presentation report.
psychology123
my_presentation_in_social_cognition.pptxSocial cognition
Introduction
Biography of Albert Bandura.
Social learning
Social cognitive theory
Social information processing
Cognitive bases of gender identity
Conclusion
Biography Of Albert Bandura
In 1963 Bandura developed the social learning theory with the principles of observational learning and vicarious reinforcement.
He was born in December 4, 1925.
He conducted research and taught at Stanford University from 1953.
Biography Of Albert Bandura
he has been responsible for contributions to the field of education and to many fields of psychology, including social Cognitive theory, therapy, and personality psychology.
He was also influential in the transition between behaviorism and cognitive psychology.
He is known as the originator of social learning theory and the theoretical construct of self-efficacy.
What is social learning?
Bandura’s Social Learning Theory set that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it includes attention, memory, and motivation.
Basic Assumptions of Social Cognitive Theory
1. People can learn by observing other. From the perspective of behaviorism , Learning is often a process of trial and error.
Ex: a. A student might learn how to solve long division problem.
b. A child learns to walk .
2. Learning is an internal process that may or not may lead to behavior changer. In other word: (Learning can occur without a change in behavior).
Ex: you probably won't demonstrate that you have learned how to apologize tactfully until a later time when an apologies is necessary.
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Basic Assumptions of Social Cognitive Theory
3. Cognitive process influence motivation as well as learning. Social cognitive theorists recognize the importance of cognitive process ( e.g. attention and encoding) for learning and remember new information.
Ex: when you set a goal, you should have expectations based on your ability to achieve this goal. Also, you should have self-efficacy which is your beliefs of your own ability to reach the goal.
4. People and their environments mutually influence each other. So, environmental variables can influence learners and the opposite learners can influence their environment.
5. Behavior become increasingly self-regulated.
Ex: young children controlled by their parents BUT when they get older they take charge of their lives.
Reciprocal Causation
1- Personal Influences:
Perceived Self-efficacy, goals, values.
Physical Characteristics
2- Behavioral Influences:
Actions and reactions.
Academic courses, friends
3- Environmental Influences: general conditions and immediate stimuli
Achievement Outcomes, consequences
Reciprocal Causation
Video About Reciprocal Causation
https://www.youtube.com/watch?v=YBgqun-vnHs
Modeling
Modeling: when learners observe other engaging in a particular behavioral OR when learners engage in that same behavior themselves.
Social cognitive theorists sometimes use Modeling :
To describe what a model does(demonstrate a behoove) .
To describe the observe does(imitate the behavior).
Types of Models
Live models:
Family members, friends, and other people that the individual encounters.
Symbolic models:
Pictorial representations of behavior found on television in cartoons, movies, and the mass media.
Verbal instructions : descriptions of how to successfully execute certain behavior – without another human being.
Characteristics of Effective Models
First: They are Competent at the behavior or skill in question. Learners usually want to behave like people who do something well rather than poorly.
Second: Influential models typically have Prestige and Power: As an example people are more likely to interact with popular individuals than the others whose not popular.
Third: Behaviors relevant to the learner’s own circumstances: learners are most likely to adopt behaviors they believe will be useful for themselves and are within their own ability levels.
subprocesses of Observational learning
Bandura proposed for subprocess that govern observational learning:
Attention :Observers cannot learn unless they pay attention to what is happening around them. This process is influenced by characteristics of the model, as well as how much the observer likes or identifies with the model. It is also influenced by characteristics of the observer, such as the observer's expectations or level of emotional arousal.
Retention or Memory: Observers have to not only recognize the observed behavior, but also remember it. This process depends on the observer's ability to code or structure the information so that it is easily remembered.
subprocesses of Observational learning
Reproduction: Observers must be physically and intellectually capable of producing the act. In many cases the observer possesses the necessary responses, but sometimes reproducing the observed actions may involve skills the observer has not yet acquired.
Ex: You will not be able to become a champion juggler just by watching someone else do it.
Motivation: An observer must be motivated to reproduce the actions they have seen. You need to want to copy the behavior, and whether or not you are motivated depends on what happened to the model.
vicarious reinforcement: If you saw that the model was reinforced for her/his behavior, you will be more motivated to copy the model.
vicarious punishment: if you saw the model being punished, you would be less motivated to copy model.
Factors Involved In Observational Learining
Five capabilities that contribute to child to learning about social world:
Symbolization: the ability to think about our social behavior in worlds and images.
