Bandura’s Social Cognitive Theory Xavier Russell University of South Australia EDUC 5160: Development, Learning and Cognition M (Secondary) – Science Education 21-06-2015 1
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 2
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? • 3
Social Cognitive Theory Albert Bandura (pictured) developed the • Social Cognitive Theory of learning. States that individuals learn primarily • through social interaction, especially observation . Builds upon pre-existing behavioural views • of 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 • Albert Bandura (Ormrod 2000 pp. 435-438; Woolfolk & Margetts 2013, pp. 315-316) 4 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 • Figure 1: (Ormrod 2000 pp. 439-440, 462-465; Triadic Reciprocal Causation Woolfolk & Margetts 2013, pp. 316-318; Adapted from Woolfolk and Margetts ( 2013, p. 316) Bandura 1977, 2001, 2004) 5
Attention Attention in observation ensures that an observer is • optimising 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 of the performing student, and the absence of distracting stimuli would be factors relating to attention. (Bandura 1989 p. 27; Woolfolk & Margetts 2013, p. 318) 6
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. 7
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) 8
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 observer may have to rely solely on their memories. This information you come up with will be important in the • next section! 9
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) 10
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. • 11
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) 12
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. 13
Conclusion Thank you for listening! 14
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. 15
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