LEARNING THEORIES BASED ON SOCIAL

PERSPECTIVE

BY PETERUS BALAN SING

LEARNING THEORIES BASED ON SOCIAL

PERSPECTIVE

INTRODUCTION TO SOCIAL

PERSPECTIVE

SOCIAL LEARNING

THEORY

BANDURA’ S MODELLING

THEORY

IMPLICATIONS OF

BANDURA’S MODELLING

THEORY

Neo-behaviourism

Individual process

Environment

Behaviour

Attention

Retention

Reproduction

Reinforcement/ motivation

Normal class

Class/children with special

needs

INTRODUCTION

• According to Bandura (1986, 1997, 2001) – learning takes place through the processes of modeling and imitation.

• Other social psychologists agree that learning theory should incorporate cognitive aspect.

NEO-BEHAVIORIST

APPROACH(BANDURA & WALTERS)

COGNITIVIST APPROACH(PIAGET &

VYGOTSKY)

BEHAVIORIST APPROACH

(SKINNER, PAVLOV, THORNDIKE &

WATSON

LEARNING THEORIES BASED ON

SOCIAL PERSPECTIVE

SOCIAL LEARNING THEORY

I (INDIVIDUAL)

E B (BEHAVIOR)(ENVIRONMENT)

Intrinsic motivation

Individual’s actionsExternal stimulus

• 3 basic elements• Learning is the

interaction between an individual’s intrinsic motivation and behavior with the environment

• I x B x E

TRIARCHIC RECIPROCAL CAUSALITY SYSTEM

???

BANDURA’S MODELING THEORY

• Bandura and Walters (1963) – children imitate behaviors of model and react in a more aggravated manner than the one they observed.

• Posits that learning through observation is a basic form of human behavior.• Observation learning – individual’s behavior are learned through observation of others (models).• Characteristics: main elements are observation and imitation, learned from model’s behavior

YOU

Your friend did something good,

e.g. excel in exams

The teacher praised your

friend

You’re more inclined to

study more to excel like your

friend did

?OBSERVATION

MODEL REINFORCEMENT IMITATION

LEARNING PROCESS THROUGH OBSERVATION: MODELING

ATTENTION RETENTION

• Concentrated effort while observation

• Factors :• Characterist

ics of model and observation skills

• Retains behaviors observed in the memory via language and imagination (Bandura, 1986)

REPRODUCTION

REINFORCEMENT/MOTIVATION

• Repeat imitated behavior.

• Capability depends largely on• Physical

ability• Psychomotor

of imitating skill

• Memory

• Imitations occur when there positive reinforcement, and least likely when reinforced negatively.

• Types:• Direct

reinforcement• Vicarious

reinforcement• Self-

reinforcement

TYPES OF MODELLING

STIMULI(Bandura,

1986)

LIVE MODELSe.g. real person demonstration

VERBAL INSTRUCTION

MODELSe.g. Instructional, process descriptive

SYMBOLIC MODELSe.g. real or

fictional characters via media such as

movies

CHARACTERISTICS OF BANDURA’S

MODELLING THEORY

Main learning elements: observation and imitation

Behavior can be learned from language, idioms and proverbs.

Pupils imitates their teachers from demonstration

Skill can be mastered if there were satisfaction and appropriate reinforcement

Processes covers observation, thinking, memorizing and imitation, ending with positive reinforcement

NORMAL CLASS

SPECIAL NEEDS

Teachers are very

important role models

DEMONSTRATION IS VITAL - should add to

instruction.

Teacher’s works as examples should be of good quality.

Take into consideration children’s special needs i.e. impairment, disability.

IMPLICATION OF BANDURA’S MODELLING THEORY

REFERENCES

• Childs, D. (2007, January 5). Kids Imitate Saddam's Televised Hanging Death. ABC News. Retrieved July 1, 2012

• Foster, C. (2006). Confidence Man. Stanford Magazine. Retrieved July 1, 2012

• http://www.psy.cmu.edu/~siegler/35grusec92.pdf• http://www.gatherthepeople.org/Downloads/SOCIAL_LEARNING.pdf• http://socialscientist.us/nphs/psychIB/psychpdfs/

Social_learning_Theory.pdf• Mok Soon Sang. (2008). Learning and the learner. Perak, Malaysia:

Penerbitan Multimedia Sdn. Bhd.• Smith, M., & Berge, Z. L. (2009, June). Social Learning Theory in Second

Life. MERLOT Journal of Online Learning and Teaching, 5(2). Retrieved July 1, 2012

• Woolfolk, A. (2011). Educational psychology (11th ed.). Pearson Education International: Columbus, OH.

ACTIVITY

ARCHITECTURAL KIRIGAMI

LEARNING OUTCOMES

• Students learn by imitation – demonstration was given by the teacher.

• The aesthetical value is the main motivation, i.e. the motivation to create beautiful art.

• Observation is followed by hands-on. This ensures that it goes into student’s memory.

• Students will be able to reproduce their observation if they are given comprehensible demonstrations and positive reinforcements.

INSTRUCTIONS

• Students will be given a kirigami template.• Teacher or instructor will demonstrate step by

step the process of building the kirigami.• ATTENTION: This activity requires the use of

crafting knife. Use with utmost care.