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Linguistics and social cognitive theory (Functions of Modeling…
Linguistics and social cognitive theory
CONCEPTUAL FRAMEWORK FOR LEARNING
Social cognitive theory makes some assumptions about learning and the performance of
behaviors
Reciprocal Interactions
reciprocal interactions among behaviors, environmental variables, and personal factors such as cognitions
Enactive and Vicarious Learning
involves learning from the consequences of one’s actions
Learning and Performance
learning involves connecting responses to stimuli or following responses with consequences, social cognitive theory asserts that learning and performance are distinct processes.
Self-Regulation
the process whereby individuals activate and sustain behaviors, cognitions, and affects, which are systematically oriented toward the attainment of goals
MODELING PROCESSES
a critical component in social cognitive theory—refers to behavioral, cognitive, and affective changes deriving from observing one or more models
Theories of Imitation
Other perspectives on imitation relate it to
instinct
: Observed actions elicit an instinctive drive to copy those actions,
[development
:Children imitate actions that fit with existing cognitive structures. ,
conditioning
:Behaviors are imitated and reinforced through shaping. Imitation becomes a generalized response class. , and
instrumental behavior:
Functions of Modeling
Response facilitation
refers to modeled actions that serve as social prompts for observers to behave accordingly
Inhibition/Disinhibition
Inhibition: occurs when models are punished for performing certain actions, which in turn stops or prevents observers from acting accordingly.
Disinhibition: occurs when models perform threatening or prohibited activities without experiencing negative consequences, which may lead observers to perform the same behaviors.
Observational Learning.
occurs when observers display new patterns of behavior that, prior to exposure to the modeled behaviors
Attention
: Student attention is directed by physically accentuating relevant task features, subdividing complex activities into parts, using competent models, and demonstrating usefulness of modeled behaviors
Retention
: Retention is increased by rehearsing information to be learned, coding in visual and symbolic form
Production
: Behaviors produced are compared to one’s conceptual (mental) representation. Feedback helps to correct deficiencies.
Motivation
: Consequences of modeled behaviors inform observers of functional value and appropriateness.
Cognitive Skill Learning
Observational learning expands the range and rate of learning over what could occur through shaping
Cognitive Modeling
Teacher Modeling
Motor Skill Learning
skill learning involves constructing a mental
model that provides the conceptual representation of the skill for response production
Observational learning is useful for learning motor skills
INFLUENCES ON LEARNING AND PERFORMANCE
Observing models does not guarantee that learning will occur or that learned behaviors will be performed later.
Developmental Status of Learners
development include longer attention and increased
capacity to process information, use strategies, compare performances with memorial representations, and adopt intrinsic motivators
Model Prestige and Competence
Consequences of modeled behaviors convey information about functional value.
Vicarious
consequences
Vicarious consequences to models can affect observers’ learning and performance of modeled actions
MOTIVATIONAL PROCESSES
Goals
A goal reflects one’s purpose and refers to quantity, quality, or rate of performance
Specificity
Goals with specific standards of performance increase motivation and raise self-efficacy because goal progress is easy to gauge.
Proximity
Goals are distinguished by how far they project into the future.
Difficulty
Goal difficulty refers to the level of task proficiency required as assessed against a standard
Outcome Expectations
Are personal beliefs about the anticipated outcomes of actions
Values
refers to the perceived importance or usefulness of learning. An important premise of social cognitive theory is that individuals’ actions reflect their value preferences
SELF-EFFICACY
Conceptual Overview
refers to personal beliefs about one’s capabilities to
learn or perform actions at designated levels
Self-Efficacy in Achievement Situations
Models and Self-Efficacy
The models in one’s environment provide an important source of information for gauging self-efficacy