Social Cognitive Theory – Chapter 9 Anna Henderson Lexy Tauber Keri Verdell Brandi Chastain Anthony Stuckey

What is Social Cognition? This explanation of learning is based on the premise that neither spontaneous behavior nor reinforcement is necessary for learning to occur. New behaviors can be learned by observing and imitating a model.

Triadic Reciprocal Causation Model Albert Bandura created the Triadic reciprocal Causation Model. Definition: behavior is the result of interactions among personal characteristics, behavior, environmental factors. Albert Bandura is the driving force behind the theory. He explains how learning results from interactions among three factors: (1) personal characteristics, (2) Behavioral patterns, (3) Social environment.

Triadic Reciprocal Causation Model Personal Characteristics Behavior Environment

Personal Characteristics Mental and Emotional Goals and Anxiety Metacognitive Knowledge Understanding how ones own cognitive processes affect learning. Self-Efficacy Beliefs about ones ability to successfully carry out particular tasks

Behavior Self – Observation Self – Evaluation Using personal journal to note how various factors influence learning, motivation, and self-efficacy Self – Evaluation Making changes in behavior to overcome or reduce perceptions of low self-efficacy, anxiety, and ineffective learning strategies Creating productive study environments

Environmental Environmental Factors – Refer to a person’s social and physical environment. They include such things as the nature of a task, reinforcing and punishing consequences, explanations and modeling of various skills by others, and verbal persuasion from others to exhibit particular behaviors.

Self - Control The ability to control one’s actions in the absence of external reinforcement or punishment. Involves behaving in ways that lead to accomplishment of goals and suppressing behaviors that are detrimental when no one is looking. Example – A student who has been taught to start a new task after finishing an assignment and who does so when the teacher is not there exhibits self-control

Self - Regulation Consistently using self-control skills in new situations. It is the product of interactions among the three components of the triadic model. Self-regulating individuals set there own performance standards, evaluate the quality of their performance, and reinforce themselves. Example – a teacher who modifies a particular day’s lesson plan to capitalize on students’ interest in a major new story or compares her students and her own performance against an internal standard.

Self-Regulation Cycle Forethought Phase Performance Phase Self-reflection Phase

Forethought Phase Forethought phase – subdivided into two categories: Task analysis – includes the self-regulatory process of goal setting and strategic planning. Self-motivational beliefs – includes self-efficacy for self- regulated learning, consequences of goal achievement, intrinsic interest in task, learning-oriented vs. performance- oriented goals, and epistemological beliefs. Example – to accomplish the long-term goal of achieving a grade of A in physics, a self-regulating student will set sub-goals that pertain to number of hours spent per week studying, working sample problems, doing homework, and seeking help when problems arise.

Performance Phase Performance phase – subdivided into two categories: Self – control – includes attention focusing, self-instruction, and tactics. Example of attention focusing: involves ignoring distractions, executing a task at a slower than normal pace, and not thinking about prior mistakes or failed efforts. Self-observation – includes recording one’s behavior, trying out different forms of behavior. Example of self recording: putting off homework or studying for an exam in favor of socializing with friends.

Self-reflection Phase Self-reflection phase – subdivided into two parts: Self-judgment – includes evaluating one’s behavior, attributing outcomes to effort, ability, task difficulty, and luck. Example of engaging in self-evaluation – whenever we label our performance as good or bad, acceptable or unacceptable, satisfactory or unsatisfactory – students can compare their performance against their own, can use a normative standard, and can use a collaborative standard. Self – reaction – includes self-reinforcement, drawing inferences about need to improve self-regulation skills.

Self - Efficacy How capable one feels to handle particular kinds of tasks. Example – A student may have a high level of self-efficacy for mathematical reasoning – a feeling that she can master any math task she might encounter – but have a low level of self- efficacy for critical analysis of English literature. Bandura argues that self-efficacy is influential because one can or cannot produce the behaviors that are required to bring about a particular outcome. Students who believe they are capable of successfully performing a task are more likely to use self-regulating skills as concentrating, creating strategies, using tactics, and managing time.

