Lecture notes for Social learning theory

Why we went to social learning theory

• Kids learned too much in too short a time.

• Behavior appears to occur spontaneously without shaping.

• How could behavior improve without practice?

• The idea of vicarious reinforcement didn’t make sense.

General principles of SLT

• Learning can occur by observing others.

• Learning can occur without a change in behavior.

• Consequences to others as well as self affect learning.

• Cognition plays a role in providing a mental model.

“Thinking” aspects of SLT

• Learning can improve with mental practice.

• Mental model building follows the rules of cognitive theory.

• Learners must know about contingencies.

• Learners “expect” to be reinforced.

The Paradigms for SLT

Types of modeling to consider

• Old behavior

– Inhibition/disinhibition

– Eliciting effects

• Response facilitation

• Arousal (emotions)

Types of modeling

• New behavior

– Observational learning

• Attention to key components

• Retention of mental model

• Production and observation of behavior

• Motivation to perform

The role of attention: To see the critical components

• Model should have certain qualities

• Learner needs certain skills.

• Behavior to be learned should be presented in certain ways.

The role of retention: to remember the critical components

• Vivid images

• Good organization

• Meaningful and familiar

• Cognitive rehearsal

The role of production: to make the response and get feedback

• Behavior must be observable.

• Learner should receive corrective feedback.

The role of motivation: keeping the learning going

• Vicarious reinforcement

• Anticipation of reinforcement

• Reinforcement by success

• Progress observed

SLT in practice

• Behavior management

– In the classroom

– For eating disorders

– For work with WIC clients

• Developing values and attitudes

– Teachers as models

– Models for self-acceptance

– Cultural models in tv, film, advertising, etc.

• For learning new skills

– Other students as models

– Symbolic models

– Instructions as models

• Goals as models

– Possible selves, realistic goals

– Self efficacy about goal

Designing an intervention with SLT

• What is the target behavior?

• Is it old or new?

• If OLD,

– Inhibition/disinhibition

– Response facilitation

– Vicarious reinforcement of models plus consequences for learner

• If NEW,

– Analyze the critical elements to highlight.

– Create a model with those elements.

– Help learner create and remember a mental model.

– Give feedback on performance.

– Arrange for reinforcement.

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