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    General Principles of Social Learning Theory: - Attention - Retention - Motor Reproduction

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    Bandura's social learning theory posits that people can learn through observation of models. It involves four phases: attention, where the observer pays attention to the model; retention, where the observer remembers the behavior; reproduction, where the observer replicates the behavior; and motivation, where the observer is motivated to demonstrate the learned behavior. The theory emphasizes that just because a behavior is learned does not mean it will be performed, and that internal mental states and external reinforcement influence whether learning leads to action.

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    General Principles of Social Learning Theory: - Attention - Retention - Motor Reproduction

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    JA
    173 views3 pages
    Bandura's social learning theory posits that people can learn through observation of models. It involves four phases: attention, where the observer pays attention to the model; retention, where the observer remembers the behavior; reproduction, where the observer replicates the behavior; and motivation, where the observer is motivated to demonstrate the learned behavior. The theory emphasizes that just because a behavior is learned does not mean it will be performed, and that internal mental states and external reinforcement influence whether learning leads to action.

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    neobehaviorism.

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    Bandura's social learning theory posits that people can learn through observation of models. It involves four phases: attention, where the observer pays attention to the model; retention, where the observer remembers the behavior; reproduction, where the observer replicates the behavior; and motivation, where the observer is motivated to demonstrate the learned behavior. The theory emphasizes that just because a behavior is learned does not mean it will be performed, and that internal mental states and external reinforcement influence whether learning leads to action.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    173 views3 pages

    General Principles of Social Learning Theory: - Attention - Retention - Motor Reproduction

    Uploaded by

    JA
    Bandura's social learning theory posits that people can learn through observation of models. It involves four phases: attention, where the observer pays attention to the model; retention, where the observer remembers the behavior; reproduction, where the observer replicates the behavior; and motivation, where the observer is motivated to demonstrate the learned behavior. The theory emphasizes that just because a behavior is learned does not mean it will be performed, and that internal mental states and external reinforcement influence whether learning leads to action.

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    © All Rights Reserved
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    Bandura’s Social Learning Theory

     
    People learn from one another byobservational learning, imitation, and modeling.
    General principles of social learning theory
    • People can learn by observing the behavior of others.
    • Learning can occur without a change In behavior.
    • Cognition plays a role in learning.
    • It is a bridge or a transitions between behaviorist learning theory and cognitive learning theory.
    Conditions necessary for effective modeling to occur
    •Attention
     –the person must pay attention tothe model
    •Retention
      –the observer must the able toremember the behavior
    •Motor reproduction
     –the ability to replicatethe behavior
    • Motivation
      –learner must want todemonstrate what they have learned.

    Effects of modeling on behavior


    •Modeling teaches new behavior.
    •Modeling influences the frequency ofpreviously learned behaviors.
    •Modeling may encourage previously forbiddenbehavior.
    •Modeling increases the frequency of similar behavior
    Educational implications of social learning theory
    •Students often learn a great deal simply byobserving other people.
    •Describing the consequences of behavior caneffectively increase the appropriate behaviorsand
    decrease inappropriate ones.
    •Modeling provides an alternative to shaping forteaching new behaviors.
    •Teachers and parents must model appropriatebehaviors.
    •Teachers should expose students to a variety ofother models.
    How the environment reinforces and punishes Modeling
    1.The observer is reinforced by the model
    .Example: student who changes dress to fit in with a certain group of students has a strong
    likelihood of being accepted and thus reinforced by that group.
    2.The observer is reinforced by a third person
    . –The observer might be modeling the actions ofsomeone else.
    Example: an outstanding class leader or student.The teacher notices this and compliments
    andpraises the observer for modeling suchbehavior thus reinforcing that behavior.
    3 . T h e i m i t a t e d b e h a v i o r i t s e l f l e a d s t o reinforcing consequences.Many
    behaviors that we learn from othersproduce satisfying or reinforcing results.Example: A students
    observe how the extrawork a classmate does is fun. This student inturn would do the same
    extra work and alsoexperience enjoyment.
    4. Consequences of the model’s behavioraffect the observer’s behavior vicariously. –This is known
    as vicarious reinforcement. This iswhere the model is reinforced for a response andthen
    the observer shows an increase in that sameresponse.
    Example: a model hitting an inflated clown doll.One group of children saw the model
    beingpraised for such action, so the children beganto also hit the doll.
    THE PREMACK PRINCIPLE One important principle of behavior is that we can promote less-desired
    (low-strength) activities by linking them to more-desired activities. In other words, access to something
    desirable is made contingent on doing something less desirable. For example, a teacher might say, "As
    soon as you finish your work, you may go outside" or "Clean up your art project, and then I will read you
    a story." These are examples of the Premack Principle.

