Social-Cognitive Learning Theory: An Appraisal - Coursework Example

SOCIAL-COGNITIVE LEARNING THEORY: AN APPRAISAL The Theory Developed by Albert Bandura, the Social Cognitive Theory is essentially a psychological model of behaviour. The theory proposes that learning takes place in a social environment or context in which learning primarily takes place through observation. The theory holds that when a learner observes an act being performed, they remember the sequence of events, and will most likely use this knowledge to guide subsequent behaviours. The Assumptions of the Social-Cognitive Theory It is grounded on various assumptions. First, the theory assumes that learners can acquire knowledge through imitation and observing. It posits that it is possible to learn by observing a model. In this context, a model is a person who is knowledgeable and from whom others can learn. For example, a learner can learn and know how to dance simply by observing an accomplished dancer in action. The learner processes this information then applies it to himself. Second, the theory assumes that learning is an internal process which has the probability of leading to behaviour change or leading to no behaviour change in equal measure. The relevance of this assumption seems to be that learning does not take place immediately. The learner may observe the model for a while as he takes time to process and internalize the information (Wood, 2015). Afterwards, the information may or may not influence the learner into acquiring the new knowledge. In the dancing example above, a learner can keenly observe a model dancer and even take note of the movements. The mere observation is not a guarantee that the learner will be interested in learning how to dance. Third, the theory assumes the existence of goal-directed behaviour. According to Trapero et al. (2015), people do set goals in life then direct their behaviour in tandem with those goals. In this case, these goals motivate them towards accomplishments. In the class environment for instance, a learner may be motivated by factors such as scoring highly in exams, gaining popularity or even being considered the class clown. The theory assumes that these goals ultimately direct and inform a person’s behaviour. Fourth, the theory assumes that in the long run, behaviour regulates itself. This assumption puts Social Cognitive Theory proponents and behaviourists at loggerheads. Social Cognitive theorists believe that people have a tendency to control their own learning processes (Wood et al., 2015). Behaviourists for instance would opine that the best way for a learner to learn the art of dancing quickly is by increasing the numbers of dancers (Bjorkholm, 2015). This way, they propose, the additional dancers will motivate the learner to continue to improve. Social Cognitive theorists on the other hand opine that a learner who wishes to learn how to dance would first observe the model dancer, then perfect his dance moves which he can then compare with those of the model dancer. Such a learner would be in a position to congratulate self in the event that he performs well. Fifth, Social Cognivists assume that punishment and reinforcement have a bearing on the learning process (Carlgren, 2012). As such, learners align their expectations concerning the likely outcomes of future responses based on the way responses are reinforced or punished currently. In this sense therefore, it is easy to understand the concept of vicarious experiences. The concept holds that expectations are influenced by observing the consequences of other people’s actions and behaviours (Cheng and Lo, 2013). Also, if an expected outcome does not materialise, it changes the dynamics of having either the reinforcing or punishing effect. For example, an amateur dancer will expect applause from the crowd because that is what he has observed whenever dancers perform on the stage. However, if the learner observes the lack of applause at the end performances by others, or even worse observes the audience laughing, he may elect not to participate in the dance altogether. Sixth, there is an assumption that rests on the view that, personal factors as well as those from the environment and from behaviour influence each other in a bio-directional manner (Fredlund, 2015). For example, the current experiences of a learner are informed by a continuous interaction between cognitive, behaviour and contextual factors. In a classroom situation for instance, the process of learning is informed by factors within the academic environment on the one hand. This is more especially the reinforcements that have been observed through the experiences of other learners. On the other hand, the learning process is also influenced by the learner’s own thoughts and beliefs as interpreted within the context of the classroom. According to Ko (2012), it is also assumed under this theory that learners have the ability to influence their own behaviour and learning process and their environment in a reasonable and purposeful manner. In contrast however, this assumption doesn’t auger well with earlier forms of behaviourism in which vigorous forms of environmental determinism where advocated for. This theory does not seem to contradict or deny the crucial role that the environment plays in influencing behaviour. The theory however does argue that through self-reflection and self-regulation, learners are able to influence their own outcomes (Lai and Lo-Fu, 2013). Maggy and Clerc-Georgy (2013) present the assumption that learning can occur without necessarily affecting behaviour immediately. The theory also