books.google.hr/books?id=kx1sAAAAMAAJ|Rotter, Julian B. Social learning and clinical psychology. Prentice-Hall, 1954.]])), Neal Miller and [[http://www.mnsu.edu/emuseum/information/biography/abcde/dollard_john.html|John Dollard]]((Miller, N. E. and Dollard, J. Social Learning and Imitation. New Haven: Yale University Press, 1941)). Bandura’s social learning theory starts from evolved assumption that we can learn by observing others. Key processes during this type of learning are observation, imitation, and modeling which as such involve **attention, memory, and motivation**(([[http://www.mhhe.com/socscience/comm/bandur-s.mhtml|Social Learning Theory of Albert Bandura. In Griffin E. (Eds.) A First Look at Communication Theory. McGraw-Hill Higher Education, 1999.]])). People **learn through observing others’ behavior, attitudes, and outcomes of those behaviors**. | + | Basic principles of social cognitive theory were set in eralier works of [[http://psych.fullerton.edu/jmearns/rotter.htm|Julian Rotter]](([[http://books.google.hr/books?id=kx1sAAAAMAAJ|Rotter, Julian B. Social learning and clinical psychology. Prentice-Hall, 1954.]])), Neal Miller and [[http://www.mnsu.edu/emuseum/information/biography/abcde/dollard_john.html|John Dollard]](([[http://books.google.com/books?id=OHNPNgAACAAJ|Miller, N. E. and Dollard, J. Social Learning and Imitation. New Haven: Yale University Press, 1941.]])). Bandura’s social learning theory starts from evolved assumption that we can learn by observing others. Key processes during this type of learning are observation, imitation, and modeling which as such involve **attention, memory, and motivation**(([[http://www.mhhe.com/socscience/comm/bandur-s.mhtml|Social Learning Theory of Albert Bandura. In Griffin E. (Eds.) A First Look at Communication Theory. McGraw-Hill Higher Education, 1999.]])). People **learn through observing others’ behavior, attitudes, and outcomes of those behaviors**. |
| - | This theory therefore outgrows [[learning_paradigms:behaviorism|behaviorism]] and forms its connection to [[learning_paradigms:cognitivism]] as it claims **people don't just respond to stimuli**, but **interpret them as well** and includes cognitive aspects like motivation and attention.(([[http://www.mhhe.com/socscience/comm/bandur-s.mhtml|Social Learning Theory of Albert Bandura. In Griffin E. (Eds.) A First Look at Communication Theory. McGraw-Hill Higher Education, 1999.]])) People are shaped by the outside world and at the same time they shape the outside world ("**reciprocal determinism**") instead of just being machines modeled and conditioned by the environment.(([[http://www.learning-theories.com/social-learning-theory-bandura.html|Social Learning Theory (Bandura). Learning Theories Knowledgebase.]])) Bandura's theory is therefore often considered a bridge between behaviorist and cognitivist learning perspectives. | + | This theory therefore outgrows [[learning_paradigms:behaviorism|behaviorism]] and forms its connection to [[learning_paradigms:cognitivism]] as it claims **people don't just respond to stimuli**, but **interpret them as well** and includes cognitive aspects like motivation and attention.(([[http://www.mhhe.com/socscience/comm/bandur-s.mhtml|Social Learning Theory of Albert Bandura. In Griffin E. (Eds.) A First Look at Communication Theory. McGraw-Hill Higher Education, 1999.]])) People are shaped by the outside world and at the same time they shape the outside world ("**reciprocal determinism**") instead of just being machines modeled and conditioned by the environment.(([[http://webspace.ship.edu/cgboer/bandura.html|Boeree, George. Albert Bandura.]])) Bandura's theory is therefore often considered a bridge between behaviorist and cognitivist learning perspectives. |
| [[http://www.soawe.com/time/?tag=What-is-a-bobo-doll|{{ images:bobo-doll.jpg?230x150|Bobo doll experiment. Image borrowed from: http://www.soawe.com/time/?tag=What-is-a-bobo-doll. Click on the picture to follow the link. }}]] | [[http://www.soawe.com/time/?tag=What-is-a-bobo-doll|{{ images:bobo-doll.jpg?230x150|Bobo doll experiment. Image borrowed from: http://www.soawe.com/time/?tag=What-is-a-bobo-doll. Click on the picture to follow the link. }}]] | ||
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| * **Retention** - in order to learn a behavior it must be remembered (retained). | * **Retention** - in order to learn a behavior it must be remembered (retained). | ||
