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Socio Cognitive aspect in Learning

Prepared by

Goh Chee Horng

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Outline

1.  Founder – Albert Bandura 3

2.  Socio Cognitive View of Learning 4

2.1. The Bobo Doll Experiment 4

2.2. The Reciprocal Causation Model 5

2.3. A Closer Look At Personal Component In Reciprocal Causation Model 6

3.  Modeling : A Social Learning Tool 7

3.1. Modeling Effect 7

3.2. Factor Affecting the Success of Modeling 7

4.  Self Regulation 9

4.1. A Self Regulation Model 9

4.2. Cognitive Behavior Modification 10

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1. Founder - Albert Bandura (04/12/1925 ~ )

Figure 1 : Professor Bandura at Stanford University Sept 2008

  Known as the originator of social learning theory and the theory of self-efficacy, and is also

responsible for the influential 1961 Bobo Doll experiment.

  By the mid-1980s, Bandura's research had taken a more holistic bent, and his analyses tended

towards giving a more comprehensive overview of human cognition in the context of social

learning. The theory he expanded from social learning theory soon became known as SOCIAL

COGNITIVE THEORY.

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2. Socio Cognitive View of Learning

  Focuses on learning that is the result of observing others or observing the consequences of the

behavior of others.

  Social learning occurs when people learn from observing the behavior of others, or, observing the

environment outcomes of the behavior of others.

  Interaction with environment (direct and indirect).

  Best described by The Bobo Doll Experiment.

2.1 The Bobo Doll Experiment (1961, 1963)

Figure 2 : Bobo Doll Experiment 

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The Bobo doll experiment was the name of two experiments conducted by Albert Bandura in 1961 and

1963 studying patterns of behavior associated with aggression.

  Children are shown a film where an adult is attacking a Bobo doll. The adult is shown kicking,

throwing, punching and hitting the Bobo doll with a mallet.

 Children in group A are shown the adult being praised with sweets and lemonade after beating upthe doll.

  Children in group B are shown the adult being told off after beating up the doll.

  Children in group C are just shown the film where the adult is attacking the doll.

After the film each child spent 10 minutes in a playroom with a Bobo doll. Children in group A and C

showed same level of aggressive behaviour. Children in B showed less aggression as they extract the

cognition that aggressive behaviour would be punished.

2.2 The Reciprocal Causation Model

  The psycho-analytic model downplays environmental factors.

  The behaviorist model downplays personal factors.

  The Reciprocal Causation Model proposes that there is interplay between personal, behavioral

and environmental factors.

  The second tenet of socio cognitive theory, introduce by Bandura.

There are three main components in Reciprocal Causation Model :

  Personal Component

o  Beliefs and attitudes that can potentially affact learning, including belief about oneself 

  Behavioral Component

o  Response made in any given situation

o  Emotional : anger, pride..

o  Physical : increasing study time, skipping class..

  Environmental Component

o  Social stimuli from others such as parents, teachers and peers.

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Figure 3 : The Reciprocal Causation Model

2.3 A Closer Look At Personal Component In Reciprocal

Causation Model

  Self efficacy 

o  Focus on how capable or prepared we believe we are for handling particular kinds

of tasks

o  Self efficacy high, enhance the ―will power‖ 

o  Success in difficult task, self efficacy increase

o  Factors that may affect efficacy

   Performance accomplishments. People achieve goals. Overcoming or managing

failures is an important part of this.

  Verbal persuasion. People are persuaded by others that they can succeed, and

have experiences that build their abilities and confidence.

   Emotional arousal  

  Vicarious experience. People see others like themselves being successful.

  Outcome Expectancy 

o  An individual’s belief in positif relationship between performance (effort) and the

outcome.

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3 Modeling : A Social Learning Tool

  The cognitive, effective, and behavioralchanges result from observing others’ behaviors

and explanations. 

