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Social learning theory

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Social learning theory (SLT) is a theory to explain how people learn behavior. People learn through observing others' behavior. If people observe positive, desired outcomes in the observed behavior, they are more likely to model, imitate, and adopt the behavior themselves. As Bandura observed:

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[edit] Theory

Social learning theory is derived from the work of Gabriel Tarde (1843:1904) which proposed that social learning occurred through four main stages of imitation:

  • close contact,
  • imitation of superiors,
  • understanding of concepts
  • role model behaviour

Julian Rotter moved away from theories based on psychoanalysis and behaviorism, and developed a social learning theory. In Social Learning and Clinical Psychology (1954), Rotter suggested that the effect of behavior has an impact on the motivation of people to engage in that behaviour. People wish to avoid negative consequences, while desiring positive results or effects. If one expects a positive outcome from a behavior, or thinks there is a high probability of a positive outcome, then they will be more likely to engage in that behaviour. The behaviour is reinforced, with positive outcomes, leading a person to repeat the behaviour. This social learning theory suggests that behaviour is influenced by these environmental factors or stimuli, and not psychological factors alone.[1]

Albert Bandura (1977)[2] expanded on the Rotter's idea, as well as earlier work by Miller & Dollard (1941),[3] and is related to social learning theories of Vygotsky and Lave. This theory incorporates aspects of behavioral and cognitive learning. Behavioral learning assumes that people's environment (surroundings) cause people to behave in certain ways. Cognitive learning presumes that psychological factors are important for influencing how one behaves. Social learning suggests a combination of environmental (social) and psychological factors influence behavior. Social learning theory outlines four requirements for people to learn and model behavior include attention: retention (remembering what one observed), reproduction (ability to reproduce the behavior), and motivation (good reason) to want to adopt the behavior.


The processes underlying observational learning are:

  1. Characteristics of the modelled behaviour. How distinct is it? how complex? how often is it available for observation?
  2. Observer characteristics How attentive are they? What are their expectations in the situation? How stressed are they
  3. Post learning encoding and practice, How easy is it to symbolically encode the information, and togo through both symbolic and motor rehearsal),
  4. Subsequent motor reproduction, How physically capable is the learner? Is quality feedback available?
  5. Motivation, including external, vicarious and self reinforcement.



[edit] Application of Social learning Theory to different areas of psychology

Main article: The application of Social Learning Theory in developmental psychology
Main article: The application of Social Learning Theory in personality psychology
Main article: The application of Social Learning Theory in Criminology

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Learning
Types of learning
Avoidance conditioning | Classical conditioning | Discrimination learning | Expierential learning | Escape conditioning | Incidental learning |Intentional learning | Latent learning | Maze learning | Mastery learning | Mnemonic learning | Nonassociative learning | Nonreversal shift learning | Nonsense syllable learning | Nonverbal learning | Observational learning | Omission training | Operant conditioning | Paired associate learning | Perceptual motor learning | Place conditioning | Probability learning | Rote learning | Reversal shift learning | Second-order conditioning | Sequential learning | Serial anticipation learning | Serial learning | Skill learning | Sidman avoidance conditioning | Social learning | Spatial learning | State dependent learning | Social learning theory | State-dependent learning | Trial and error learning | Verbal learning |
Concepts in learning theory
Chaining | Cognitive hypothesis testing | Conditioning | Conditioned responses | Conditioned stimulus | Conditioned suppression | Constant time delay | Counterconditioning | Covert conditioning | Counterconditioning | Delayed alternation | Delay reduction hypothesis | Discriminative response | Distributed practice |Extinction | Fast mapping | Generalization (learning) | Generation effect (learning) | Habits | Habituation | Imitation (learning) | Implicit repetition | Interference (learning) | Interstimulus interval | Intermittent reinforcement | Latent inhibition | Learning schedules | Learning rate | Learning strategies |Massed practice | Modelling | Overlearning | Practice | Premack principle | Preconditioning | Primacy effect | Primary reinforcement | Prompting | Punishment | Recall (learning) | Recency effect | Recognition (learning) | Reconstruction (learning) | Reinforcement | Relearning | Rescorla-Wagner model | Response | Reinforcement | Secondary reinforcement | Sensitization | Serial position effect | Serial recall | Shaping | Stimulus | Reinforcement schedule | Spontaneous recovery | State dependent learning | Stimulus control | Stimulus generalization | Transfer of learning | Unconditioned responses | Unconditioned stimulus |
Animal learning
Cat learning | Rat learning |
Neuroanatomy of learning
[[]] |
Neurochemistry of learning
Adenylyl cyclase  |
Learning in clinical settings
Applied Behavior Analysis |Behaviour therapy | Behaviour modification | Delay of gratification | CBT | Desensitization |Exposure Therapy | Exposure and response prevention | Flooding | Graded practice | Habituation | Learning disabilities | Reciprocal inhibition therapy | Systematic desensitization | Task analysis | Time out |
Learning in education
Adult learning |Cooperative learning | Constructionist learning | Experiential learning | Foreign language learning | Individualised instruction | Learning ability | Learning disabilities | Learning disorders | Learning Management | Learning styles | Learning theory (education) | School learning | Study habits |
Machine learning
Temporal difference learning | Q-learning |
Philosophical context of learning theory
Behaviourism | Connectionism | Constructivism | Functionalism | Logical positivism |Radical behaviourism |
Prominant workers in Learning Theory|-
Pavlov | Hull | Tolman  | Skinner | Bandura | Thorndike  | Skinner | Watson 
Miscellaneous|-
Category:Learning journals | Melioration theory |
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