Part A: Draw and explain the Svinicki version of the Social Learning Theory paradigm.
Part B: Identify the behaviors below as examples of:
A. inhibition/disinhibition
B. arousal
C. response facilitation
D. observational learning
1. I'm not much for crying, but when Bambi's mother died and the other people in the theater started to cry, I felt really sad too.
Arousal because this is example where what is modeled is an emotion - sadness
2. When I saw everyone else dropping coins into the street player's guitar case, I threw a quarter in, too.
Response facilitation because this is an acceptable behavior (throwing in coins) that was simply not being done by the speaker until someone else did it. Then the speaker followed suit.
3. I learned to cook by watching my mother.
This is observational learning of a new behavior from watching another perform it.
4. When the waiter dropped a tray of dishes, I wanted to laugh out loud and applaud, but no one else did, so I restrained myself.
This is inhibition because laughing and applauding would be inappropriate in this situation and is being suppressed because others are refraining from doing it.
Part C: When a teacher does each of the following, what part of modeling is she affecting?
A. attention
B. retention
C. production
D. motivation
1. I make up a little poem that describes each step in the skill so students can repeat it to themselves before they attempt the task.
This strategy affects retention. The poem helps the students remember what to do when.
2. I keep records of how each student improves and show him or her how far he or she has progressed in learning the skill.
This strategy affects motivation. Seeing your own improvement is a big source of motivation.
3. I record my students' speeches so we can listen to them together and talk about what was good and what should be changed.
This strategy affects production because the ability to observe yourself performing the task really helps in producing a better performance, especially if it is accompanied by feedback.
4. I go through the skill myself the first time very slowly so the students can see what I'm doing.
This strategy affects attention because slowing down and exaggerating the movements focuses student attention on the key components of a skill.