LEARNING FACTORS INFLUENCING LEARNING

- Connected to students and teachers ear 1. Learner-related factor – person himself influences
- Things that we hear learning
- Process of gaining knowledge 2. Teacher-related factor – teacher himself influences
- Change in behavior because of the results of our learning
experiences 3. Content-related factor – content influences learning

According to… Learning is _________________________________________

1. Gardner – learning covers every modification and METACOGNITION

behavior
2. Gates – modification of behavior through experiences - Coined by John Flavell.
3. Woodworth – any activity that can be called learning - Consists of both metacognitive knowledge and
so far as it develops an individual metacognitive experiences. (Flavell)
4. Kings High and Garry – process by which behavior - “thinking about thinking”
changes through practice and training - “learning how to learn”
- Higher order thinking which involves active
awareness and control over the cognitive processes
NATURE AND CHARACTERISTICS OF LEARNING engaged in learning.

Learning… METACOGNITIVE KNOWLEDGE

1. Is the change in behavior - Acquired knowledge about cognitive processes,

2. Is a continuous life long process knowledge that can be used to control cognitive
3. Is a universal process processes.
4. Is purposive and goal-directed - 3 Categories of Metacognitive Knowledge (Flavell)
5. Involves reconstruction of experiences
6. Is a product of activity and experiment - Person Variables – how one view’s himself as a
7. Is transferable from one situation to another learner and thinker;
8. It helps attain teaching learning objectives - knowledge about how human beings learn and
9. It helps in the proper growth and development process information as well as an individual
10. It helps in the balance of our personality knowledge of one’s own learning processes.
11. It help in proper adjustments - Recognize your own strength and weakness
12. It helps in the realization of goals in life - Task Variables – includes knowledge about the
13. Does not necessarily imply improvement nature of the task as well as the type of
processing demands that it will place upon the
individual;
TYPES OF LEARNING - Knowing what exactly needs to be
accomplished, gauging its difficulty and knowing
1. Motor Learning – movements
the kind of effort it will demand from you.
2. Verbal Learning – words or communication
- Things we learn from an activity or performance
3. Concept learning – reasoning out
that we had
4. Discrimination – differentiate things from another
- Strategy Variables – involves awareness of the
5. Learning of Principles
strategy you are using to learn a topic and
6. Problem Solving
evaluating whether this strategy is effective
7. Attitude Learning – disposition in life
- way to do a task
DOMAINS OF LEARNING - Meta-attention – awareness of specific strategy
so that you can keep your attention focused on
1. Cognitive the topic or task at hand; strategies focusing on
2. Affective the topic itself
3. Skills - Mata-memory – awareness of your memory
strategies that work best for you
Practice of metacognition (Omrod) 6. Help students to know when to ask for help
7. Show students how to transfer knowledge etc.
- Knowing the limits of one’s learning
- Knowing what learning tasks ________________________________________
- Knowing which learning strategies are effective or
not LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES
- Planning an approach to a learning task
- Put together by American Psychological
- Using effective strategies to process new material
Association
- Monitoring one’s own knowledge and
- Pertains to the learner and the learning process
comprehension
- Focus on psychological factors that are primarily
- Using effective strategies for retrieval of previously
internal and under control
stored information
- It also attempts to acknowledge external
environment or contextual factors that interacts
TEACHING STRATEGIES with internal
- Intended to deal holistically
1. Help your students to monitor what they are learning - Intended to apply to all learners
2. Teach your students to study or learn some
techniques Cognitive and Metacognitive Factors
3. Allow students to predict something
4. Relate their ideas to their experiences 1. Nature of the learning process
5. Help them develop their inquiry-based learning The learning of a complex subject matter is most
effective when it is an intentional process of
constructing meaning from information
METACOGNITIVE STRATEGIES TO FACILITATE 2. Goals of the learning process
LEARNING The successful learner, over time and with support
and instructional guidance, can create meaningful,
Metacognition involves knowledge and skills which you and coherent representations of knowledge.
your students can learn and master. 3. Construction of Knowledge
