Bridges the gap between behaviorism and cognitive theories of learning.

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-SIGN LEARNING THEORY - sought to demonstrate that insight was not restricted to the evolutionary capabilities of the apes. - he believed individuals do more than merely respond to stimuli; they act on beliefs, attitudes, changing conditions, and they strive toward goals. - THREE PARTS OF LEARNING.

-THREE PARTS OF LEARNING: - SIGNIFICANT - goal of behavior - SIGN - signal for action - MEANS-END RELATIONS - internal processes and relationships.

- Cognitive Map - Latent Learning - Intervening Variables

- Cognitive Map - an internal perceptual representation of external environmental features and landmarks.

- Latent Learning - learning which is not apparent in the learners behavior at the time of learning , but which manifests later when a suitable motivation and circumstances appear.

-Intervening Variables - variables that are not readily seen but serve as determinants of behavior.

- Reinforcement not essential for learning

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1. People can learn through observation.

2. Learning does not necessarily lead to a change in behavior.

3. Mental states are important to learning.

How the environment reinforces and punishes modeling? 1. The observer is reinforced by the model. 2. The observer is reinforced by third person. 3. The imitated behavior itself leads to reinforcing consequences. 4. Vicarious reinforcement.

Social Learning perspectives of Reinforcement and Punishment:

1. Both reinforcement and punishment have indirect effects on learning. 2. Reinforcement and punishment influence the extent to which an individual exhibits a behavior that has been learned. 3. The expectation of reinforcement influences cognitive process that promote learning.

Cognitive Factors in Social Learning:

1. Learning without performance. 2. Cognitive processing during learning. 3. Expectations. 4. Reciprocal causation. 5. Modeling.

Cognitive Factors in Social Learning:

1. Learning without performance. Latent learning.

Cognitive Factors in Social Learning:

1. Learning without performance. 2. Cognitive processing during learning. - ATTENTION = is a critical part in learning.

Cognitive Factors in Social Learning:

1. Learning without performance. 2. Cognitive processing during learning. 3. Expectations.

Cognitive Factors in Social Learning:

4. Reciprocal causation. - 3 variables: - the person - the behavior - the environment

Cognitive Factors in Social Learning:

5. Modeling. - types: - live model - verbal instructional model - symbolic model

Educational Implications of Social Learning Theory

Students often learn a great deal simply by observing other people. Describing the consequences of behaviors can effectively increase appropriate behaviors and decrease inappropriate ones.

Educational Implications of Social Learning Theory

Modeling provides an alternative to shaping for teaching new behaviors. Teachers and parents must model appropriate behaviors and take care that they don't model inappropriate ones.

Educational Implications of Social Learning Theory

Teachers should expose students to a variety of other models. Students must believe that they are capable of accomplishing school tasks.

Educational Implications of Social Learning Theory

Teachers should help students set realistic expectations for their academic accomplishments. Self-regulation techniques provide effective methods for improving behavior.

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