1. Week 9
EDS 220
Social Learning Views of
EDS-220
Learning
Week
Dr. EvrimEvrim Baran
Dr. Baran

2. Assignment from last week
• Bring a picture that illustrates a behavioristic
teacher, classroom or an educational setting.
• Comment on why this picture illustrates a
behavioral approach to learning.

3. Which behaviors have you learned by
observing other people doing first?
Can you think of academic skills
you’ve learned by watching or
listening to someone else?
What social skills you learned
by observing others?
What motor skills have you
learned by observing others?

4. We learn a wide variety of behaviors
observing the people in our lives and in the
media.
Social Learning Theory: Understanding what and how
people learn by observing others and how, in the
process, people begin to assume control over their
own behavior.

5. Basic assumptions of Social Cognitive Theory
• Albert Bandura, Stanford
University
– Social cognitive theory
examines the process
involved as people learn from
observing others and
gradually acquire control over
their behavior.
– Behavior, environment, and
personal factors all influence
each other.

6. Basic assumptions of Social Cognitive Theory
Cognitive theorists/Cognitive Psychology
Define learning as an internal
mental process that may or
may not be reflected in the
learner’s behavior.

7. Basic assumptions of Social Cognitive Theory
• People learn by observing others
• Learning is an internal process that may or
may not lead to a behavior change
• People and their environment mutually
influence each other
• Behavior is directed toward particular goals
• Behavior becomes increasingly self-regulated.

8. Basic assumptions of Social Cognitive Theory
RECIPROCAL CAUSATION/ A students’ low score on his/her math test
DETERMINISIM: Constant (environmental factor) influenced his/her
interplay among belief (personal factor) about his/her
environment, behavior ability to do math. His/her belief, in
and personal variables. turn, influenced his/her behavior, such as
changing study habits.
When someone do something, and as a
VICARIOUS result, that behavior is reinforced or
LEARNING weakened, observing this process can teach
others about that behavior and its
consequences.

9. What is a model?
MODEL: Person who demonstrates a
behavior for someone else

10. Processes of Observational Learning: The degree to which
people observe and imitate a model’s behavior.
• Attention
• Retention
• Production
• Motivation

11. Processes of Observational Learning: Attention
• Pay attention to the
model
– Critical aspects of the
behavior

12. Processes of Observational Learning: Retention
• Remember what the model
doed.
• Encoding
– Why, how and when
something is done
– Forms of mental pictures
(visual or verbal)
• Observer should engage in
overt and mental rehearsal.

13. Processes of Observational Learning: Production
• Converting verbal and
visual representations into
appropriate actions.
– Practice, feedback, coaching
• Self-efficacy: Belief about
personal competence in a
particular situation

14. Processes of Observational Learning: Motivation
• Motivated to demonstrate a
modeled behavior
• Reinforcement mainly serves as an
antecedent rather than as a
consequent influence.
– Anticipation of reinforcement can
influence what is observed.
– Anticipated benefits can strengthen
the retention of what has been
learned observationally by
motivating people to code and
rehearse modeled behavior.

15. Types of Reinforcement
Direct reinforcement
Self reinforcement
Vicarious reinforcement

16. Effects of Observational Learning
• Helps the acquisition of new skills and the
performance
• Encourages and facilitates the use of already
learned behaviors.
• Increases or decreases the rate of
performance of the behavior that have been
acquired and performed under inhibitation.
• Arouses emotions.

17. Inhibitation: Self-imposed restriction on one’s
behavior.
Disinhibitatory effect: Behaviors exhibited by the model that
are followed by positive consequences are likely to produce
an increase in the performance of the behaviors.
Inhibitatory effect: Behaviors exhibited by the model that are
followed by negative consequences are likely to produce a
decrease in the performance of the behaviors by the
observer.
Less likely to cheat in exam if observed others cheating
caught and punished.

18. Self regulation: Learners use their own thoughts abd
actions to achieve academic learning goals.
• Goal setting: Establish purposes, actions. Challenging but realistic goals.
– I will complete the weekly assignments every week before the class.
• Self-observation: Monitoring own progress to achieve goals (keeping
charts, recording activities, checking the chart against predetermined
goals)
– I record my own learning progress in this course through a checklist.
• Self-assessment: Making judgment about the quality of the learner’s
own behavior.
– How well I do in class? Midterm?
– To what degree did I achieve my goals?
– What changes should I make in my plans for studying for the ed psych
course?
– Do I need help to achieve my goals?
• Self-reinforcement: Reinforcing or punishing oneself.
– I am not going to watch the weekly tv show for some time because of my
lower score in the midterm.
– I am going to buy that t-shirt because I am above the average in the
midterm.

19. Self-regulation
• Should we impose goals on students or let
them choose their own goals?
– Level of difficulty?
– How to deal with overly ambitious students or
perfectionist ones?

20. Self-regulation
• Unfortunately, few students develop a high
level of self-regulated learning. Why?

21. Self-regulated Learning
• Goal setting
• Planning
• Self-motivation
• Attention control
• Flexible use of learning strategies
• Self-monitoring
• Appropriate help seeking
• Self evaluation

22. Self-reflection about self-
regulation
• With regard to my final course grades, I am
trying very hard to
a. Earn all As
b. Earn all As and Bs
c. Keep my overall grade point average at or above
the minimally acceptable level at my college.
Goal setting

23. Self-reflection about self-
regulation
• As I am reading or studying textbook
a. I often notice my attention is wandering, and I
immediately get my mind back on my work
b. I sometimes notice when my attention is
wondering, but not always
c. I often get so lost in daydreams that I waste a lot
of time
Self-observing

24. Self-reflection about self-
regulation
• Whenever I finish a study session
a. I write down how much time I have spent on my
schoolwork
b. I make a mental note of how much time I have
spent on my schoolwork
c. I don’t really think much about the time I spent.
Self-assessment

25. Self-reflection about self-
regulation
• When I do exceptionally well on an assignment
– I feel good about my performance and might reward
myself in some way
– I feel good about my performance but don’t do
anything special for myself
– I don’t feel much different than I did before I received
my grade.
Self-reinforcement

26. Assignment
• Conduct an interview with a friend (from another
department) and ask about his/her study habits.
Focus on specific self-regulatory strategies she/he
uses and his/her awareness of what she does as
she/he studies. Possible questions:
– What are the different ways that you learn?
– When you have an exam, how do you study for it and
when?
– What types of study skills do you practice on a regular
basis?
– If you have a lo of work for one subject and a few
things in other subjects, in what kind of order do you
attack the tasks?
– At what time of day do you learn the best?
– What do you need to change I your habits to study
more efficiently?