The Theory of Social Learning - Essay Example

The Theory of Social Learning Albert Bandura’s Theory of Social Learning puts emphasis on the importance of the observation and modeling behaviors, emotional reactions, and attitudes. He argued that if people were to rely only on the impacts of their actions to inform them on what to do, learning would become exceedingly a laborious and hazardous activity (Bakhurst, 2014). It is, however, fortunate that human behavior is learned through observation of models. From observing others, one clearly forms an idea of how new behaviors are carried out and later this coded information will serve as a guide for actions. The Theory of Social Learning, therefore, explains the human behavior as a continuous reciprocal interaction between behavioral, cognitive and environmental influences. Bandura argues that human beings are active information processors who integrate behaviors and their consequences. He further asserted that unless the cognitive process is at play, observational learning will not take place. Children are environmentally sensitive. They keenly observe environmental behaviors as well as those of people or models around them in an attempt to learn (Daniels, 2012). Social learning has the following as the underlying components: Attention that include modeled events such as distinctiveness, complexity, functional value, prevalence, and affective valence among others. It also includes Retention that comprise symbolic coding and rehearsal, cognitive organization and motor rehearsal. Motor Reproduction is the third component, and it includes physical capabilities, self-observation of reproduction and feedback accuracy. Lastly, there is the motivation that includes external, vicarious and self-reinforcement ('Editorial Board', 2015). In a society, children interact with various models such as parents and family members who play a great role in shaping up and influencing their behaviors. Characters on children’s TV, teachers at school and friends within their peer groups also play pivotal roles in children’s behaviors. These models’ behaviors provide a perfect script from which the children imitate behaviors since they pay much attention to these models and encode their behavior patterns. Children will always imitate behaviors of their models regardless of the gender or behavior appropriateness (Scaratti, 2014). Despite this, there exist processes that make a child more likely to reproduce a behavior that the society deems appropriate for its sex. In behavior imitation, a child is likely to attend to and imitate the models he perceives to be similar to himself first. Consequently, there are higher chances that the child will imitate the behavior modeled by people of the same sex. The models response to the behavior a child has imitated will have a greater impact. Unwanted behaviors will meet punishment as a response, especially streamlined in schools where teachers have a greater role in modeling children in the society. The educational policy requires decent behaviors from students (Bakhurst, 2014). Teachers, therefore, receive training that enable them be good role models for the pupils who normally view them as their best examples to imitate. Good behaviors will receive reinforcements. When a child imitates behavior that has rewarding consequences, he or she is likely to continue exhibiting the behavior hence reinforcement of the behavior pattern. Behavior reinforcement can be either internal or external and positive or negative. If a child gets behavior approval, parents, teachers or peers is an example of external reinforcement while the child will be feeling happy internally about the approval, which is an internal reinforcement. A child will behave in a way that he or she feels will earn approval from the models around him or her. Positive or negative reinforcements will have a minor impact if the external reinforcement offered is not in tandem with the child’s needs ('Editorial Board', 2015). Regardless of the type of reinforcement, it usually brings about change in a child’s behavior. The child will also monitor what happens to the other people when making a decision whether or not to copy their actions, an act known as vicarious reinforcement. This reinforcement normally relates to attachments to specific people that possess rewarding qualities. Children have many people with whom they can identify themselves. They may be models in their immediate environment such as parents, older siblings or could be fantasy people or characters in TV or other media. The motivation and drive to identify with a particular model is based on the quality that the child would love to possess. Identification that occurs with another person involves adopting observed behaviors, values, beliefs and attitudes of the person one is seeking identification (Akers, & Jensen, 2009). Identification in Social learning theory is equivalent to Oedipus complex since both involve internalizing and adopting another person’s behavior. The only difference is that in Oedipus complex, the child can only identify with a same-sex parent while in Social Learning Theory, the person (adult or child) potentially identifies with any person across the gender. Identification involves some adopted behaviors making it different with imitation that only involves copying a single behavior. Social learning theory combines both cognitive and behavioral frameworks; it encompasses memory, attention, and motivation. The theory has extensive application in understanding aggression, psychological disorders especially in the context of behavioral modification and training programs. References Akers, R. L., & Jensen, G. F. (2009). Social learning theory and the explanation of crime: A guide for the new century. New Brunswick: Transaction Pub. Bakhurst, D. (2014). Understanding Vygotsky. Learning, Culture and Social Interaction, doi:10.1016/j.lcsi.2014.06.001 Daniels, H. (2012). Institutional culture, social interaction and learning. Learning, Culture And Social Interaction, 1(1), 2-11. doi:10.1016/j.lcsi.2012.02.001 Editorial Board. (2015). Learning, Culture and Social Interaction, 4, IFC. doi:10.1016/s2210-6561(15)00007-0 Scaratti, G. (2014). The social relevance and social impact of knowledge and knowing. Management Learning, 45(3), 360-362. doi:10.1177/1350507614536815 Read More