Good Morning Brains!

Time to wakey-wakey!

Which line connects to line C? A or B?

Can you figure out what this is a picture of?

It’s a cow’s head looking at you :P

Hidden word

Are the two balls the same size?

Find 9 persons (some are just faces)

Which car is the biggest?

Same shade of grey?

Lalalalala~

Look at the picture, what do you see?

You saw a couple in an intimate love position, right?Interestingly, research has shown that young children cannot identify the intimate couple because they do not have prior memory associated with such a scenario.What they will see, however, is nine (small & black) dolphins in the picture!So, I guess we've already proven you're not a young innocent child. Now, if it's hard for you to find the dolphins within 6 seconds, your mind is SO corrupted that you probably need help!OK, here's help: look at the space between her right arm and her head, the tail is on her neck, follow it up. Look at her left hip, follow the shaded part down, it's another one, and on his shoulder..

Navarro, Paula Juliana I.

II-2 BECEd

Social Learning Theoryand

Cognitivism

Social Learning Theory

Focuses on the learning that occurs within a

social context.

Emphasizes the importance of environmental or

situational determinants of behavior.

Concentrates on the power of example.

Bandura is known for his 1961-1963 experiments utilizing an inflatable clown known as a Bobo doll in order to test modeling behaviors in children.

Children were divided into three groups – one of which was exposed to an aggressive adult model, one which was exposed to a passive adult model, and a control group, which was not exposed to an adult model.Once the children were given the opportunity

to play, results showed that those exposed to the aggressive model were more likely to imitate what they had seen, and to behave aggressively toward the doll.

It was found that boys were four times more likely than girls to display physical aggression, but levels of verbal aggression were about the same

a later study in 1965 showed that witnessing the model being punished for the aggressive behavior decreased the likelihood that children would imitate the behavior.

Behavior is a product of a continuous interaction between personal and environmental variables.

Environmental conditions shape behavior through learning, and the person’s behavior in return, shapes the environment.

Bandura Calls this interaction as reciprocal determinism.

“Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.”

-Bandura

The Behavior need not be performed and reinforced for learning to occur. Modeling or observational learning occurs vicariously, even in infants, by observing the behavior of others and its consequences for them.

Models are classified as:

Real life – Teachers, parents, significant others…

Symbolic – oral/written symbols (e.g. books)

Representational – audio-visual measures (e.g. films)

Necessary conditions for effective modeling:

1. Attention/Attentional Processes

Determines what we can do and attend to.

In order for an individual to learn something, they must pay attention to the

features of the modeled behavior.

Various factors increase or decrease the amount of attention paid. One’s

characteristics (e.g. sensory capacities, arousal level, perceptual set, past

reinforcement) affect attention.

2. Retention/Retentional Processes

Determines how experience is encoded in the memory.

Remembering what you paid attention to.

In order for an individual to learn something, they must pay attention to the

features of the modeled behavior.

3. Reproduction/Motor Reproduction Processes

Determine what behavior can be performed.

Reproducing the image. Including physical capabilities, and self-observation of

reproduction.

In reproducing a behavior, an individual must organize his or her responses in

accordance with the model behavior. This ability can improve with practice.

4. Motivation/ Motivational & Reinforcement Processes

Determine the circumstances under which learning is translated into

performance.

There must be an incentive or motivation driving the individual’s reproduction of

the behavior. Even if all of the above factors are present, the person will not

engage in the behavior without motivation.

Having a good reason to imitate. Includes motives such as a past (i.e. traditional

behaviorism), promised (imagined incentives) and vicarious (seeing and recalling

the reinforced model).

CognitivismCognitive psychologists share with

behaviourists the belief that the study of learning should be objective and that learning theories should be developed from the results of empirical research.

However, cognitivists disagree with the behaviourists in one critical aspect. By observing the responses that individuals make to different stimulus conditions, cognitivists believe that they can draw inferences about the nature of the internal cognitive processes that produce those responses.

Cognitivism was a reaction to Behaviorism!

