Social Cognitive Theory

Social Cognitive Theory

Social Cognitive Theory

Albert Bandura

• Suggests behavior is learned from environment of modelling and reinforcement

Basic idea: we do not need to experience in order to learn. We can learn by watching others. It can be defined as learning that occurs by watching and imitating others (role models), and noting the consequences of their actions.

SCT is social and cognitive theory of learning

• Emphasizes internal mental processes

• Role of learner in acquiring knowledge

• Remembering outcomes of social situations

Vicarious Learning

We learn by watching others and seeing the consequences they receive (reinforcement or punishment) rather than doing the behaviour ourselves. Bandura argues that mental processes (cognition), people receive vicarious reinforcement/punishment.

Reinforcement

Making the response more likely even though the individual has not been directly reinforced due to watching the model. E.g. girl sees benefits her brother gets from job, she applies for a job for additional money.

Punishment

The likelihood of the observer performing a particular behavior decreases after watching the model be punished. E.g. After seeing Amelia receive a detention for nail polish, Bella decides to remove hers during the weekend.

Factors of SCT (ARRM)

1. Attention

2. Retention

3. Reproduction

4. Motivation

The learner must closely attend and carefully observe someone completing the task, and then use their memory of the behavior to reproduce their actions.

• If behavior is associated with reinforcement or punishment, the individual will be more or less motivated to imitate the observed behavior

Attention

Individual must focus on, or closely watch behavior and its consequences (must be active). Factors influencing attention:

• Motivation/interest

• Importance

• Characteristics of model

• Distractions

• Distinctiveness

Likely to imitate model because:

• Positively perceived (high states)

• Similarities

• Familiar

• Stand out

• Behavior noticeable

Retention

Learner remembers what they observed. It must be stored in memory as a mental representation, so it can be utilized at a later time.

• We don't often need the information learned during observation but is it important that it is effectively retained

  • Linking visual to verbal is effective in assisting memory processes

Reproduction

Learner attempts to replicate or imitate what was observed. For learning to occur there must be reproduction.

• Reproduction is exhibiting a particular behavior at a time later than immediately after the observation

• Behavior may need to be modelled a number of times before it can be reproduced

• Bandura says that the organism has to be capable of reproducing the learned behaviour before we can say learning has occurred

Motivation

Learner must want to perform the behavior

• They must see a purpose or incentive to perform, if they don't like it, it is unlikely they will do it

The thought or hope of reward (not actual receiving it). Motivation can be:

•  Intrinsic: from internal factors within an individual

• Extrinsic: from rewards that are external

Self-efficacy

Learning to most likely to occur if there is high-efficacy

• One's belief in one's ability to succeed

  • "I can do it"

Bandura et al found individuals with high-efficacy are more likely to master challenging problems and recover quickly from setbacks

• Is a central role in whether a learner will imitate behavior.

  • Low levels of self-efficacy will fear failure, and are less likely to attempt imitating behavior