Social Learning Theory and Style of Learning - Essay Example

Social Learning Theory and Style of Learning 2008 The life of a modern person consists of constant learning. We have to acquire new knowledge and develop new skills. Global economy and high technologies increase the speed of life and the amount of information to be processed, demand us to quickly master technological innovations and adapt new behavioural patterns. Luckily, modern psychology provides us with the variety of learning theories that can be useful tools to ease the process of learning. Style of learning is the first of these tools. There exist about 80 learning style models. VAK model offered by the science of NLP has become the one most widely used. It is based on the supposition that people use several channels of perceiving information. Visual, auditory and kinaesthetic are the major sensory modalities used by humans. All the small children use kinaesthetic channel to explore the world. Later we develop the visual modality and finally master the auditory one. One should strive for developing all three modalities. However, most of people use one of the systems as the major to check the information. Visuals prefer to see information (they need to see a text, or charts and diagrams). Visual learners may be linguistic and spatial. Linguistic learners would remember a lecture if they watch slides with text, while spatial learners do better with charts, videos, demonstrations, and other visual materials. Those with dominant kinaesthetic modality need to touch and perform to master new skills. People with dominant auditory channel prefer to listen to information. Most of people are visuals. There are also many people with leading kinaesthetic modality. Dominant auditory modality is the less spread one (Adler 1997, Clark 2000). As Don Clark (2000) explains, the three learning styles are forced upon us through life like this: up to the third grade new information is mostly presented kinaesthetically, in grades 4-8 visual presentation prevails, while starting with the high school information is usually presented auditory by lectures. My dominant modality is visual spatial. I prefer to get information through pictures, maps, charts, movies and videos. It is easier for me to retain information in mental images than in audio and kinaesthetic format. To remember things I need to make schematic notes. However, I’ve got also a well developed kinaesthetic modality, so that in many cases I learn well through hands-on approach. Another useful instrument to be remembered is social learning theory, which provides glimpses at how most of us acquire our knowledge and skills. This theory explains how people learn behavioural patterns within a social context through copying, imitating, and modelling. The theory was initially derived from the work of Gabriel Tarde (1912) suggesting that social learning took place through four major stages of imitation: close contact, imitation of superiors, understanding of concepts and role model behaviour. Its development was continued by Julian Rotter, who moved away from theories based on behaviourism and psychoanalysis, prevailing in those days. Rotter believed that people acquire behaviours motivated by positive consequences and avoid behaviours causing negative effects. A person is more likely to be engaged into a behaviour that brings on positive consequences. Thus human behaviour is influenced by environmental factors, and not only by psychological ones (Means 2007). Albert Bandura (1977) developed Rotter’s ideas, also basing on an earlier work by Miller and Dollard (1941), as well as learning theories of Vygotsky and Lave (Kearsley 2008). Albert Bandura (1977) wrote: “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (p22). His social learning theory explained human behaviour in terms of continuous mutual interaction between behavioural, cognitive and environmental influences. General principles of social learning theory are: 1) people can learn by observing other people’s behaviour and its outcomes; 2) learning can take place without changes in behaviour; 3) learning is always cognitive; 4) modelling reinforced by the environmental factors is the major way of acquiring new behaviours. Modelling reinforced by the environment occurs in several ways: 1) the observer is reinforced by the model (a student changing his dress to fit into a certain group of students); 2) the observer is reinforced by the third party (when the observer models the behaviour of some outstanding person who is praised); 3) the imitated behaviour itself leads to reinforcing consequences and produces satisfaction (extra work is fun for one student, the behaviour is modelled by another one); 4) the observer’s behaviour is reinforced vicariously (when hitting a Bobo doll was praised, children imitated this behaviour) (Abbot, Notes on Ormond 1999). Today reinforcement and punishment are considered to produce only indirect effects on learning, and are not viewed as major and sole causes. However, these factors influence the extent to which an individual exhibits the learnt behaviour. Whereas the expectation of reinforcement enhances cognitive processes that encourage learning, attention acquire a crucial role in learning. For instance, a teacher informs students that the material they are to learn at the lesson will not be on the test. Certainly, the students will not pay mush attention to the material (Abbot, Notes on Ormond 1999). Social learning theory rests on both cognitive and behavioural factors. Bandura and his followers underlined that: 1) learning can be done both by mere observation and the actual imitation; 2) attention has a critical role for learning; 3) people always form some expectations about the consequences of their behaviour; 4) the behaviour, the person and the environment reveal reciprocal influence; 5) there exist different types of modelling, including the live model and a symbolic model. The behaviour may be learnt through the observation and imitation of an actual person and such media as books, television, computer games, and videotapes (Abbot, Notes on Ormond 1999). In this relation the special attention must be paid to the contribution of the video games and mass media to the aggressive behaviours of children. Some researches have demonstrated that children tend to take over the behavioural patterns proposed by games, which leads to fights, high level of aggression and hardships with socialization at school (and the majority of schoolchildren of the fourth-eighth grades have claimed to prefer violent games). On the other hand, modelling may play a positive role in this case, while video games can contribute much to the healthy skills of children. For instance, it has been found that video games can develop skills for the self-care of diabetes and asthma; it has been also suggested that video games can contribute to iconic, visual and spatial attention (Gentile 2004). Bandura distinguished four conditions necessary for successful modelling: 1) attention; 2) retention (the behaviour must be remembered, which can be reached through rehearsal); 3) ability to replicate (the observer is top be physically and mentally able to imitate the behaviour); 4) motivation (learners must want to demonstrate the learnt behaviour). It must be underlined that people are more likely to engage into the behaviour they are capable to replicate and thus will have high self-efficacy with it. Self-efficacy is an important factor to be minded. People