Social Cognitive Learning The role of observation expectation

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

Social Cognitive Learning • Basic 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 rather than direct effects on learning and behavior.

Social Cognitive Learning • Reinforcement & Punishment (331) – 5 Cognitive Features that influence behavior • Expectations of future consequences & responses based on current situation/s • Vicarious experiences of others’ consequences • Expectations about future consequences affect how we cognitively process of new information • Expectations affect decisions about how to behavior • Nonoccurrence of expected consequences have effects

Social Cognitive Learning • Modeling & Models – Live models & Symbolic models – Behaviors that can be learned: Research evidence • • • Academic skills: Cognitive modeling Aggression Morality

Bandura’s Research: Bobo Doll Experiments • Background on Bandura & the research: • Bandura speaks – http: //video. google. com/videosearch? q=%22 Bobo+doll%22&hl=en • • http: //www. sp. uconn. edu/~aja 05001/comps/documents/Theorist. Paper_ARTINO_final. pdf http: //video. google. com/videoplay? docid=2953790276071699877&q=%22 Bobo+doll%22&hl=en • http: //en. wikipedia. org/wiki/Bobo_doll_experiment • Bobo adaptations – http: //www. youtube. com/watch? v=Ze. E_Ymzc 1 r. E – http: //www. youtube. com/watch? v=Va__e. Tyh 4 a 8

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

Social Cognitive Learning • • • 4 Characteristics of Effective Models Competence Prestige/Power Gender-appropriate behavior 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?

Social Cognitive Learning • 4 aspects of helping students learn from models • • • Attention Retention Motor Reproduction Motivation Categorize the above features as: – Cognitive; Affective; Kinesthetic

Social Cognitive Learning • 4 aspects of helping students learn from models • Attention – Cognitive • Retention – Cognitive • Motor Reproduction – Kinesthetic • Motivation

Social Cognitive Learning • Self-Efficacy: Self-constructed judgment about ability to execute behaviors/reach goals • Principle: – People tend to engage in activities based on their sense of competence &/or past success • Increased probability of choosing specific future behavior • Affects Behavior & Cognition in 4 ways: – Activity choice – Goal setting – Effort & persistence – Learning & achievement

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

Social Cognitive Learning • Promoting 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-Regulation – Behavior – Learning – Problem solving

Social Cognitive Learning • Self-Regulation & Behavior • 5 Features – Self-determined goals & standards: • Before response – Self-instruction: During response – Self-monitoring: During response – Self-evaluation: After response – Self-imposed contingencies: After response

Social Cognitive Learning • Self-Regulation & Learning: Cognitive Processes • 8 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 learning – Developmental process of supporting self-regulation

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

Social Cognitive Learning • Reciprocal Causation of Behavior & Learning • Interdependence of – Environment – Behavior – Person • T. 10. 3 (358): Interrelationship examples

Social Cognitive Learning • Models in teaching • Describe 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; Gender • Identify how you would address the 4 factors believed to contribute to the “modeling effect” – Attention – Reproduction – Motivation