2.2 Social Learning and Cognitive Theories

Social learning theory explains how we learn by watching others. It's not just about copying, but a complex process of attention, memory, and motivation. This theory helps us understand why we pick up behaviors from those around us.

Social cognitive theory builds on this, emphasizing our ability to shape our own behavior. It highlights how our beliefs about our capabilities (self-efficacy) and our thought processes impact our actions and learning throughout life.

Social Learning Theory

Process of observational learning

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• Observational learning, also known as modeling or vicarious learning, is a key concept in social learning theory where individuals learn by observing and imitating the behaviors, attitudes, and emotional reactions of others
• The process of observational learning involves four key stages:
  1. Attention: The learner must pay attention to the model's behavior and its consequences
  2. Retention: The learner must remember the observed behavior, often through mental rehearsal or practice (visualization)
  3. Reproduction: The learner must have the ability to replicate the observed behavior (motor skills)
  4. Motivation: The learner must have an incentive or reason to perform the learned behavior (rewards or punishments)
• Observational learning plays a significant role in human development where children learn social norms, values, and behaviors by observing and imitating parents, peers (classmates), and other role models (teachers)
• Observational learning can shape the development of personality traits, skills (communication), and habits (study routines) throughout the lifespan

Role of reinforcement and punishment

• Reinforcement increases the likelihood of a behavior being repeated
  • Positive reinforcement involves providing a rewarding stimulus after a desired behavior, such as praise or a tangible reward (stickers)
  • Negative reinforcement involves removing an aversive stimulus after a desired behavior, such as relieving anxiety or discomfort (taking a break from a challenging task)
• Punishment decreases the likelihood of a behavior being repeated
  • Positive punishment involves presenting an aversive stimulus after an undesired behavior, such as scolding or a fine (timeout)
  • Negative punishment involves removing a positive stimulus after an undesired behavior, such as taking away privileges or attention (losing screen time)
• Vicarious reinforcement and punishment also shape behavior through observational learning where observing others being rewarded for a behavior increases the likelihood of the observer engaging in that behavior (seeing a classmate praised for helping) and observing others being punished for a behavior decreases the likelihood of the observer engaging in that behavior (witnessing a sibling scolded for lying)

Social Cognitive Theory

Self-efficacy in motivation and performance

• Self-efficacy refers to an individual's belief in their ability to successfully perform a specific task or behavior and is a central concept in social cognitive theory, developed by Albert Bandura
• Self-efficacy influences motivation and performance in several ways:
  • Individuals with high self-efficacy set more challenging goals and persist longer in the face of obstacles (attempting a difficult math problem)
  • High self-efficacy leads to greater effort and resilience when confronted with difficulties (practicing a new skill despite initial failures)
  • Low self-efficacy can result in avoidance of challenging tasks and reduced effort and persistence (procrastinating on a project due to fear of failure)
• Sources of self-efficacy include:
  • Mastery experiences: Successfully performing a task or behavior increases self-efficacy (completing a challenging assignment)
  • Vicarious experiences: Observing others successfully performing a task can increase self-efficacy (watching a peer deliver a confident presentation)
  • Verbal persuasion: Encouragement and support from others can boost self-efficacy (receiving positive feedback from a mentor)
  • Physiological and emotional states: Positive mood and physical well-being can enhance self-efficacy (feeling energized and focused)
• Developing self-efficacy is crucial for promoting motivation, learning, and personal growth throughout the lifespan

Impact of cognitive processes

• Cognitive processes, such as attention, memory, and problem-solving, play a crucial role in human development and learning
• Attention:
  • Selective attention allows individuals to focus on relevant information while filtering out distractions (concentrating on a lecture despite background noise)
  • Sustained attention enables individuals to maintain focus on a task over an extended period (studying for a long exam)
  • Attentional processes develop throughout childhood and are influenced by factors such as motivation and cognitive capacity
• Memory:
  • Working memory allows individuals to temporarily store and manipulate information for ongoing tasks (mentally calculating a tip at a restaurant)
  • Long-term memory stores information for extended periods and includes declarative (facts and events) and procedural (skills and habits) memory
  • Memory processes are essential for learning, as they enable the encoding, storage, and retrieval of information (recalling historical dates for a test)
• Problem-solving:
  • Problem-solving involves identifying a goal, generating and evaluating potential solutions, and implementing a chosen solution (finding the most efficient route to work)
  • Effective problem-solving requires the application of cognitive strategies, such as breaking down complex problems into smaller components (outlining an essay before writing)
  • Problem-solving skills develop throughout the lifespan and are influenced by factors such as knowledge, experience, and cognitive flexibility (adapting to new challenges in the workplace)
• The development and effective use of these cognitive processes contribute to successful learning and adaptation across the lifespan