Forethought: the ability to anticipate the consequences of our actions and the actions of others.
Self-regulation: the ability to a adopt standards of acceptable behavior for ourselves.
Self- reflection: the ability to analyze our thoughts and actions.
Vicarious learning: the ability to learn new behavior and the consequences of one’s actions by observing others.
Forms of Social learning
1. Local enhancement: An individual notices activity at particular location, moves to that location, and in a process of trial and error, discovers a useful behavior.
Ex: Chimpanzee notices another chimpanzee cracking nuts with stones at a location. In a process of trial and error, learns to break nuts with stones, although, using other techniques than the ones observed.
2. Mimicry: The duplication of behavior without any understanding of the goal of that behavior.
Ex: A 2-year-old child steps on scale, looks at face, and steps off, just like Dad does.
Forms of Social learning
Emulation: One individual observes another interacting with an object to achieve a specific goal ( attempting the attain the same end but does not do the same behavior).
Ex: A child watches someone sifting sand through her fingers to get seashells, then throw sand in the air to find seashells.
Imitative learning: Reproduction of observed behavior a specific goal.
Ex: Child watches an adult open a latch and push a button to open a box to get a piece of candy and repeats same actions with the same result.
Teaching ( instructed learning) :
Ex: An adult shows a child how to make actions to open a box, by making slow and deliberate motions, molding the child’s fingers, and the child, not the adult, gets the candy inside.
Video about modeling
https://www.youtube.com/watch?v=ekrart8HHr4
Self-Efficacy
An individual’s self-efficacy is their belief in their own capabilities to execute courses of action required to achieve at an optimal level (Bandura, 1977).
In other word, self-efficacy is learner’s self-constructed judgment about his or her ability to execute certain behaviors or reach certain goals.
How Self-Efficacy effects Behavior, and Cognition
Choice of activities: choose tasks that they believe they can be successful in.
Goals: Learners set higher goals for them selves when they have high self-efficacy in a particular domain.
Effort and Persistence: learners of high self-efficacy are more likely to put in more effort when attempting new task and try again if failed. But learners with low self-efficacy will put in little effort and give up quickly.
Learning and Achievement: learners with high self-efficacy tend to learn and achieve more (because they are more likely to engage in cognitive process that promote learning) than those with low self-efficacy, even when the two groups have the similar ability level.
Development of self- efficacy
Self efficacy grows through the experience that one is going through.
Young children develop effectiveness with time as they compare their actions with others.
Children are positive about life and they believe that they are competent even if in the real sense they are not.
Experience is what determines efficacy and a positive attitude steers the efficacy.
Social Information Processing
Dr. Dodge explained our cognitive processes by creating a theory called social information processing. It states that individuals choose to act a certain way in a given situation through a series of five stages. They include:
1. Encoding: when someone is faced with a certain situation, the first thing they do is encode cues from it in order to have something to interpret.
Social Information Processing
2. Interpretation: Once cues in a situation are noticed and focused on, they are given meaning through a person's interpretation of them.
3. Response search: Response search refers to physical responses - seen and unseen - that come from mental representations.
4. Response Evaluation: once generated, they must be evaluated.
5. Enactment: when execute the chosen response.
Cognitive bases on gender identity
Gender constancy:
Kohlberg(1966) was one of the first people to formulate a cognitive base for gender identification.
It can be defined as the stage when a child identifies either they are a girl or a boy
At this stage they start understanding the differences in their bodies
With age, gender constancy increases and gender related behaviors are depicted.
The Development of Gender constancy:
In agreement with Kohlberg’s theory, Slaby and Frey reported Three component in the development of gender constancy:
Gender Identity: refers to the ability to identify oneself as male or female and to accurately identify the gender of other.
Gender stability: refers to the knowledge that gender remain stable over time. Therefore, some boys believe that they will be fathers and some girls believe that they will become mothers.
Gender Consistency: refers to knowledge that gender remains the same despite changes in behavior or dress.
Gender knowledge and sex typed behavior
The sex of a child can determine the way that they start behaving.
Parents may observe that a certain age boys prefer certain types of toys while girls prefer something different.
Research says that these is biologically fixed although people assume that it is stereotyping.
Conclusion
Bandura’s social cognitive theory of is an extension of earlier social learning theory and is mainly a theory about how children operate cognitively on their social experiences.
Dodge explained our cognitive processes by creating a theory called social information processing.
The process of mixing the roles and values of one’s sex is referred to as gender identification.
