BANDURA’S

SOCIAL
LEARNING
THEORY
SOCIAL LEARNING THEORY
Also Called Observational learning
Focuses on the learning that occurs within a social
context.
It constructs that people learn from one another,
including such concept as observational learning,
imitation and modeling.
GENERAL PRINCIPLES OF
SOCIAL LEARNING THEORY
People can learn by observing.
Learning can occur without a change in behavior.
Cognitions plays a role in learning
Social Learning theory can be considered a bridge or
a transition between behaviorist learning theories
and cognitive learning theories.
HOW THE ENVIRONMENT
REINFORCES AND PUNISHES
MODELING
The obserber is reinforced by the model.
The observer in reinforced by a third person. The observer
might be modeling the actions of someone else.
 The imitated behavior itself leads to reinforcing
consequences. Many behaviors that we learn from others
produce satisfying or reinforcing result.
 Consequences of the model’s behavior affect tge
observer’s behavior vicariously.
POSITIVE AND NEGATIVE
REINFORCEMENT
Stimuli that can strengthen or weaken specific
behaviours.
Positive reinforcement occurs when a token or
reward is given to strengthen a deaired behaviour.
Negative reinforcement also straighten a behavior,
but it does so by removing something that is
unwanted.
PUNISHMENT
Is another form of reinforcement, and it can be both positive
and negative, as well. As opposed to reinforcement,
punishment is intended to decrease the likelihood of an
undesirable behaviour.
Positive punishment occurs when we introduce something
to stop an unwanted behaviour.
 Negative punishment is when we take something away
after an undesirable behaviour occurs.
CONTEMPORARY SOCIAL LEARNING
PERSPECTIVE OF REINFORCEMENT
AND PUNISHMENT
Proposes that reinforcement and punishment have indirect
effects on learning; they are not the sole or main cause.
Reinforcement and punishment influence the extent to
which individuals exhibit behaviors that have been learned.
 Expectation of reinforcement influence cognitive processes
that promote learning.
COGNITIVE FACTORS IN
SOCIAL LEARNING
Learning without Performance
Cognitive Processing during Learning
Expectations
Reciprocal causation
Modeling
LEARNING WITHOUT
PERFORMANCE
Learning can occur without a behavioral change.
There is a distinction between “Learning through
observation” and “the actual imitation of what has
been learned.”
COGNITIVE PROCESSING
DURING LEARNING
Attention is a crirical factor in learning.
Learning depends upon the subject focusing on the
behavior being demonstrated.
EXPECTATIONS
As a result of being reinforced, people foem
expectations about the consequences that future
behavior are likely to bring.
They expect certain behaviors to be either rewarded
or punished.
RECIPROCAL CAUSATION
Usually, Person + Environment= Behavior. Behavior
cab also influence both the environment and the
person.
These three can have an influence on each other.
MODELING
People can learn by observing the behaviors of others and their
consequences
There are different types of models
Live Model- an actual person
Verbal Model- A desired behavior is described in detail, with
instructions on how to perform it.
Symbolic Model- real/fictional characters portrayed in some other
medium, tv, radio, etc.
 Behaviors can be learned, as least partly, through modeling.
Reading, Aggression, Moral Behavior, Bravery
CONDITIONS NECESSARY FOR
EFFECTIVE MODELING
Attention should focus and pay attention
on the model

Retention Must be able to remember

Motor Reproduction Must replicate the behavior

Motivation Must want to demonstrate the

behavior
EFFECTS OF MODELING ON
BEHAVIOR
Teaches a new behavior.
Influences the frequency of previously learned
behaviors.
May encourage previously forbidden behaviors.
Increase the frequency of similar behaviors.
EDUCATION IMPLICATIONS
OF SOCIAL LEARNING
THEORY
Students learn a great deal by just observing.
Describing the consequences of behavior can effectively
increase appropriate behaviors and decrease inappropriate
ones.
Modeling is an alternative to shaping.
Teachers and parents must model appropriate behaviors.
 Teachers should expose students to a vatiety of other
models.