| * **Reproduction** - converting symbolic representations from memory into appropriate actions. | * **Reproduction** - converting symbolic representations from memory into appropriate actions. | ||
| - | * **Motivation** - in order to imitate a behavior a motivational factor must be present. Motivation can be positive (increasing probability of certain behavior) or negative (decreasing probability of certain behavior). Negative motivators don't cause learning. Motivators can be: | + | * **Motivation** - in order to imitate a behavior a motivational factor must be present. Motivation can be positive (increasing probability of certain behavior) or negative (decreasing probability of certain behavior). Negative motivators don't cause learning. Motivators can be(([[http://webspace.ship.edu/cgboer/bandura.html|Boeree, George. Albert Bandura.]])): |
| * Past reinforcement/punishment - as in behaviorism. | * Past reinforcement/punishment - as in behaviorism. | ||
| * Promised reinforcements/punishment - motivators we can imagine or threats. | * Promised reinforcements/punishment - motivators we can imagine or threats. | ||
| * Vicarious reinforcement/punishment - seeing and recalling the model being reinforced/punished. | * Vicarious reinforcement/punishment - seeing and recalling the model being reinforced/punished. | ||
| - | Bandura suggests people don't just respond to external stimuli with a learned behavior, but can also control that behavior through //self-regulation//. **Self-regulation** involves **three steps**: | + | Bandura suggests people don't just respond to external stimuli with a learned behavior, but can also control that behavior through //self-regulation//. **Self-regulation** involves three steps(([[http://webspace.ship.edu/cgboer/bandura.html|Boeree, George. Albert Bandura.]])): |
| * **Self-observation** - one looks at himself and his behavior keeping track of his actions. | * **Self-observation** - one looks at himself and his behavior keeping track of his actions. | ||
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| * **Self-response** - if expectations are met, one gives himself a rewarding self-response and opposite. The self-responses one gives himself can vary from treating himself with a good meal to feelings of pride or shame. | * **Self-response** - if expectations are met, one gives himself a rewarding self-response and opposite. The self-responses one gives himself can vary from treating himself with a good meal to feelings of pride or shame. | ||
| - | Long range results of more **positive self-responses** are a **higher self-concept** (**self-esteem**). **Negative self-responses** according to Bandura result in **lower self-concept** and possibly **compensation** (superiority complex), **inactivity** (apathy or depression) or **escape** (drugs, television fantasies, even suicide). Bandura's suggestions for avoiding this states are that one should: | + | Long range results of more positive self-responses are a higher self-concept (**self-esteem**). Negative self-responses according to Bandura result in lower self-concept and possibly compensation (superiority complex), inactivity (apathy or depression) or escape (drugs, television fantasies, even suicide). Bandura's suggestions for avoiding this states are that one should: |
| * learn an accurate picture of his behavior (considering self-observation), | * learn an accurate picture of his behavior (considering self-observation), | ||
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| [[http://www.criminology.fsu.edu/crimtheory/bandura.htm|Isom, M. D. Albert Bandura. November 30, 1998.]] Retrieved February 18, 2011. | [[http://www.criminology.fsu.edu/crimtheory/bandura.htm|Isom, M. D. Albert Bandura. November 30, 1998.]] Retrieved February 18, 2011. | ||
| - | [[http://www.mhhe.com/socscience/comm/bandur-s.mhtml|Boerre, G. Social learning theory of Albert Bandura, Chapter 31.]] | + | [[http://www.mhhe.com/socscience/comm/bandur-s.mhtml|Boerre, G. Social learning theory of Albert Bandura.]] Retrieved July 9, 2011. |
| ===== Read more ===== | ===== Read more ===== | ||
learning_theories/social_cognitive_learning_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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