are more likely to model that behaviour they feel joy and self-confidence with. People reveal effort and persistency in imitating behaviours they are likely to succeed in. People with higher self-efficacy tend to strive to achieve ever more. Self-regulation is another important factor in modelling, closely linked with notions of self-instruction and self-reward, self-monitoring and self-reinforcement (Abbot, Notes on Ormond 1999). One may find numerous examples in support of the theory in his own experience. I’ve been living in New Zealand for 14 years. As I came here I was to learn the western ways of life and it was where I used modelling and imitation. I observed my neighbours and other people to learn about what is right and what is wrong. I imitated their ways of dressing and behaving, trying to understand what is right and what is wrong. I also turned to mass media to understand the new environment better. I should say that symbolic modelling seems to play a very significant role in the life of the western society. Mass media seems to dictate the rules. Hollywood movies, TV shows and advertising offer ready models to follow and they usually have greater influence on people than live models. For instance, many girls are keeping to dieting, while the mass media promotes an image of a slim girl. People pursue false ideals and often chase the material goods in hope that they will make them happy just as commercials promise. The entire western civilization is built on the ideals and values promoted by the mass media. As a mother of two children I can observe its influence on them. I’ve got two children: a son, Mark, 9 years old and a daughter Rebecca, 7 years old. My son dreams of becoming a movie director, while Rebecca wants to be an actor. The social learning theory made me understand many things about the way I bring up my children. The problem is that I am raising them as representatives of Western culture rather than of Thailand. My mothering experience provides me with plenty of examples on the theory. Now as my children go to school they demonstrate examples of different ways of environmental reinforcement. For instance, both Mark and Rebecca demand me to buy some particular clothes and things popular among their classmates. They also imitate the behavioural models of the best students in their class and school. So Rebecca does her best to be praised by her teacher like other children. A friend of hers can read and write already rather well for her age, and Rebecca spends much time on her reading and writing enjoying it just like her friend. On the other hand, environmental influence isn’t always good for my children. For instance, Mark tries to spend much time playing computer games, just like his friends do. I restrict his watching TV and playing games. I try to spend more time with my children encouraging their healthy habits. For instance, I offer them to cook with me and the three of us have much fun in the process. We talk and discuss things that worry us. I do my best to be a good model for my children. We clean our dwelling together and go for walks. I like to play with them in the park. This way I am trying to develop their love for active and healthy life. My children’s father also serves as a model of behaviour. Though we do not live together, he spends weekends with Mark and Rebecca. He teaches them things he knows and can do the best. I think it is very important that my children have a proper model of male behaviour. I use symbolic models either. I read aloud for them and we discuss the events in the books and the deeds of the characters. I am choosing proper cartoons and movies for my children to watch, so that they could learn some important moral values. The theory provided me some hints on reinforcement and punishment. I have noticed that it is very difficult to stimulate the children with rewards and punishment sometimes. Things that work one time turn entirely ineffective next time. Punishment may cease working in case I do not set strict and consistent control on my children, which is rather problematic for me. A useful suggestion is that there should be created a precise expectation of reinforcement. For instance, if I want my children to do something, I should make it clear in what they will be rewarded or punished depending on whether they complete my task. I also understand now that if I want them to succeed in various fields I should serve myself (or at least find someone) as a model. Imitating they are likely to master things quicker then simply learning them the usual way. Moreover, if I make it fun and encourage and praise them, they are likely to reach better results in everything they do. Positive motivation is the best way to success. I’ve also understood that it is necessary to teach my children self-regulation. Fairly enough that it is not possible to demand them do things they are not capable yet, because of their young age. There are several conclusions to be made as to the implication of the social learning theory to my personal learning, as well as my mothering experience. First of all, it is easier to learn by observing and imitating other people. Modelling turns out to be much more effective than the usual ways of learning. If I want my children to behave properly and decrease their misbehaviour, it is necessary to precisely describe the consequences of their behaviour, be it good or bad. Through modelling I can easier teach my children any new behaviour. However, it is necessary to mind the four conditions: attention, retention, motor reproduction and motivation. I should always model only proper behaviours, while otherwise I am to blame nobody but myself for my children doing something bad and harmful. If I want them to grow worthy people I should serve as a model and strive to improve myself. It is important to expose my children to a variety of models, so that they could learn different sides of life and have no prejudices and stereotypes. I should make my children believe that they are capable to complete the tasks I give them. Developing their sense of self-efficacy I assure their success at school and in life. Thus it is necessary to praise the children often, and not to criticise them emphasizing their failures. I should help my children set realistic expectations about their abilities and probable results. Developing my children’s abilities of self-regulation, self-monitoring, self-instruction and self-reinforcement I contribute to their success. The social learning theory is a very useful instrument indeed. References: Abbot, Lynda. Notes on Ormrod, J.E. (1999). Human learning (3rd ed.). Upper Saddle River, NJ: Prentice-Hall. Retrieved April 1, 2008 from teachnet.edb.utexas.edu/~lynda_abbott/Social.html - 16k Adler, Harry (1997). NLP: The new art and science of getting what you want. Piatkus Books, 224 pgs. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press Clark, Don (2000). Learning Styles. May 20. Retrieved April 1, 2008 from www.nwlink.com/~donclark/hrd/learning/styles.html Gentile, Douglas. The effects of video games on children: what parents need to know. Pediatrics for Parents. June 2004. Feb 22, 2008 Means, Jack (2007). The Social Learning theory of Julian B. Rotter. November 23. Retrieved April 1, 2008 from psych.fullerton.edu/jmearns/rotter.htm - 23k Kearsley, Greg (2008). Social Learning Theory (A. Bandura). Theory into Practice Database: The Theories. Retrieved April 1, 2008 from tip.psychology.org/bandura.html - 10k Read More