Psych U3 AOS2 Dot point 2

Observational learning (modelling, social learning)

Social cognitive theory

Social cognitive theory (social learning theory) – proposes that the way we learn to think, feel and act is the product of:

• our environment or ‘social context’, as well as, 

• The mental or cognitive processes that enable us to remember (mentally represent) these social observations.

Observational learning

When an individual views a model’s actions and the consequences of those actions and uses those observations to guide their future actions.

Model

is the one who is being observed; there are two types:

• Live model – a real person, in person, demonstrating a behaviour such as a parent, teacher or employer.

• Symbolic model – a real or fictional character demonstrating behaviour in books, movies, TV, online or other media.

Attention

1. Attention - The learner intently watches the model and observes their behaviour.

• Influencing factors:

• Perceptual capabilities of the observer

• The motivation and interest level of the observer is influenced by whether they see the behaviour as being important to them and giving them some sort of positive satisfaction or improved security or convenience.  

• The situation in which the behaviour is being observed, does it stand out, is it novel? 

• The distractions present.

• The characteristics of the model.

Retention

1. Learner mentally represents and stores what has been observed over time as a memory.

• The more meaningful the more accurate our memory will be. 

• Linking a visual image with a verbal description is effective as is using acronyms or acrostics or other mnemonic devices.

Reproduction

1. Depending on one’s ability, the learner converts the mental representations into actions.

• We must have the required physical capacity to perform the behaviour. (Sometimes we may never be able to replicate the behaviour that a professional can do…. We simply may not have the reflexes, agility, balance, poise, perceptual judgements of trajectory, or motor coordination.)

Motivation

The learner’s desire to perform the behaviour.

Reinforcement

1. The stimulus that provides motivation and increases the frequency of the learner performing the behaviour, or that strengthens the learner’s behaviour.

• Types of reinforcement

• Extrinsic Value - External reinforcement – comparable to learning by consequences. Praise from another, money from another. 

• Intrinsic Value - Self-Reinforcement – When we are reinforced by meeting certain standards of performance we set for ourselves, a sense of pride, achievement or fulfilment.  

• Vicarious Reinforcement – increases the likelihood of the observer behaving in a similar way to a model whose behaviour is reinforced.

Factors that influence observational or social learning

An individual’s personal characteristics have the ability to influence each stage of the process.

We are more likely to imitate a model’s behaviour if we have low self-esteem (personal worth).

• Eg. I’m going to watch how they do it because I’m not as cool as them, I’m fat, and ugly and don’t have the right clothes and I’m just not liked.. no one wants to see me. But, maybe if I act like…… they will acknowledge me and respect me…

People with a low sense of self-efficacy (belief in capabilities), have low motivation for observational learning because they are more likely to think that they won’t succeed when they try to replicate the behaviour.

• Eg. I’ll never get this…even if I try really hard, I’ll be hopeless, so why bother.