Social+Learning+Theory

Megan, Chris, Andrew, Melanie, Natasha
 * Neo- Behaviorism: Social Learning Theory

I tried to condesne the information down to the paragraph forms for this page, if you disagree with anything that had been taken out or moved, etc, you can still access all of the information through the history page to bring it back. **

=
The Social Cognitive Theory has two main components, Observation Learning and Personal Factors in Learning. Unlike Behaviorism, the Social Cognitive Theory posits that learning can take place with or without a change in behavior. also, if a behavior is changed, environmental factors can greatly influence the change being made. ======

=
In order for Observational learning to take place, there most be a model and an imitator. There are two types of models: Live models and symbolic models. Live models are people who are present in the environment of the imitator and are being directly observed. Live models can be parents, teachers, siblings, peers, etc. Symbolic models, are individuals who are represented through media such as television and literature. Although these two types of models are different, they must contain the same charateristics in order to make the effective models for behavior. The first is relevance. An imitator must have interest in the behavior being modeled and also feel similar to the model itself. The model must also be seen as competent in the eyes of the imitator. if a student is studying with peers, they will gravitate towards the students who have a better knowledge of the subject. As we know, status is an important factor for children to consider when they are choosing friends. Status is also a factor they contemplate when choosing a model to imitate. The status of peers, authorities, celebrities, or political and religious figures are taken into consideration when choosing a model. lastly, Gender-appropriateness influences the imitators view of the model. For example, boys may feel more comfortable imitating the behavior of a male sports coach. ======

=
Similarly to the models, there are imitator characteristics that must be present in order to facilitate learning. The first is attention. The imitator must be aware and paying attention to the behavior being exhibited by the model. The models also need to be able to retain the behavior at a later time. After a time has passed, the behavior must be able to be produced. The most important characteristic may be motivation. If a model possesses the previous three characteristics it will not matter if he/she does not have the motivation to continue producing the behavior in the future. ======

=
Even if a model and imitator possessed all of the necessary characteristics to facilitate observational learning, environmental factors would either increase or decrease the likelihood that a behavior would be imitated. The following are the environmental factors that effect social learning: Response facilitation effect (vicarious reinforcement) a behavior is imitated more frequently if a model has been reinforced for the behavior. For example, if a a student sees another student receiving a homework pass because they were on time for class the entire month, the student is more likely to imitate that behavior in the future. ======

=
Response inhibition effect (vicarious punishment) a behavior is imitated less frequently if a model has been punished for the behavior. For example, if a student sees another student getting a detention for swearing in class they are less likely to do that behavior. ======

=
Response disinhibition effect a behavior is imitated more frequently if a models behavior is not punished when the behavior typically is punished. For example, if a student is caught copying their friends homework, and they are not punished, then other students will feel confident in imitating that behavior. ======

=
The triadic reciprocality of social theory is a model of causality for students in the learning process. Self-efficacy, which students develop from past performance, modeling, verbal persuasion, and physiological states, as well as self-regulation are personality traits of an individual which affect their learning experiences. Rewards and punishment from others constitute the basis of environmental factors. Parents, media and other members of the community also contribute to a learning environment. Behavioral factors include what learning an individual chooses to engage in and how they apply themselves in the endeavor. ======

=
Two personal characteristics which have been examined extensively are Self efficacy and self-regulation. Self-efficacy is an individual's belief about his or her capabilities for success. Whether a person has a high or low self-efficacy is based on four factors: Past performance: If a student has been successful in a certain content area such as math, they are likely to feel more confident in their current abilities. Modeling: When students see others having success around them they are likely to have an increase in self-efficacy. Verbal persuasion: The more positive verbal reinforcements a student receives about his ability to be successful the higher his self-efficacy will become. Lastly, physiological status: Physical strength and health can influence self-efficacy. If a student has trouble sleeping and they are tired through out the school day, they are less likely to believe that their abilities will be successful. ======

=
Self-regulation is the ability to control ones emotions, cognitions, and behaviors by providing consequences for oneself through self-observation, self-judgement, and self-evaluation. Self-regulation does not begin to develop until elementary school because younger children have shorter attention spans, possess fewer memory strategies, tend to overestimate or underestimate their progress and need more immediate consequences. ======