EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 1Social Cognitive Learning TheoryEDS 248Stephen E. Brock, Ph.D.,NCSPThe Essence of Social Learning TheoryLearning by observation (or vicarious acquisition) and modeling. Observation of behaviors and their outcomes is a mode of learning (vs. simply being shaped by the environment).Learning does not require behavior change or performance (learned tasks may be displayed now, later, or never).Reinforcement has an indirect effect on learning.Cognitive processes influence learning.Bandura’s Social Learning TheoryBehaviorReciprocal CausationNatureInternalPerson factorsNurtureExternalEnvironmental factorsReinforcementPunishmentExpectationsAwarenessAttention/ MemoryBehaviorismSocial LearningTheoryCognitivismEDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 2Behavioral Factors and Social Learning TheoryPeople reinforce others who copy their behavior.Students are reinforced by teachers when they reproduce behaviors being taught.Imitated behavior leads to other people reinforcing copied behavior.Children are reinforced by parents when they reproduce what the teacher has taughtBehavior is imitated subsequent to observations of its effect on others.Students will engage in behaviors that are observed to achieve desired outcomes.Students will not engage in behaviors that observed to achieve undesired outcomes.How the environment reinforces and punishes models Model as a discriminative stimulus (S+) (or antecedent) (S+ = model) R > SRF Modeled behavior (R) is reproduced/learned/conditioned because of reinforcement. Observer (student) is reinforced by the model (teacher) Imitated behavior (style of dress) leads to reinforcer (peer praise). People often reinforce others who copy what they themselves do.Problems with a strictly behavioral analysis of social learning theory1. Behaviors emerge complete, whole, without any shaping• operant conditioning requires R > SRF2.Behaviors emerge without ever having been directly reinforced. Simply watching others is enough.3. Behaviors displayed long after discriminative stimulus (S+) has been displayed. The S+ may not even be present when the R is displayed.EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 3Behaviorism and Social Learning TheoryS+ R SRF Discriminative stimulus Response Reinforcement Teacher models a behavior that is to be learned Student1 observes > reproduces behavior -Model (Teacher) praises Student1 -Third party (other students) praise Student1 -Modeled behavior itself obtains a reinforcing outcome  Student2 observes the R > SRF Vicarious Reinforcement Student2 is likely to reproduced the teacher’s modeled behavior Reinforcement and Contemporary Social Learning TheoryReinforcement not viewed as essential to learning. Reinforcement offers a reason to display behaviors. People learn (via direct experience and/or observation of others) that certain situations are more likely to lead to reinforcement and behave accordingly.Expectation of reinforcement influences cognitive processes (attention) that influence learning. People pay attention to behavior (e.g., a skill being taught) that they believe has reinforcing value (a skill that they will be required to perform to obtain a desired outcome).In other words, you pay attention to behavior that you believe may be reinforcing.Cognitive Factors and Social Learning TheoryConsequences affect performance, but not necessarily learning.Students may learn behaviors, but not display them until the consequences are judged desirable.Cognitive processes affect learning.Attention is a critical factor in learning.Expectations affect learning.Prior experiences (i.e., being rewarded or punished) influences behavior choices.Awareness of reinforcement contingencies affect learning.Knowledge of exactly what behavior leads to exactly what consequence.EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 4General Principals Observation of behaviors (of others/models) and their outcomes is an important mode of learning. Learning doesn’t require behavior change or performance . Reinforcement has an indirect effect on learning.  Cognitive processes influence learning.Reciprocal CausationThe integration of behavioral and cognitive psychology is illustrated by this theory.P=Person factors (internal)E=Environment factors (external)B=Behaviors (responses/choices made)PBEInternal (person), External (environment), and choices made (behavior) influence each other in a reciprocal fashion.Reciprocal CausationThe integration of behavioral and cognitive psychology is illustrated by this theory.P=Person factors (internal)E=Environment factors (external)B=Behaviors (responses/choices made)PBEEnvironment influences behavior (e.g., the positive reinforcement a child obtains when she reads will lead to increased reading behavior)[(S+) R > SRF]EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 5Reciprocal CausationThe integration of behavioral and cognitive psychology is illustrated by this theory.P=Person factors (internal)E=Environment factors (external)B=Behaviors (responses/choices made)PBEInternal “person” factors influence behavior (e.g., awareness of the probability of reinforcement for reading behavior results in the child being more likely to engage in such behaviors).[(S+) R > SRF]Awareness ofR > SRFReciprocal CausationThe integration of behavioral and cognitive psychology is illustrated by this theory.P=Person factors (internal)E=Environment factors (external)B=Behaviors (responses/choices made)PBEB>P, choosing to read frequently affects views of self as a reader.B>E, choosing to read frequently affects environmental supports for reading.Behavior influences environmentBehaviors affect the personReciprocal CausationThe integration of behavioral and cognitive psychology is illustrated by this theory.P=Person factors (internal)E=Environment factors (external)B=Behaviors (responses/choices made)PBEThe environment influences internal expectations for future behavior (e.g., the environment that reinforces reading behavior will result in an expectation of reward for future reading behavior).Consequences affect expectationsEDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 6Reciprocal CausationThe integration of behavioral and cognitive psychology is illustrated by this theory.P=Person factors (internal)E=Environment factors