assumes that what been observed and the process of learning itself are distinct from one another. One of the reasons for this perhaps is the assumption and reasoning that learning does not only involve the learning of new behaviours but also the acquisition of new skills, knowledge, values and concepts among others (Marton, 2015). This separation of learning from behaviour is in contrast to the position taken by Behavioural Theories who define learning as a change in the manner or frequency of a given behaviour. If this is the position under the assumption, then what this means is that learners can only learn but may fail to demonstrate that learning unless motivated. Core Concepts of the Social Cognitive Theory Vicarious Learning This is the core premise upon which this theory rests. It posits that learner acquire knowledge and skills through observation. It is often described as vicarious learning because learners acquire knowledge and skills through observing the actions of others. This manner of leaning seems to be dependent upon the availability of role models. According to Pillay and Adler (2015), vicarious learning is made possible by inter-related possess including; 1. Retention 2. Attention 3. Production 4. Motivation Processes that require attention are very important because learners have to stay close to the dancer as well as the relevant aspects of behaviour in order to learn. Retention refers to all the necessary processes that involve procession acquired information into a symbolic form for future use. Production processes involves learners demonstrating what they have learnt. Vicarious learning processes are instrumental in understanding how learners make use of the knowledge and skills learnt (Ko, 2012). Certainly, each of these processes is affected in one way or the other by the development process of the child as well as the characteristics of the behaviours from which learners are observing. Expectations Usually, expectations reflect the learners’ beliefs and views of what to happen when certain behaviours are exhibited. Cheng and Lo (2013) propose that these beliefs are shaped from learners’ own experiences as well as vicariously through other learners’ experiences. In general, outcomes are important because they inform learners decisions relating to what they should encourage and what ought to be discouraged. Self –efficiency Self-efficiency usually reflects people’s beliefs concerning the achievement of objectives. Certainly students with more self-efficiency are more confident in their learning process as compared to their colleagues with less self-efficiency. According to Fredlund (2015), it is actually viewed as a consequence of past performances, through observation and through verbal persuasion. Setting of Goals Setting of goals basically reflects the desired outcomes. As such, learners do not only learn, but also use their foresight to come up with desired outcomes. Trapero et al. (2015) argues that goals are very much related to projected outcomes by learners. As such goals are a function of the expected outcomes as well as leaners’ perceived sense of self-efficiency. Goals provide students with objectives that they ought to struggle and achieve. Self- regulation Over the recent years, research on self-regulation has been a weighty issue. For a long time, it has been the norm that self-regulation is dependent of setting of goals in the sense that learners ought to exercise control over their reasoning with the aim of accomplishing certain. Self-regulation is governed by three processes. The first process i.e. self-observation, shows learners’ abilities to monitor himself. The second i.e. self-judgment, allows learners to determine whether their actions are successful or not and gives them an opportunity. Lastly, self-reaction occurs whereby learners respond to the evaluations by modifying, rewarding or discontinuing altogether. Self-regulation is dependent upon other processes within the theory. It exemplifies the underlying assumptions regarding the influence of personal factors such as goal setting and self-regulation. It is important that learners feel the need to achieve in order to activate the processes needed for self –regulation. Ultimately, all these skills that are important in managing a person’s beliefs and attitudes which in turn lead to self-regulation can all be acquired through observation. References Bjoekhold, E. (2015). Unpacking the objects of learning. International Journal for learning studies 4(3), 194-208. Carlgen, L. (2012). The learning study as an approach for clinical subject didactic research. Cheng, E.E. (2013). Learning study: its origins, operationalization and implications Fredlung, T. Linder and Airey, J. (2015). A social semiotic approachCritic to indderfy critical aspects. International Journal for Lesson and Learning Guides 4(3), 302-316. Ko, P.Y. (2012). Incorporating teacher’s through inquiry: the learning study approach in Hong Kong. International Journal for Lesson and learning studies (1), 49-64. Lai, M.Y and Loo-fu (2013). Incorporating learning study in a teacher education program in Hong Kong: A case study. International Journal for Lesson and Lei 2(1), 72-89. Trapero, P., Soto, E., Servan, M. and Gomez, P.A. (2015). Lesson study and the development of teaching skills: From a practical knowledge to practical thinking. International Journal for Lesson and Learning Studies 4(3), 209-223. Wood, K., Lu, C. and Andrew, V.(2015). Learning study, economics and cognitive bias: What is the object of Learning? International Journal for Lesson and Learning Studies 4(3), 288-301. Read More

