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Definition
1. People can learn by observing others' behaviors and the consequences that result.
2. Learning can occur without a change in behavior.
3. People have a considerable amount of control over their actions and environments. |
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Definition
| An individual's regard of their ability to complete the tasks successfully. |
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Definition
| People can take active steps to create or modify their environments. |
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Term
| Neil Miller and John Dollard |
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Definition
| An individual uses another person's behavior as a discriminative stimulus for an imitative response and the observer is then reinforced in some way for imitative behavior. |
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Term
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Definition
| imitation itself becomes a habit. |
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Term
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Definition
| if a model is reinforced for a response, the observer may show an increase in the response. |
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Term
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Definition
| if a model is punished for a response, the observer may show a decrease in the response. |
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Term
| Instrumental conditioning |
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Definition
| New behaviors are acquired, but only from existing behaviors that are gradually shaped and modified over time. |
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Term
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Definition
| Some behaviors that are learned through observing others don't appear until a learn time. For this type of learning to be possible, learning must actually take place when the discriminative stimulus is presented, despite the absence of reinforcement at that time. |
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Term
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Definition
| Learning through observation. |
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Term
| What are some cognitive factors in social learning? |
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Definition
1. Learning involves a mental change.
2. Paying attention, rehearsing, making mental representations, etc. are essential for learning to occur.
3. Learners must be aware of existing response-consequence contingencies.
4. Learning form expectations for future response-consequence contingencies. |
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Term
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Definition
| Hypotheses about the results that future actions are likely to occur, which can be formed by seeing others reinforced or punished for certain behaviors. |
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Term
| Reciprocal Causation: Environment (E) |
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Definition
| General conditions and immediate stimuli in the outside world. |
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Term
| Reciprocal Causation: Person (P) |
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Definition
| An individual's particular physical characteristics, |
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Term
| Reciprocal Causation: Behavior (B) |
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Definition
| An individual's observable actions and reactions. |
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Term
| How does modeling affect behavior? |
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Definition
1. Modeling teaches new behavior.
2. Modeling influences the frequency of previously learned behaviors.
3. Modeling may encourage previously forbidden behavior.
4. Modeling increases the frequency of similar behavior. |
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Term
| What effect does vicarious reinforcement have? |
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Definition
| Facilitation effect, where people are more likely to perform behaviors for which others are being rewarded. |
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Term
| What effect does vicarious punishment have? |
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Definition
| Inhibition effect, where people are less likely to perform behaviors for which others are bing punished for. |
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Term
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Definition
| Previously inhibited behavior is now reoccurring. |
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Term
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Definition
| An actual person demonstrating a particular behavior. |
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Definition
| a person or character portrayed in a book, film, or other medium. |
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Definition
| descriptions of how to behave. |
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Term
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Definition
1. The model is competent.
2. The model has prestige and power.
3. The model is "gender-appropriate"
4. The model is relevant to the observer's situation. |
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Term
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Definition
| Modeling of academic skills: the model demonstrates how to do things and how to think about them. |
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Term
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Definition
| Repeating whatever needs to be remembered over and over. |
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Term
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Definition
| verbal and visual codes that serve as guides when people perform the observed behavior, making it easier for the learner. |
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Term
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Definition
| Peoples belief that they are capable of executing the behaviors successfully. It addresses the question"How well can I do such-and-such?" |
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Term
| How can self-efficacy affect behavior and cognition? |
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Definition
1. Choices of activities: people tend to choose tasks and activities that they believe that they can succeed, and they avoid everything else.
2. Goals: higher self-efficacy, greater the goals.
3. Effort and persistence: higher self-efficacy, the greater the effort.
4. Learning and achievement: higher self-efficacy, the more effective study skills. |
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Term
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Definition
| When successful people encounter small setbacks, they learn that sustained effort and perseverance are key ingredients to success. |
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Term
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Definition
| Shows learners that success doesn't come easily and allows them to observe the strategies the model uses to gain proficiency. |
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Term
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Definition
| Is a function of people's perceptions of their own and others' capabilities, but also their perceptions of how effectively they can work together. |
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Term
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Definition
| Through both direct and vicarious punishment/reinforcement, children will gradually learn which behaviors are and are NOT acceptable to the people around them. |
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Term
| Elements of self-regulation |
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Definition
1. Setting standards and goals.
2. Self-observation.
3. Self-evaluation.
4. Self-reaction.
5. Self-reflection. |
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Term
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Definition
Effective way to help students acquire more productive approaches to academic tasks, develop better social skills, and keep their behavior in check.
1. Cognitive modeling
2. Overt, external guidance: child listens to adult verbalize instructions.
3. Overt self-guidance: the child repeats the instructions aloud.
4. Faded, overt self-guidance: the child whispers the instructions while performing the task.
5. Covert self-instruction: the child silently thinks about the instruction while doing task. |
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Term
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Definition
| People giving themselves a treat or special privilege when they behave in a desired behavior and withholding reinforcement when they don't. |
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Term
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Definition
| An individual might be instructed to seek out an environment in which that behavior is more likely to occur. |
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Term
| Educational implications of social cognitive theory |
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Definition
1. Students often learn a great deal simply by observing others.
2. Describing the consequences of behaviors can effectively increase appropriate behaviors and decrease inappropriate ones.
3. Modeling provides an alternative to shaping for teaching new behaviors.
4. Teachers and other models must model appropriate behaviors and not model inappropriate ones.
5. Exposure to a variety of other models further enhances student's leaning.
6. Students must believe they are capable of accomplishing school tasks.
7. Teachers should help students set realistic expectations. |
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