8.1 Principles of Social Learning Theory

Social Learning Theory, developed by Albert Bandura, highlights how we learn by observing others. It bridges behaviorism and cognitive theories, recognizing both environmental and psychological factors in learning.

The theory introduces key concepts like reciprocal determinism and triadic reciprocal causation. These ideas show how behavior, personal factors, and environment all influence each other, shaping our learning experiences.

Key Concepts of Social Learning Theory

Overview of Social Learning Theory and its Founder

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• Social Learning Theory emphasizes the importance of observing, modeling, and imitating the behaviors, attitudes, and emotional reactions of others
• Developed by Albert Bandura, a Canadian-American psychologist known for his work in social cognitive theory and self-efficacy
• Bandura's theory bridges the gap between behaviorism and cognitive learning theories, recognizing the role of both environmental and psychological factors in learning

Reciprocal Determinism and Triadic Reciprocal Causation

• Reciprocal Determinism suggests that a person's behavior influences and is influenced by both personal factors and the social environment
  • Personal factors include cognitive, affective, and biological events
  • Environmental factors encompass social and physical external stimuli
• Triadic Reciprocal Causation further expands on this concept, proposing that personal factors, environmental influences, and behavior all operate as interacting determinants that influence each other bidirectionally
  • For example, a child's aggressive behavior may elicit negative reactions from others (environment), which in turn may make the child more likely to act aggressively in the future (behavior) and develop hostile thoughts and beliefs (personal factors)

Factors in Social Learning

Cognitive Processes in Social Learning

• Cognitive processes, such as attention, retention, reproduction, and motivation, play a crucial role in social learning
  • Attention: Individuals must attend to and perceive the significant features of the modeled behavior
  • Retention: Observers must be able to remember the modeled behavior, which involves the process of transforming and restructuring information in the form of rules and conceptions for memory representation
  • Reproduction: Learners must be able to translate the symbolic representations into appropriate actions, requiring the ability to physically reproduce the observed behavior
  • Motivation: Observers must have the incentive or motivation to perform the modeled behavior, which can be influenced by reinforcement and punishment

Environmental Influences on Social Learning

• Environmental influences, including the presence of others, social norms, and situational contexts, shape an individual's learning experiences
  • Observational learning occurs through watching the behavior of others, such as parents, peers, or media figures (television characters)
  • Vicarious reinforcement and punishment, where individuals learn from observing the consequences of others' actions, can influence the likelihood of imitating or avoiding certain behaviors

Behavioral Factors in Social Learning

• Behavioral factors, such as practice, reinforcement, and punishment, contribute to the acquisition and maintenance of learned behaviors
  • Practicing or rehearsing the modeled behavior helps to improve performance and increase the likelihood of retention
  • Reinforcement, both external (praise, rewards) and internal (pride, satisfaction), increases the probability of a behavior being repeated
  • Punishment, on the other hand, can decrease the likelihood of a behavior being performed in the future

Self-Efficacy

The Role of Self-Efficacy in Social Learning

• Self-efficacy refers to an individual's belief in their ability to successfully perform a specific task or behavior
• Bandura emphasized the importance of self-efficacy in social learning, as it influences the choices people make, the effort they put forth, and their persistence in the face of challenges
  • Individuals with high self-efficacy are more likely to attempt challenging tasks, persist in the face of obstacles, and recover quickly from setbacks
  • Conversely, those with low self-efficacy may avoid difficult tasks, have lower aspirations, and be more vulnerable to stress and depression
• Self-efficacy can be developed through various sources, including mastery experiences (success in performing a task), vicarious experiences (observing others' success), verbal persuasion (encouragement and support), and physiological and emotional states (interpreting physical and emotional reactions)
  • For example, a student who successfully completes a challenging math problem (mastery experience) and receives praise from their teacher (verbal persuasion) is likely to develop higher self-efficacy in math