  Type of model :

o  Live model- real people that we observe directly

o  Symbolic model : real and fictional characters that we observe indirectly through the

media.

3.1 Modeling Effect

  Inhibitory Effects

o  Observation strengthens the inhibitions for the same behavior in the observers

  Disinhibitory Effects

o  Observation weakens the inhibitions for the same behavior in the observers

  Response Facilitation Effects

o  Model’s behavior serves as a social cue or reminder to engage in the behavior.

3.2 Factor Affecting the Success of Modeling

  Learner Processing

o   Attention  — various factors increase or decrease the amount of attention paid. Model’s

characteristics (e.g. sensory capacities, arousal level, perceptual set, past reinforcement)

affect attention.

o   Retention  — remembering what you paid attention to. Includes symbolic coding, mental

images, cognitive organization, symbolic rehearsal, motor rehearsal

o   Production  — reproducing the image. Including physical capabilities, and self-

observation of reproduction.

o   Motivation  — having a good reason to imitate. Includes motives such promised(imagined incentives) and vicarious (seeing and recalling the reinforced model)

  Modeling Characteristics 

o   Power and Prestige. Someone who can model success in addition to the behavior to-be-

learned.

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o  Similiarity. Someone who shares salient characteristics with the learner

(e.g.,age,gender,ethicity)

o  Competance. Someone who can demonstrate behaviors confidently and flawlessly.

o  Coping Experience. Someone who can model persistence when confront with a

challenge in addition to the behavior to-be-learned.

  Task Difficulty

o  For highly complex procedure teaching, consider using cognitive modeling. 

o  6 steps:

  Explaining why the to-be-learned skill is important.

  Modeling the procedure in its entirety.

  Modeling each one of the procedure steps separately using different contexts.

  Having students practice the procedure steps with guidance.

  Having students practice the entire procedure with guidance.

  Having students practice the entire procedure without guidance.

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4 Self Regulation

  The ability to control all aspects of one’s learning, from advance planning to evaluating

performance afterward.

  High achieving students are more likely to be self-regulated.

  High achieving students able to set more specific goals, use more stradegies, better monitoring,

and more systematically evaluate their progress toward learning goals.

4.1 A Self-Regulation Model (Zimmerman, 2000, 2002)

  Forethought Phase.

o  Task Analysis.

  Setting goals (long-term and short-term).  Devising a stradegic plan to accomplish such goals.

o  Self-beliefs.

  Personal component.

  Self efficacy, believe in own self capability.

  Positive outcome expectation, e.g wealth, prestige, knowledge.

  Intrinsic interest in task.

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  Performance Phase

o  Self-Monitoring

  Self-Recording

  Monitoring a process of learning by recording incremental accomplishments.

  Example: writing a journal, keeping logbook.

o  Self-control  Self-instruction

  A method aimed at reminding one’s self about appropiate actions of strategies. 

  Self-Reflection Phase

o  Self-Evaluation

  Judging if the outcome of one’s actions or strategies is acceptable or 

unacceptable.

  Methods:

  Mastering criterion – compare performance with respect to an absolute

standard of performance.

  Comparing current performance level to performance level at the

beginning of a cycle.

o  Self-Imposed Contingency Stage

  self  — reinforcement

  Adjustments on the original strategic plan

4.2 Cognitive Behavior Modification

  A well-known method to teach self-regulation

  Combines principles of behaviorism and cognitive theories to help students control their learning

through self-instruction.

  Steps:

o  Demonstration  – use cognitive modeling to demonstrate how to use instruction while

engaged in the task.

o  Performance with adult overt guidance – teacher repeat the instructions aloud while

the student is engaged in the task. 

o  Performance with overt self-guidance – student repeats the instruction aloud while

engaged in the task.

o  Performance with faded self-guidance – student whispers the instruction while engaged

in the task 

o  Performance with covert self-guidance – student silently repeats the instructions in

his/her mind while engaged in the task.