Socio-Cognitive Theory (Bandura)

Basic Assumptons--learning process and learning outcomes

key components, elements, or principles

major implications for classroom issues

Cognitive process and decision making

Reciprocal determinism

Representational systems

Relationship between behavior (B), environment (E), and internal factors (P) explains learning

Learner abstracts information from observing behaivors and decides how to behave

Learning may include aquiring codes that are not enacted

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

Performance and learning are separate

Behavioral model

Consequences of modeled behavior

Learner's internal processes

Learner's self-efficacy

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

Vicarious

Direct Reinforcement

Self administered reinforcement

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

Operant conditioning--reinformcement through environment

Individual must be consciously cultivated and are self perscribed; self aranged activity for reinformcement; self reinforced

Animal world has no self administered reinforcement

Attention

Retention

Motor Reproduction

Motivational

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

Identifying appropriate models in the classroom

Establishing functional value of behaviors

Guiding learner's internal processing including facilitation of self-efficacy

Modelling by peers

Modelling by teacher

Modelling by other community members

Symbolic modelling--video

Events that predict reinforcement

Inconsistent or misinterpreted reinforcement could be percived as punishment.

Instruction needs to facilitate code observed behavior into visual or verbal symbols and to rehearse modelled behaviors