Types of Behaviors Affected by Self – Efficacy Selection processes – the way the person goes about selecting goals and activities. Example – people think about a wide range of career options, explore several majors while in college, take a variety of courses, participate in different sporting activities, engage in different types of social activities, and have a wide circle of friends. Cognitive processes – individuals with high self – efficacy tend to use higher-level thought processes to solve complex problems. Example – analysis, synthesis, and evaluation

Cont. Motivational processes – those who rate their capabilities as higher than average can be expected to work harder and longer to achieve a goal than those who feel less capable. Affective processes – an individual with high self-efficacy is more likely to experience excitement, curiosity, and an eagerness to get started rather than a sense of anxiety, depression, and impending disaster.

Tactics & Strategies Tactics can be placed in one of two categories: Memory-directed tactics – contain techniques that help produce accurate storage and retrieval of information. Mnemonic Devices – meaningfully organize information, provide retrieval cues. Rehearsal – rote rehearsal Comprehensive-directed tactics – contain techniques that aid in understanding the meaning of ideas and their interrelationships. Self-questioning Note-taking Concept mapping

Mnemonic Description Example Rhyme The items of information are imbedded in a rhyme from one to several lines. Thirty days hath September, April, June and November. Acronym The first letter from each item is used to make a word. HOMES – For the Great Lakes: Huron, Ontario, Michigan, Erie, Superior Acrostic The first letter from each to be-remembered item is used to make a word. Kindly Place Cover Over Fresh Green Spring Vegetables- For the taxonomic classification of plants. (Kingdom, Phylum, Class, Order, Family, Genus, Species, and Variety) Method of Loci Generate visual images and memorize a set of well-known locations that form a natural series. Sensorimotor, picture a car engine with eyes, ears, nose and mouth. Continue with other stages of Piaget’s development Keyword Created to aid the learning of foreign language vocabulary. Isolate part of word that sounds like English word. Spanish word – Pato –means “duck” in English. Keyword is pot. Imagine a duck with a pot over its head.

Observation Our group observed a second grade class at Mt. Carmel elementary school on November 18th, 2011. There were 8 white, 7 black, 3 Mexican, and 2 multiracial students in Mr. Hester’s class. It was difficult to observe forms of social cognition in his classroom since it is something that happens within yourself. We did, however, witness numerous examples of self control among the students. There were several students who chose to read a book if they finished their work early, instead of talking to their neighbor. Two boys started to get into an argument over who owned a pencil. The argument started to get loud, but then one of the boys decided to give the pencil to the other before the teacher had a chance to break it up. Observing a classroom was a great experience. Although we are in an elementary class every Tuesday and Thursday, we do not always have a chance to sit back and watch each and every student. Student teaching requires us to be more hands on and personal with the children.

Our Argument Do you think the two students stopped the argument because they did not want to get in trouble or because they knew it was the right thing to do?

Social Cognition: Observational Learning Example Videos http://www.youtube.com/watch?v=rPiGmj9p8 bU&feature=player http://www.youtube.com/watch?v=5xlaAkD15 Gk&feature=player_detailpage

Quiz What is social cognition? Who created the Triadic Reciprocal Causation Model? An acronym is an example of a _______ device. "I have little doubt that I will win the upcoming golf tournament” best reflects ____-_______. At the beginning of the school year, Josh and his classmates were told by the teacher that if they finished an in-class assignment early, they were to read quietly until everyone else in class was finished. A few weeks later, Josh finishes a math assignment before several others and opens his reading book. Josh’s behavior is said to be ____-_________. Note taking is a ___________ devise tactic. To help her remember the ideas of a presentation she will give in class, Sarah creates a visual image of each idea and then imagines placing each idea in a room in her house. What technique is Sarah using? What is self-efficacy? Developing a plan for passing the tests in a science course is an example of a _________ _____________. What are the three factors of the Triadic Reciprocal Causation Model?

References Snowman, Jack, R. R. McCown, and Robert F. Biehler. Psychology Applied to Teaching. Boston: Houghton Mifflin, 2009. Print.