Social Learning Principles and Cognitive Theory
Social Learning: Principles
Social variables are learning processes and determinants. Behavior occurs in a manner specified in each situation. Consistency only exists if the same behavior in different situations leads to the same reinforcement. Contextual stimuli do not trigger automatic responses; rather, it is the interpretation made by students that encourages them to action. Much learning is vicarious. The notion of expectation: behavior is related to the prediction that the student makes about the associated consequences (and assigns subjective value to the consequences).
Albert Bandura
Albert Bandura is the main representative of social learning theory. Seeing that psychoanalytic concepts were rather vague and behavioral concepts only addressed the most direct and concrete situations, Bandura tried to broaden the perspective of how the environment and cognition influence development.
Social Cognitive Theory
The social cognitive model proposes a reciprocal determinism between the environment, behavior, and personal factors that determine behavior. It takes into account personal variables as important determinants of behavior. It emphasizes the importance of cognitive function, not only environmental stimuli, but also reflection on them, responding significantly (interpreted value).
Basic Human Capacities for Learning
- Symbolizing capacity: use of symbols and mental representations of actions, trials, etc., beyond sensory experience and foresight of targets or consequences.
- Vicarious capacity.
- Self-regulatory capacity: behavioral, environmental, and cognitive control.
- Self-reflection capacity of self-efficacy: individuals can discuss their experiences, comparing actions with the consequences obtained in the past for future decisions.
Vicarious Reinforcement Functions
- Information
- Motivation
- Emotion
- Rating
Observational Learning Types
- Live
- Symbolic model: any situation where the model is not present in the observer’s environment.
Requirements for Vicarious Learning
Learning new behavior is not achieved by mere exposure; it is also necessary to mediate a series of cognitive processes. For acquisition, attention and retention are needed. For the execution of new learned behaviors, production and motivation are necessary.
Attention to acquisition: determines the selectivity of models and the relevant aspects of their behavior (prestige, one’s sex, high social status). Retention: it is necessary that the observer retain the features of the model’s behavior in their memory through verbal encoding or based on images: symbolic coding to guide the execution of the learned behavior.
For execution: production (performance of the behavior): conversion of the learned knowledge into behavior. Motivation: not all acquired behaviors are executed. To do so, three types of motivators should be involved: external (direct and vicarious) and self-produced (self-evaluation and self-reinforcement).
Learning conditions by observation:
The model:
- Models with high power, i.e., people who are perceived as admirable and who are in possession of reinforcements and punishments. The more powerful the model is perceived, the more likely they are to be imitated.
- Models similar to subjects in age, sex, and whether they are real beings or animals.
- Warm and affectionate models are more likely to be imitated.
The observer: when the task is simple, less effective observers show a greater capacity for imitation. Personal variables.
The situation: uncertainty and medium difficulty tasks facilitate imitation. Very simple or very complicated tasks tend not to be imitated.
Educational implications:
End: learning self-regulation:
- The role of metacognition.
- Promotion of the student as an autonomous subject and active learning agent.
Coacting: technique by which the student observes and makes models of behavior practiced by imitation and informative feedback. Includes techniques such as modeling and role-play and is used in programs for the development of social skills.