Observational learning

Social learning theory: theory that emphasizes learning through observation of others.

Social Cognitive Theory

We learn by watching other people.

This theory examines the processes involved as people learn from observing others and gradually acquire control over their own behavior.

Social Cognitive Theory

Learning: a change in mental structures that creates the capacity to demonstrate different behaviors.

Modeling

The tendency of individuals to imitate the behaviors they observe in others. (Think of the effect of popular sports figures on youngsters—that’s modeling).

Cognitive modeling—where teachers deliberately model strategies they want students to use.

Vicarious learning—we watch others and adjust our own behavior based on what happens to them.

Modeling This is a hard word, so I’m going to sound it out. The first letter is a B and that sounds like /b/…Now I am going to check to see if that word makes sense in the sentence.Cognitive modeling:

makes your thinking process “visible” to students so they can use it also. This is a great way to teach strategies. You can model thinking at the level of your students. For example, adults don’t typically “sound out” words but students in first grade should be able to do this. By modeling it, you encourage students to try the strategy. This is also called a “think aloud.”

Modeling: Vicarious learning

Vicarious learning: occurs when people observe the consequences of another person’s behavior and adjust their own behavior accordingly.

If you watch another student get punished for raising his/her hand, you are much less likely to raise your hand.

Vicarious reinforcement: increasing the chances that we will repeat a behavior by observing another person being reinforced for that behavior.

Modeling: Effects Learn new behaviors—watch an expert serve a tennis

ball and then try it yourself. Facilitate existing behaviors—one student’s

outrageous behavior may cause others to act out as well.

Change inhibitions. An inhibition is a self-imposed restriction on one’s behavior. If you go to a new place, you watch other people’s behavior. If their behavior is more reserved than yours normally is, you will increase your inhibitions. If their behavior is wilder than yours, you will reduce your inhibitions.

Arouse emotions. The emotions of models affect the emotions of those watching. Ripple effect: “contagious” spreading of behaviors through imitation.

Television and modeling

Theories of modeling were based on research involving television watching, back when watching television was new and different entertainment. Television is a powerful modeling system for children. The more violent television they watch, the more aggressive they are likely to become.

Now video games have introduced a whole new set of influences, with the addition that the watcher is also a participant…

Television guidelines

Limit television. Avoid using TV as a reward or punishment Model healthy viewing—critique what is being

seen with children. Be an authoritative parent—as a counter

model to what is on TV. Basically, similar rules apply to video gaming.

Learning from Models

Motivation:You expect the same reward that the model got. This motivates you to pay attention, to retain, and to reproduce the behavior.

Attention:You have to pay attention to the model

Retention:You have to remember what the model did.

Reproduction:You do what the model did

Students are more likely to follow models that they think are like themselves, competent, and with high status.

Self-Regulation

Set Goals

Self-ObservationSelf-Assessment

Self-ReinforcementTeaching your

students to be self-regulating learners means that they may become life-long learners and they will be able to work independently in your classroom.

The process of accepting responsibility and control for one’s own learning.

Self-reinforcement: controlling your own reinforcers.

More about self regulation

Cognitive behavior modification: the modification of overt behavior through the manipulation of covert thought processes.

“Manipulation” is a poor word in this definition. It implies that teachers get students to do something without the students realizing it, the way television ads try to manipulate us into buying what we don’t need, and that’s not what is going on here.

This process is actually teaching metacognition—thinking about how to achieve goals and using strategies to do so.

Self-efficacy: a person’s sense of being able to deal effectively with a particular task.

Also called: self-management: use of behavioral learning principles to change your own behavior.

Self-modeling

Behavioral changes result from people observing and reflecting on their own behaviors.

When you get video taped during your field experiences, that is an opportunity for self-modeling.

This is a highly effective form of learning.

Cognitive Behavior Modification and Self Instruction

Cognitive behavior modification: procedures based on both behavioral and cognitive learning principles for changing your own behavior by using self-talk and self-instruction.

Self-instruction: talking oneself through the steps of a task.

Process

1. Adult model performs task while talking out loud to him/herself.

2. Child performs the same task under direction of model’s instruction.

3. Child performs task while talking out loud to him/herself.

4. Child whispers instruction to self while performing task.

5. Child performs task using private speech (internal rather than external).

Antecedents

Classical conditioning

Conditioned response

Conditioned stimulus

Unconditioned

response

Unconditioned stimulus

Conse-quence

Contiguity

Continuous reinforcement schedule

Intermittent reinforcement schedule

Cues

Prompts

General-ization

Discrim-ination

Extinction

Learning

Positive reinforce-

ment

Negative reinforce

ment

Operant condition

ing

Potency

Satiation

Applied behavior analysis

Cognitive behavior

modification

Cognitive modeling

Inhibition

ModelingPremack principle

Presentation

punishment

Removal punishment

Productive learning environ-

ment

Punishers

Punishment

Reinforce-ment

Reinforcer

Reinforce-ment

schedule

Self-modeling

Self-regula-

tion

Shaping

Social cognitive

theory

Vicarious learning

Behavioral learning theories

Stimulus

Response

Respondents

Neutral stimulus

OperantsAversive

Ratio schedule

Interval schedule

Stimulus control

Behavior modification

Reprimands

Response cost

Social isolation

Time out

Positive behavioral supports

Functional behavioral assessment

Good behavior

game

Group Conse-

quences

Token Rein-forcement

system

Contingency contract

Social Learning theory

Observational learning

Vicarious reinforce-

ment

Self-reinforce

ment

Self-efficacy

Ripple effect

Self-management

Self-instruction