    Consequences that weaken behavior are called punishers. Note that there is the same catch in the
    definition of punishment as in the definition of reinforcement: If an apparently unpleasant consequence
    does not reduce the frequency of the behavior it follows, it is not necessarily a punisher. For example,
    some students like being sent to the principal's office or out to the hail, because it releases them from the
    classroom, which they see as an unpleasant situation. As with reinforcers, the effectiveness of a punisher
    cannot be assumed but must be demonstrated. Punishment can take two primary forms.

    The principle of extinction holds that when reinforcement for a previously learned behavior is withdrawn,
    the behavior fades away. Does this mean that teachers must reinforce students' behaviors indefinitely or
    they will disappear? Not necessarily. For example, students may initially require frequent reinforcement
    for behaviors that lead to reading. However, once they can read, they have a skill that unlocks the entire
    world of written language, a world that is highly reinforcing to most students. After a certain point,
    reinforcement for reading may no longer be necessary, because the content of reading material itself
    maintains the behavior.

    Some Antecedent stimuli, events that precede a behavior, are also known as cues, because they inform us
    what behavior will be reinforced and/or what behavior will be punished. Other antecedent stimuli are
    discrimination stimuli (knowing when a behavior is likely to be reinforced and generalizations (a transfer
    of behaviors learned under one set of conditions to another.)

    How has social learning theory contributed to our understanding of human learning? Social learning
    theory is a major outgrowth of the behavioral learning theory tradition. Developed by Albert Bandura,
    social learning theory accepts most of the principles of behavioral theories but focuses to a much greater
    degree on the effects of cues on behavior and on internal mental processes, emphasizing the effects of
    thought on action and action on thought.

    Meichenbaum developed a strategy (called self-regulation) in which students are trained to say to
    themselves, "What is my problem? What is my plan? Am I using my plan? How did I do?" This strategy
    has also been used to reduce disruptive behavior of students at many grade levels. For example, poor
    readers have been taught to ask themselves questions as they read and to summarize paragraphs to make
    sure they comprehend text.

    Behavioral learning theories are limited in scope, with strengths and weaknesses. This fact remains
    because these theories are based almost entirely on observable learning and observable behavior. It seems
    that social learning theories tighten the gap between cognitive theories and behavioral theories.

    1. Describe Albert Bandura's social learning theory. Bandura's analysis of observational learning involves
    four phases-describe each phase.
    2. QUESTION 1: Describe Albert Bandura's social learning theory.

    POSSIBLE ANSWER: Albert Bandura hypothesized that learning does not require occurrence of direct
    reinforcement. Rather, people can learn vicariously, observing the consequences of behaviors to models.
    Furthermore, just because a behavior is learned does not necessarily foretell its enactment; motivation is required for
    a behavior learned vicariously to be enacted. If negative consequences are observed, the behavioral enactment is not
    as likely as when positive consequences are observed. Even if positive consequences are observed, and the
    individual is motivated to enact the behavior, the observer must feel efficacious that the behavior can be enacted
    successfully. Therefore, according to Bandura, the time between learning and behavioral enactment depends on a
    variety of personal factors.

    QUESTION 2: Bandura's analysis of observational learning involves four phases-describe each phase.

    POSSIBLE ANSWER: The four phases involved are:

    o Attention: Observational learning cannot occur without adequate attention paid to the model.
    Attention is facilitated by factors like attractiveness, similarity, and popularity of the model to the
    observer.
    o Retention: Behavioral reproduction is facilitated by retention of modeled behavior. Retention
    occurs when teachers give students a chance to rehearse learned material and when material is
    presented in a form conducive to retention.
    o Reproduction: Reproduction refers to the learner's ability to reproduce the modeled behavior.
    Reproduction increases the possibility of reward. Failure to reproduce decreases possibility of
    reward.
    o Motivation: Behaviors are reproduced only when students are motivated to do so. Motivation
    increases when a modeled behavior is rewarded sufficiently to peak the learner's interest.
    3. Cognitive–Behavioral Therapy With Donald Meichenbaum is a demonstration of arguably the
    most frequently used therapeutic approach by one of its cofounders. Dr. Donald Meichenbaum
    uses cognitive–behavioral therapy with a constructive-narrative perspective in which he looks at
    the stories clients tell about themselves and considers ways that the client could develop a
    different, more positive story.
    4. In this session, Dr. Meichenbaum works with a young woman who is depressed and anxious and
    has suicidal tendencies. She has undergone multiples traumas in her life, including rape and
    several suicides in her immediate family. Dr. Meichenbaum accentuates the client's strengths,
    skills, and support system. Then he gently confronts the client by helping her to see that, although
    one of her strengths is her willingness to forgive others, she has not been able to forgive herself
    for things she has done.

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