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