Behaviourists for instance would opine that the best way for a learner to learn the art of dancing quickly is by increasing the numbers of dancers (Bjorkholm, 2015). This way, they propose, the additional dancers will motivate the learner to continue to improve. Social Cognitive theorists on the other hand opine that a learner who wishes to learn how to dance would first observe the model dancer, then perfect his dance moves which he can then compare with those of the model dancer. Such a learner would be in a position to congratulate self in the event that he performs well.

Fifth, Social Cognivists assume that punishment and reinforcement have a bearing on the learning process (Carlgren, 2012). As such, learners align their expectations concerning the likely outcomes of future responses based on the way responses are reinforced or punished currently. In this sense therefore, it is easy to understand the concept of vicarious experiences. The concept holds that expectations are influenced by observing the consequences of other people’s actions and behaviours (Cheng and Lo, 2013).

Also, if an expected outcome does not materialise, it changes the dynamics of having either the reinforcing or punishing effect. For example, an amateur dancer will expect applause from the crowd because that is what he has observed whenever dancers perform on the stage. However, if the learner observes the lack of applause at the end performances by others, or even worse observes the audience laughing, he may elect not to participate in the dance altogether. Sixth, there is an assumption that rests on the view that, personal factors as well as those from the environment and from behaviour influence each other in a bio-directional manner (Fredlund, 2015).

For example, the current experiences of a learner are informed by a continuous interaction between cognitive, behaviour and contextual factors. In a classroom situation for instance, the process of learning is informed by factors within the academic environment on the one hand. This is more especially the reinforcements that have been observed through the experiences of other learners. On the other hand, the learning process is also influenced by the learner’s own thoughts and beliefs as interpreted within the context of the classroom.

According to Ko (2012), it is also assumed under this theory that learners have the ability to influence their own behaviour and learning process and their environment in a reasonable and purposeful manner. In contrast however, this assumption doesn’t auger well with earlier forms of behaviourism in which vigorous forms of environmental determinism where advocated for. This theory does not seem to contradict or deny the crucial role that the environment plays in influencing behaviour. The theory however does argue that through self-reflection and self-regulation, learners are able to influence their own outcomes (Lai and Lo-Fu, 2013).

Maggy and Clerc-Georgy (2013) present the assumption that learning can occur without necessarily affecting behaviour immediately. The theory also assumes that what been observed and the process of learning itself are distinct from one another. One of the reasons for this perhaps is the assumption and reasoning that learning does not only involve the learning of new behaviours but also the acquisition of new skills, knowledge, values and concepts among others (Marton, 2015). This separation of learning from behaviour is in contrast to the position taken by Behavioural Theories who define learning as a change in the manner or frequency of a given behaviour.

If this is the position under the assumption, then what this means is that learners can only learn but may fail to demonstrate that learning unless motivated. Core Concepts of the Social Cognitive Theory Vicarious Learning This is the core premise upon which this theory rests. It posits that learner acquire knowledge and skills through observation. It is often described as vicarious learning because learners acquire knowledge and skills through observing the actions of others.

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