Social Cognitive Learning The role of observation, expectation, social experience and modeling on learning behaviors: Ultimate outcome  Self-control

Social Cognitive Learning Basic AssumptionsBasic Assumptions People can learn by observing others. Learning is an internal process that may or may not result in a behavior change. Behavior is directed toward particular goals. Behavior eventually becomes self-regulated. Reinforcement and punishment have indirect effects on learning and behavior by those observing.

Social Cognitive Learning Reinforcement & Punishment (331)Reinforcement & Punishment (331) –5 Cognitive Features that influence behavior Expectations of future consequences & responses based on the current situation/sExpectations of future consequences & responses based on the current situation/s Vicarious experiences of others’ consequencesVicarious experiences of others’ consequences Expectations about future consequences affect how we cognitively process of new informationExpectations about future consequences affect how we cognitively process of new information Expectations affect decisions about how to behaveExpectations affect decisions about how to behave Non-occurrence of expected consequences have effectsNon-occurrence of expected consequences have effects

Social Cognitive Learning Modeling & ModelsModeling & Models –Direct (Live) models –Symbolic models –Synthesized models

Bandura’s Research: Bobo Doll Experiments Background on Bandura & the research:Background on Bandura & the research: Bandura speaksBandura speaks – &q=%22Bobo+doll%22&hl=enhttp://video.google.com/videoplay?docid= &q=%22Bobo+doll%22&hl=enhttp://video.google.com/videoplay?docid= &q=%22Bobo+doll%22&hl=enhttp://video.google.com/videoplay?docid= &q=%22Bobo+doll%22&hl=en Bobo adaptationsBobo adaptations – –

Social Cognitive Learning Modeling & Models: How models affect behaviorModeling & Models: How models affect behavior 4 features4 features –Observational Learning Effect Acquiring new behavior from modelAcquiring new behavior from model –Response Facilitation Effect Increased frequency of learned behavior after the model is reinforced for same behaviorIncreased frequency of learned behavior after the model is reinforced for same behavior –Response Inhibition Effect Decreased frequency of learned behavior after observing the punished modelDecreased frequency of learned behavior after observing the punished model –Response Disinhibition Effect Return of inhibited response after observing model behave w/o adverse consequencesReturn of inhibited response after observing model behave w/o adverse consequences

Social Cognitive Learning 4 Characteristics of Effective Models4 Characteristics of Effective Models CompetenceCompetence Prestige/Power/ Position of AuthorityPrestige/Power/ Position of Authority Gender-appropriate behaviorGender-appropriate behavior Situational relevance (model to learner)Situational relevance (model to learner) Identify an experience in your life in which you learned from a model: Which of these attributes fit your experience?Identify an experience in your life in which you learned from a model: Which of these attributes fit your experience?

Social Cognitive Learning 4 aspects of helping students learn from models4 aspects of helping students learn from models AttentionAttention RetentionRetention Motor ReproductionMotor Reproduction MotivationMotivation Categorize the above features as:Categorize the above features as: –Cognitive; Affective; Kinesthetic

Social Cognitive Learning 4 aspects of helping students learn from models4 aspects of helping students learn from models AttentionAttention –Cognitive RetentionRetention –Cognitive Motor ReproductionMotor Reproduction –Kinesthetic MotivationMotivation –Affective

Social Cognitive Learning Self-Efficacy: The extent to which one believes they are capable of doing something successfully.Self-Efficacy: The extent to which one believes they are capable of doing something successfully. Principle:Principle: –People tend to engage in activities based on their sense of competence &/or past success Increased probability of choosing specific future behaviorIncreased probability of choosing specific future behavior Affects Behavior & Cognition in 4 ways:Affects Behavior & Cognition in 4 ways: –Activity choice –Goal setting –Effort & persistence –Learning & achievement

Social Cognitive Learning Developing Self-Efficacy: 4 factorsDeveloping Self-Efficacy: 4 factors 1.Own past success/failure experiences 2.“Messages” from others –Relationship to “other” –Support &/or interfere –Direct &/or implied 3.Observed past success/failure experiences of others 4.Group past success/failure experiences: Collective self-efficacy

Social Cognitive Learning Promoting High Self-Efficacy: 4 factorsPromoting High Self-Efficacy: 4 factors –Competence promoting feedback –Mastery on challenging tasks –Success in terms of improvement/accomplishment –Errors occur within context of success

Social Cognitive Learning Self-RegulationSelf-Regulation –Behavior –Learning –Problem solving

Social Cognitive Learning Self-Regulation & BehaviorSelf-Regulation & Behavior 5 Features5 Features –Self-determined goals & standards: Before the responseBefore the response –Self-instruction: During the response –Self-observation: During the response –Self-assessment: After the response –Self-imposed contingencies: After the response, i.e., self-reinforcement/punishment.

Social Cognitive Learning Self-Regulation & Learning: Cognitive ProcessesSelf-Regulation & Learning: Cognitive Processes 8 Features8 Features –Goal-setting –Planning –Attention control –Applications of learning strategies –Self-motivational strategies –Outside help when needed –Self-monitoring –Self-evaluation Co-regulated learning: Bridging other- and self-regulated learningCo-regulated learning: Bridging other- and self-regulated learning –Developmental process of supporting self-regulation

Social Cognitive Learning Self-Regulation & Problem-solvingSelf-Regulation & Problem-solving Overt & intentional Problem-solving modelOvert & intentional Problem-solving model –Must be taught, practiced, supported

Social Cognitive Learning Reciprocal Causation of Behavior & LearningReciprocal Causation of Behavior & Learning Interdependence ofInterdependence of –Environment –Behavior –Person T (358): Interrelationship examplesT (358): Interrelationship examples

Social Cognitive Learning Models in teachingModels in teaching Describe a situation in which you are a model for a specific learning outcome, academic or otherwise, for a specific learner/learning groupDescribe a situation in which you are a model for a specific learning outcome, academic or otherwise, for a specific learner/learning group –Consider the 4 characteristics of effective models Prestige; Competence; Situational Relevance; GenderPrestige; Competence; Situational Relevance; Gender Identify how you would address the 4 factors believed to contribute to the “modeling effect”Identify how you would address the 4 factors believed to contribute to the “modeling effect” –Attention –Retention –Reproduction –Motivation