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Socio-Cognitive Theory (Bandura) (key components, elements, or principles,…
Socio-Cognitive Theory (Bandura)
Basic Assumptons--learning process and learning outcomes
Cognitive process and decision making
Learner abstracts information from observing behaivors and decides how to behave
Learning may include aquiring codes that are not enacted
Performance and learning are separate
Reciprocal determinism
Relationship between behavior (B), environment (E), and internal factors (P) explains learning
Representational systems
Learning = aquisition of verbal or visual codes that guide behavior
Visual (imaginal) abstractions of activities, places and objects
Verbal code-language symbols, numbers, music symbols
key components, elements, or principles
Behavioral model
Model defined: organized stimulus array accessible to learner
Live models, people; symbolic models, video and televison=worlds the learner doesn't contact directly.
Effects of modelling
Serves as imitative cue
Strengthens or weakens desire to perform a behavior
Demonstrates new behavior
Negative models in mass media include exposure to violence and sexualization of girls;
Negative results include learning anti social behaviors and girls' perceptions of self
Consequences of modeled behavior
Vicarious
Reinforcement
Learner observes reinforcement of a behavior and has a positive emotional reaction ; if viewed as attainable it has functional value
Punishment
Learner observes punishment, behavior is inhibited, and the behavior is not seen as functioning
Direct Reinforcement
Operant conditioning--reinformcement through environment
Self administered reinforcement
Individual must be consciously cultivated and are self perscribed; self aranged activity for reinformcement; self reinforced
Animal world has no self administered reinforcement
Learner's internal processes
Attention
Retention
Motor Reproduction
Motivational
Learner's self-efficacy
Belief in one's capacity to organize and execute actions to attain specific academic outcomes
influences on self-efficacy
Mastery
vicarious experiences
Verbal persuacion
pyschological and emotional states
major implications for classroom issues
Identifying appropriate models in the classroom
Modelling by peers
Modelling by teacher
Modelling by other community members
Symbolic modelling--video
Establishing functional value of behaviors
Events that predict reinforcement
Inconsistent or misinterpreted reinforcement could be percived as punishment.
Guiding learner's internal processing including facilitation of self-efficacy
Instruction needs to facilitate code observed behavior into visual or verbal symbols and to rehearse modelled behaviors