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Social Learning Theory. Albert Ba ndura Prepared by : Sarahandi Api Abdullah. Learning By Response Consequences. Direct experience : Positive and negative effect Learning by reinforcement portrayed as a mechanic process Profit more extensively Response consequences have several functions. - PowerPoint PPT Presentation
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Social Learning Theory
Albert Bandura
Prepared by : Sarahandi Api Abdullah
Learning By Response Consequences
• Direct experience : Positive and negative effect
• Learning by reinforcement portrayed as a mechanic process
• Profit more extensively
• Response consequences have several functions
Response Consequences
Informative Function
Motivational Function
Reinforcing Function
Informative Function
• Not only perform responses but also notice the effects they produce
• Develop hypotheses about response
• Serve as guide for future action
• Outcomes change behaviour in human largely
• Consequences generally produce little change in complex behaviour
Motivational Function
• Anticipatory enable humans to be motivated
• People can convert future consequences into current motivation of behaviour
• Anticipatory thought encourages foresightful behaviour
Reinforcing Function • Consequences increase behaviour automatically without conscious
involvement
• Reinforcing consequences were ineffective in modifying behaviour as long as participants were unaware of the reinforcement contingency: but participants suddenly increased the appropriate behaviour when they discovered which responses would be rewarded (Spielberger and De Nike, 1966).
• Behaviour is not much affected by it consequences without awareness of what is being reinforced (Dulany, 1968).
• Learning can occur without awareness, albeit slowly and quite efficiently (Postman and Sassenrath, 1961).
• Awareness is not an all-or non phenomenon
• Reinforcement provide an effective means of regulating behaviour that have already learn
Learning Through Modelling
• Most human behaviour is learned observationally through modelling
• People can learn from example
Four Component Processes
Attentional Process
Retention Processes
Motor Reproduction
Processes
Motivational Processes
Attentional Process
• Modelling Stimuli
• Distinctiveness
• Affective Valence
• Complexity
• Prevalence
• Functional Value
• Observer Characteristics
• Sensory Capacities
• Aurosal Lebel
• Perceptual Set
• Past reinforcement
Retention Process
• Symbolic Coding
• Cognitive Organization
• Symbolic Rehearsal
• Motor Rehearsal
Motor Reproduction Process
• Physical Capabilities
• Availability of component responses
• Self Observation of reproductions
• Accuracy feedback
Motivational Process
• External Reinforcement
• Vicarious Reinforcement
• Self Reinforcement
Comparative Analysis 0f modelling
• Lower species will learn simple acts through modelling
• Higher species have increasing capability to symbolize experience
Locus of response integration in Observational learning
• New pattern of behaviour are created by organizing responses into certain patterns and sequences
• Response components chained by reinforcement to form more complex units of behaviour
• People guide their actions
Role of Reinforcement on observational learning
• Matching responses must be reinforced in order to be learned (Baer & Sherman, 1964; Miller & Dollard, 1941; Gewirtz & Stingle, 1968)
• Achieved through differential reinforcement
• Imitative behaviour that a person has previously learned can be prompted by actions of others and the prospect of reward
• Occur through symbolic processes during exposure to modelled activities
The Modelling Process and Transmission of response information
• Modelling influences: transmit information to observers
• Conveyed by physical demonstration, pictorial representation or verbal description
Physical demonstration
• Directed observation of behaviour as it is performed by others
Verbal Description
• Preferred mode of response guidance as linguistic skill are developed
• Use extensively: can convey with words an almost infinite variety
Pictorial Representation• The abundant and varied symbolic modelling provided by television, films and other visual media
• It has been shown that both children and adults acquire attitudes, emotional responses and new styles of conduct through filmed and televised modelling (Bandura, 1973; Liebert, Neale & Davidson, 1973)
• Media play an influential role in shaping behaviour and social attitude
• Developments in communication technology will enable people to observe on request almost any desired activity at any time on computer linked television console (Parker, 1970)
Scope Of Modelling Influences
• Modelling can influence, create generative and innovative behaviour
• Through a process of abstract modelling, observers derive the principles underlying specific performances for generating behaviour that goes beyond what they have seen or heard (Bandura, 1971b; Zimmerman & Rosenthal, 1974)
Abstract Modelling
• People observe others performing various performing various responses embodying a certain rule or principle
• Observer must apply what the have learned to new or familiar situations
• Observer extract the common attributes exemplified in diverse modelled responses and formulate rules for regenerating behaviour
• General features can be extracted through repeated exposure
Creative Modelling• Innovative patterns can emerge through modelling process
• Different observers adopt different combinations of characteristics
• Models are unusually productive and observers possess limited skills
Other Modelling
• Modelling influences can strengthen or weaken inhibitions over behaviour that observers have previously learned (Bandura,1971b)
• The actions of others can also serve as social cues for eliciting pre-existing behaviour
• Modelling influences can have additional effect
Diffusion of innovation• Modelling plays a prime role in spreading new ideas and
social practices within society
• Successful diffusion of innovation follows a common pattern:
i. New behaviour is introduced by prominent examples
ii. Adopted at a rapidly accelerating rate
iii.Stabilizes or declines upon its functional value
• Two processes in the social diffusion of innovation:
i. Acquisition of innovative behaviour
ii. Adoption in practice
Acquisition of innovative behaviour
• Modelling serves as the major vehicle for transmitting new styles of behaviour
• Symbolic modelling usually function as the principal conveyance of innovations
Adoptive Behaviour
• Highly susceptible to reinforcement influences
• Depicted as resulting in a host of rewarding effects.
• Partly governed by self-generated consequences to one’s own conduct
Interdependence of Personal and Environmental influences
• The influence exerted by the individual and by his or her behaviour will be designated together as the personal determinant
• Internal personal factors and behaviour operate as reciprocal determinants of each other
• The environment is only potentiality until actualized by appropriate actions
• Behaviour partly determines which of the potential environmental influence
Selective activation of potential influence
• Behavioural and environmental influences affect each other
• The rewards of an environment
• The potential environment is fixed so that behaviour determines only the extent to which it impinges on the organism
Reciprocal Influence and the exercise of self direction
• Freedom is defined in terms of the number of option available to people and the right to exercise them
Constraints On Personal Freedom
• Can be limited in many different ways
• Society must place some limits on conduct
• Legal Prohibition
Freedom and Determinism
• Skills at one’s command and the exercise of self-influence which choice of action require
• Those who have many behavioural options and are adept at regulating their own behaviour will experience greater freedom
Reciprocal Influence and the limits of the social control
• Bearing on the public’s concern that advances in psychological knowledge
• All behaviour is inevitably controlled
• Possible remedies :i. Individual Safeguards
ii. Social Safeguards