Social learning theory proposes that people learn from observing others. This theory, also called observational learning or social cognitive theory, examines how people acquire behaviors by watching the actions and consequences for others. Key aspects of this theory include modeling, where people imitate behaviors they observe in others, and vicarious learning, where observation of others being reinforced or punished for behaviors impacts one's own behavior. Self-regulation and self-modeling are also important concepts, as learning involves observing one's own behaviors and controlling reinforcement.

1. Observational learning
 Social learning theory: theory that
emphasizes learning through observation of
others.

2. This theory examines the processes involved as people learn from
observing others and gradually acquire control over their own behavior.
Social Cognitive Theory
We learn by watching other people.

3. Social Cognitive Theory
Learning: a change in mental structures that creates the capacity to
demonstrate different behaviors.

4. Modeling
 The tendency of individuals to imitate the
behaviors they observe in others. (Think of
the effect of popular sports figures on
youngsters—that’s modeling).
 Cognitive modeling—where teachers
deliberately model strategies they want
students to use.
 Vicarious learning—we watch others and
adjust our own behavior based on what
happens to them.

5. Modeling This is a hard word, so I’m
going to sound it out. The first
letter is a B and that sounds like
/b/…Now I am going to check to
see if that word makes sense in
Cognitive modeling: the sentence.
makes your thinking
process “visible” to
students so they can
use it also. This is a
great way to teach
strategies. You can
model thinking at the
level of your
students. For
example, adults don’t
typically “sound out”
words but students in
first grade should be
able to do this. By
modeling it, you
encourage students
to try the strategy.
This is also called a
“think aloud.”

6. Modeling: Vicarious learning
 Vicarious learning: occurs when people
observe the consequences of another
person’s behavior and adjust their own
behavior accordingly.
 If you watch another student get punished for
raising his/her hand, you are much less likely
to raise your hand.
Vicarious reinforcement: increasing the chances that we will repeat
a behavior by observing another person being reinforced for that
behavior.

7. Modeling: Effects
 Learn new behaviors—watch an expert serve a tennis
ball and then try it yourself.
 Facilitate existing behaviors—one student’s
outrageous behavior may cause others to act out as
well.
 Change inhibitions. An inhibition is a self-imposed
restriction on one’s behavior. If you go to a new
place, you watch other people’s behavior. If their
behavior is more reserved than yours normally is, you
will increase your inhibitions. If their behavior is
wilder than yours, you will reduce your inhibitions.
 Arouse emotions. The emotions of models affect the
emotions of those watching.
Ripple effect: “contagious” spreading of behaviors through imitation.

8. Television and modeling
Theories of modeling were based on
research involving television watching, back
when watching television was new and
different entertainment. Television is a
powerful modeling system for children. The
more violent television they watch, the more
aggressive they are likely to become.
Now video games have introduced a whole new set of influences,
with the addition that the watcher is also a participant…

9. Television guidelines
 Limit television.
 Avoid using TV as a reward or punishment
 Model healthy viewing—critique what is being
seen with children.
 Be an authoritative parent—as a counter
model to what is on TV.
 Basically, similar rules apply to video gaming.

10. Learning from Models
Attention:
You have to
pay attention Students are more
to the model likely to follow
models that they
think are like
Motivation: themselves,
You expect the same reward competent, and with
that the model got. This high status.
motivates you to pay attention,
to retain, and to reproduce the
behavior.
Retention:
Reproduction:
You have to
You do what the
remember
model did
what the
model did.

11. Self-reinforcement:
Self-Regulation controlling your own
reinforcers.
Self-
Set Goals
Teaching your Reinforcement
students to be
self-regulating
learners means
that they may
become life-
long learners
and they will be
able to work
independently
in your
classroom. Self-Assessment
Self-Observation
The process of accepting
responsibility and control for
one’s own learning.

12. Also called: self-management: use of behavioral learning principles to
change your own behavior.
More about self regulation
 Cognitive behavior modification: the modification of
overt behavior through the manipulation of covert
thought processes.
 “Manipulation” is a poor word in this definition. It
implies that teachers get students to do something
without the students realizing it, the way television
ads try to manipulate us into buying what we don’t
need, and that’s not what is going on here.
 This process is actually teaching metacognition—
thinking about how to achieve goals and using
strategies to do so.
Self-efficacy: a person’s sense of being able to deal effectively with a
particular task.

13. Self-modeling
 Behavioral changes result from people
observing and reflecting on their own
behaviors.
 When you get video taped during your field
experiences, that is an opportunity for self-
modeling.
 This is a highly effective form of learning.

14. Cognitive Behavior Modification
and Self Instruction
 Cognitive behavior modification: procedures
based on both behavioral and cognitive
learning principles for changing your own
behavior by using self-talk and self-
instruction.
 Self-instruction: talking oneself through the
steps of a task.

15. Process
1. Adult model performs task while talking out loud to
him/herself.
2. Child performs the same task under direction of
model’s instruction.
3. Child performs task while talking out loud to
him/herself.
4. Child whispers instruction to self while performing
task.
5. Child performs task using private speech (internal
rather than external).

16. Productive
Conditioned General- Neutral learning Self-
Antecedents Reprimands Time out
stimulus ization stimulus environ- modeling
ment
Applied Good Operant Self- Token Rein-
Conse-
behavior behavior condition Prompts Respondents regula- forcement
quence
analysis game ing tion system
Group Self- Uncondition
Aversive Contiguity Conse- Operants Punishers Response reinforce ed
quences ment response
Behavior Contingency Observational Response Uncondition
Inhibition Punishment Shaping
modification contract learning cost ed stimulus
Behavioral Continuous Intermittent Positive Social
Ratio Ripple Vicarious
learning reinforceme reinforceme behavioral cognitive
schedule effect learning
theories nt schedule nt schedule supports theory
Positive Vicarious
Classical Interval Reinforce- Social
Cues reinforce- Satiation reinforce-
conditioning schedule ment isolation
ment ment
Cognitive Reinforce- Social
Discrim-
behavior Learning Potency ment Self-efficacy Learning
ination
modification schedule theory
Cognitive Premack Self-
Extinction Modeling Reinforcer Stimulus
modeling principle instruction
Presenta
Functional Negative
Conditioned tion Removal Self- Stimulus
behavioral reinforce
response punishm punishment management control
assessment ment
ent