Piaget noticed that even infants have certain skills in regard to objects in their environment. These skills were certainly simple , sensorimotor skills, but they directed the way in which the infant explored his or her environment and so how they gained more knowledge of the world and more sophisticated exploratory skills. These skills he called schemas.

Assimilation!

Accommodation!

Assimilation – is the tendency to understand new experience in terms of existing knowledge. Whenever we come across something new, we try to make sense of it, built upon our existing cognitive structures.

Accommodation – occurs when the new information is too complex to be integrated into the existing structure - this means that, cognitive structures change in response to new experiences (Spencer, K., 1991,p.,175).

Assimilation and accommodation are the two sides of adaptation, Piaget’s term for what most of us would call learning.

He saw it as a fundamentally biological process. Even one’s grip has to accommodate to a stone, while clay is assimilated into our grip. All living things adapt, even without a nervous system or brain.

Stages of Cognitive Development:Sensorimotor Stage (Birth – 2 years)

Between one and four months, the child works on primary circular reactions – coordinating sensation and new schemas. (e.g. a child may such his or her thumb by accident and then later intentionally repeat the action. These actions are repeated because the

infant finds them pleasurable.)

Between four and 12 months, the infant turns to secondary circular reactions, which involve an act that extends out to the environment. The infant becomes more focused on the world and begins to intentionally repeat an action in order to trigger a response in the environment. (e.g. a child will purposefully pick up a toy in order to put it in his or her mouth.)

The infant understands the environment purely through inborn reflexes such as sucking and looking.

They also begin to develop object permanence. This is the ability to recognize that, just because you can’t see something doesn’t mean it’s gone. Younger infants seem to function by an “out of sight, out of mind” schema. Older infants remember, and may even try to find things they can no longer see.

Between 12 and 24 months, the child works on tertiary circular reactions. Children begin a period of trial-and-error experimentation. (e.g.

a child may try out different sounds or actions as a way of getting attention from a caregiver.)

Around one and a half, the child is clearly developing mental representation, that is, the ability to hold an image in their mind for a period beyond the immediate experience. (e.g. they can engage in deferred imitation,

such as throwing a tantrum after seeing another child throw one an hour ago.) They can use mental combinations to solve simple problems, such as putting down a toy in order to open a door. And they get good at pretending.

Preoperational Stage (2 – 7 years)

Now that the child has mental representations and is able to pretend, it is a short step to the use of symbols – a thing that represents something else. A drawing, a

written word, or a spoken word, etc. – through language and creative play.

There is also a clear understanding of past and future.

On the other hand, the child is quite egocentric during this stage, that is, he sees things pretty much from one point of view: his own!

Piaget did a study to investigate this phenomenon…

Concrete Operational Stage (7 – 11 year)*The word operations refers to logical operations or principles we use when solving problems.

By six or seven, most children develop the ability to conserve number, length, and liquid volume. Conservation refers to the idea that a quantity remains the same despite changes in appearance.

By seven or eight years old, children develop conservation of substance: If I take a ball of clay and roll it into a long thin rod, or even split it into ten little pieces, the child knows that there is still the same amount of clay. And he will know that, if you rolled it all back into a single ball, it would look quite the same as it did - a feature known as reversibility.

By nine or ten, the last of the conservation tests is mastered: conservation of area. If you take four one-inch square blocks ("houses"), and lay them on a six-by-six cloth together in the center, the child who conserves will know that they take up just as much room as the same blocks spread out in the corners, or, for that matter, anywhere at all.

A child also learns classification (grouping) and seriation (arrangement or position in a series) during this stage.

Formal Operations Stage (11+ years)

During this time, people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.

Ability to think about the unseen

Ability to consider a range of possibilities [Understands the concept of the possible, as in moral dilemmas, justice, understanding of self, vocational aspirations]

Approach problems systematically, as in the ability to make a prediction, revisethinking (given new evidence), and revise and improve a disconfirmed hypothesis

Thinks logically: Understands and uses principles of scientific thinking(e.g., inference, deduction, hypothesis-testing, ruling out alternative hypotheses)