Banduras Social Cognitive Theory Xavier Russell University of South - - PowerPoint PPT Presentation

Bandura’s Social Cognitive Theory

Xavier Russell

University of South Australia

EDUC 5160: Development, Learning and Cognition M (Secondary) – Science Education 21-06-2015

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Topic, Outline and Purpose

You are planning to teach a group of 5 children/young people a particular skill (you nominate for your age group). Using Bandura's model of learning, outline what would you need to do to give them the best chance of learning that skill? Use all 4 major sections of the model, attention, retention, reproduction and motivation and reinforcement. ❶ Introduction ❷ Social Cognitive Theory ❸ Attention ❹ Retention ❺ Reproduction ❻ Motivation and Reinforcement ❼ Conclusion

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Introduction

• Watch the following 1 minute video ‘Children See, Children

Do’: https://www.youtube.com/watch?v=7d4gmdl3zNQ

• Discuss video for 2 minutes with peers, address:
• What was the purpose of the video?
• How is the video relevant for prospective teachers?

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Social Cognitive Theory

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• Albert Bandura (pictured) developed the

Social Cognitive Theory of learning.

• States that individuals learn primarily

through social interaction, especially

• bservation.
• Builds upon pre-existing behavioural views
• f learning, and is therefore a neo-

behavioural approach.

• Demonstrated in his Bobo doll experiment.
• Emphasises internal and external

factors, including those that are:

• Personal
• Environmental
• Behavioural

(Ormrod 2000 pp. 435-438; Woolfolk & Margetts 2013, pp. 315-316)

Albert Bandura

Image source: https://upload.wikimedia.org/wikipedia/commons/c/cc/Albert_Bandura_Psychologist.jpg (modified)

Social Cognitive Theory

• These three factors mentioned can be

described in terms of Triadic reciprocal causation (See Figure 1).

• Bandura further emphasised two types of

learning:

• Enactive learning
• Vicarious learning
• In observational learning there are

four key factors:

• Attention
• Retention
• Reproduction
• Motivation and Reinforcement
• Factors of influence include:
• Developmental status of an observer
• Status of models
• Level of self-efficacy

(Ormrod 2000 pp. 439-440, 462-465; Woolfolk & Margetts 2013, pp. 316-318; Bandura 1977, 2001, 2004)

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Figure 1:

Triadic Reciprocal Causation Adapted from Woolfolk and Margetts (2013, p. 316)

Attention

• Attention in observation ensures that an observer is
• ptimising their chances of learning a behaviour effectively.
• Includes the characteristics of:
• The observer
• The person being observed
• Other factors that influence the clarity of the behaviour

exhibited (For example) if a student is observing another student perform origami, the students’ level of focus, the presentation

• f the performing student, and the absence of distracting

stimuli would be factors relating to attention.

(Bandura 1989 p. 27; Woolfolk & Margetts 2013, p. 318)

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Attention: Juggling

• Pay careful attention to the following 4 minute video which

is a short lesson on how to juggle 3 balls: https://www.youtube.com/watch?v=TG8lAzrdLFo

• While watching the video, write down what you perceive to

be the key instructions that the instructor mentions and demonstrates.

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Retention

• In order for an observer to effectively rehearse an observed

behaviour in the absence of sensory stimuli, they must be able to store the information in their memory.

• Therefore there must be a mental representation of the

behaviour, which may be visual, verbal or both.

(Woolfolk & Margetts 2013, p. 318)

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Retention: Juggling

• As a group for 2 minutes, come up with 5 important bits of

information that you consider to be most important in learning this skill, and I will write them on the board.

• In this situation you have access to the notes you took during

the video, but in many cases this may not happen and an

• bserver may have to rely solely on their memories.
• This information you come up with will be important in the

next section!

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Reproduction

• Having the theoretical knowledge of how to perform an action does

not guarantee that an individual has the ability to perform the action.

• The learning process requires enaction and repetition of the

behaviour which corresponds to neurophysiological processes such as the strengthening of neural pathways.

(For example) an individual may know everything there is to know about how to juggle three balls from a theoretical point of view, without having ever performed the feat. Therefore they have not learned how to actually juggle—that is, how to perform the behaviour.

• Recent research into the role of mirror neurons in observational

learning may provide a mechanistic neurophysiological account of this phenomena. (Lago-Rodríguez et al. 2014) (Woolfolk & Margetts 2013, pp. 315, 318)

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Reproduction: Juggling

• Now for 5 minutes, using the information you’ve retained as

a group, attempt to juggle firstly two balls, then three.

• If you find juggling three balls too difficult, try doing two.
• If you already know how to juggle, assist those who do not.

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Motivation and Reinforcement

• In order to perform and rehearse the behaviour an individual

must be motivated to do so.

• Reinforcement prompts an individual to persist with a

learned behaviour and can include:

• Direct reinforcement
• Indirect (or vicarious) reinforcement
• Self-reinforcement

(Woolfolk & Margetts 2013, p. 318)

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Motivation and Reinforcement: Juggling

• For the final task there will be a competition. Whoever can

juggle for the a duration of 1 minute, will receive a small reward.

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Conclusion

Thank you for listening! 

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References

Bandura, A 1977, 'Self-efficacy: Toward a Unifying Theory of Behavioral Change', Psychol Rev, vol. 84, no. 2, Mar, pp. 191-215. Bandura, A 1989, 'Social Cognitive Theory', in R Vasta (ed.), Annals of Child Development, vol. 6, JAI Press, Greenwitch, CT, pp. 1-60. Bandura, A 2001, 'Social cognitive theory: an agentic perspective', Annu Rev Psychol, vol. 52, pp. 1-26. Bandura, A & Bussey, K 2004, 'On broadening the cognitive, motivational, and sociostructural scope of theorizing about gender development and functioning: comment on Martin, Ruble, and Szkrybalo (2002)', Psychol Bull, vol. 130, no. 5, Sep, pp. 691-701. Lago-Rodríguez, A, Cheeran, B, Koch, G, Hortobagy, T & Fernandez-del- Olmo, M 2014, 'The role of mirror neurons in observational motor learning: an integrative review', European Journal of Human Movement, vol. 32, pp. 82-103. Ormrod, JE 2000, Educational Psychology: Developing Learners, 3rd edn, Merrill, Upper Saddle River, NJ. Woolfolk, A & Margetts, K 2013, Educational Psychology, 3rd edn, Pearson, Frenchs Forest, NSW.

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