Bandura social learning theory pdf download

Motivation — having a good reason to imitate. Includes motives such as past i. Social learning theory has sometimes been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. Additional Resources and References. You must be logged in to post a comment. Read More. Skip to content. Necessary conditions for effective modeling Attention — various factors increase or decrease the amount of attention paid. Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal Reproduction — reproducing the image.

Resources References Bandura, A. Social Learning Theory. Identification occurs with another person the model and involves taking on or adopting observed behaviors, values, beliefs and attitudes of the person with whom you are identifying.

The term identification as used by Social Learning Theory is similar to the Freudian term related to the Oedipus complex. However, during the Oedipus complex, the child can only identify with the same sex parent, whereas with Social Learning Theory the person child or adult can potentially identify with any other person. Identification is different to imitation as it may involve a number of behaviors being adopted, whereas imitation usually involves copying a single behavior.

This is because it focuses on how mental cognitive factors are involved in learning. Unlike Skinner , Bandura believes that humans are active information processors and think about the relationship between their behavior and its consequences. Observational learning could not occur unless cognitive processes were at work. These mental factors mediate i. Therefore, individuals do not automatically observe the behavior of a model and imitate it.

There is some thought prior to imitation, and this consideration is called mediational processes. This occurs between observing the behavior stimulus and imitating it or not response. Much of social learning is not immediate, so this process is especially vital in those cases. Even if the behavior is reproduced shortly after seeing it, there needs to be a memory to refer to.

This influences our decisions whether to try and imitate it or not. Imagine the scenario of a year-old-lady who struggles to walk watching Dancing on Ice. She may appreciate that the skill is a desirable one, but she will not attempt to imitate it because she physically cannot do it. The social learning approach takes thought processes into account and acknowledges the role that they play in deciding if a behavior is to be imitated or not.

As such, SLT provides a more comprehensive explanation of human learning by recognizing the role of mediational processes. For example, Social Learning Theory is able to explain many more complex social behaviors such as gender roles and moral behavior than models of learning based on simple reinforcement.

However, although it can explain some quite complex behavior, it cannot adequately account for how we develop a whole range of behavior including thoughts and feelings. We have a lot of cognitive control over our behavior and just because we have had experiences of violence does not mean we have to reproduce such behavior. It is for this reason that Bandura modified his theory and in renamed his Social Learning Theory, Social Cognitive Theory SCT , as a better description of how we learn from our social experiences.

Mike demonstrates that behavior. This is the essence of social learning theory sometimes called observational learning. This theory falls under the category of behaviorism because it involves observing the behaviors of others and the rewards and punishments that result from those behaviors. Future behaviors are then based on these observations as we learn from vicarious reinforcement and punishment. Cognition and Social Learning Cognition plays a part in social learning in the form of expectations.

After observing a model we expect that if we behave in the same way we will get rewarded or punished similarly. Instead of having to go through the long trial and error learning incremental learning where we gradually eliminate the incorrect responses, we are able to benefit immediately from observing the success or failure of others insightful learning.

Some prefer the term, social cognitive learning theory. Here learning is defined as a change in mental processes that creates the capacity to demonstrate different behaviors that occurs as a result of observing others. Enactive and Vicarious Learning Social learning involves learning vicariously.

Vicarious learning occurs when we learn by imitating or observing others. Enactive learning occurs when we learn by doing. We learn best when both are combined: observe others and learn by doing. In the classroom, this would mean that students would be able to observe somebody engaged in academic or social tasks and then be given chances to experiment or apply what they have learned. Four Conditions Necessary for Social Learning There are four conditions necessary for social learning to take place.

Learners need to pay attention to the behavior to be learned. In a classroom, teachers sometimes have to point out specific behaviors. The observer must be able to remember what was observed later when given opportunities to act. Posters with reminder, concept maps, and graphic organizers are all ways to call attention to salient elements. Also, verbal reminders can be used. Observers must be given opportunities to reproduce the behavior.

Also, observers must be able to reproduce the behavior. That is, the behavior must be proximal. Likewise, I could have an expert tap dancer come into a 3rd grade classroom and model dancing; but again, since it would not be possible for most of them to reproduce the behavior, it would not be a very effective learning situation.

The observer must be motivated to act. That means that the observer must value the behavior or the rewards that behavior may bring about and that observer must expect to see some sort of reinforcement as a result of the behavior. Here, children were shown a film where adults interacted aggressively hitting, punching, and kicking , with an inflatable toy known as a Bobo doll.

Children were put into four different groups: Group 1watched a film version where the adult was rewarded for the aggressive behavior. Group 2 watched a film version where the adult was punished for the aggressive behavior. Group 3 watched a film version where the adult there were no consequences for the aggressive behavior.

Group 4 was the control group. They did not watch any films. Results After watching the film, children were put in a room in which there was a Bobo doll see Figure 1.

The results showed that children who saw the adult rewarded for aggressive behavior Group 1 were more likely to behave aggressively when compared to the other groups.

Children who saw the adult punished for aggressive behavior Group 2 were less likely to behave aggressively when compared to the other groups. Figure 1. Bobo doll and aggression. This is called direct modeling. For example, Sam saw Mary study and how she studied.