The successful learner can link new information with
1. Have students monitor their own learning and thinking existing knowledge in meaningful ways
2. TQLR – this can be taught to younger students 4. Strategic Thinking
(primary grades); a metacognitive strategy before The successful learner can create and use a
listening to a story or presentation repertoire of thinking and reasoning strategies t
Tune-in – be aware that he is paying attention and achieve a complex learning goals
ready to learn 5. Thinking about thinking
Question – give questions about what he will soon Higher order strategies for selecting and monitoring
learn mental operations facilitates creative and critical
Listen – intentionally exerts effort to listen thinking
Remember – use ways or strategies to remember 6. Context of learning
what was learned Learning is influenced by environmental factors,
including culture, technology and instructional
PQ4R – usually for older students (intermediate practices.
levels); strategy used to study a unit or chapter
Preview – scan the whole chapter before delving on Motivational and Affective Factors
each paragraph
Question – read the guide questions 7. Motivational and emotional influences in learning
Read – pay attention on words that are highlighted What and how much is learned is influenced by the
and not clear to you learner’s motivation. Motivation to learn, in turn, is
Recite – work on answering the questions you had influenced by the individual’s emotional states,
earlier beliefs, interests and goals and habits of thinking.
Review – pinpoint topics you may need to go back to 8. Intrinsic motivation to learn
Reflect – think about what you read The learner’s creativity, higher order thinking, and
natural curiosity all contribute to motivation to learn.
3. Have students make prediction about the info Intrinsic motivation is stimulated by tasks of optimal
4. Have the students related ideas to existing knowledge novelty and difficulty, relevant in personal interests
structures and providing for personal choice and control.
5. Have students develop questions 9. Effects of motivation on effort
 Acquisition of complex knowledge and skills requires 1. ID
extended learner effort and guided practice. Without - Pleasure centered; instincts
learners’ motivation to learn, the willingness to exert - Impulsive and unconscious part of our psyche
this effort is unlikely without coercion. that response to the desire, needs and urges
- Pleasure principle (wishful; impulse should be
Developmental and Social Factors satisfied immediately)
- Primary process thinking (fantasy oriented/
10. Developmental influences on learning
selfish and wishful)
As individuals develop, there are different
2. EGO
opportunities and considerations for learning.
- Reality centered
Learning is most effective when differential
- Part of the id which has been modified by the
development within and across physical, intellectual,
direct influence of the external world.
emotional and social dimensions is taken into
- Decision making component
account.
- Works by reason, whereas the id is the chaotic
11. Social influences on learning
and unreasonable
Learning is influenced by social interaction,
- Reality principle
interpersonal relationship and communication with
- Avoids pain; if fails to use reality principle,
others.
anxiety is experienced
Individual Differences Factors - Secondary process thinking (reality testing)
- Anxiety (only ego can experience)
12. Individual differences on learning a. Realistic
Learners have different strategies, approaches and b. Neurotic
capabilities for learning that are a function of prior c. Moral
experience and heredity. 3. SUPEREGO
13. Learning and Diversity - Moral; ego ideal or conscience
Learning is most effective when differences are - Control the id
learners’ linguistic, cultural and social backgrounds - Persuading the ego to turn moralistic goals
are taken into account. a. Conscience – punish the ego through guilt
14. Standards and assessments b. Ideal self – imaginary picture of how you ought to
Setting appropriate high and challenging standards be
and assessing the learning as well as learning
progresses – including diagnostic process and
outcome assessment – are integral part of the 5 Psychosexual Stages of Development
learning process.
Frustration – the need of developing individual at any
particular may have been adequately met
Summary of 14 principles (Alexander and Murphy) Overindulgence – person’s needs may have been so well
satisfied
1. The knowledge based Fixation – combination; theoretical notion that a portion of the
2. Strategic processing and control individuals libido has been permanently invested
3. Motivation and affect
4. Development and individual differences 1. ORAL STAGE (0-1 year old) (Mouth)
5. Situation or context - Oral fixation can result to problems in smoking, drinking,
eating or nail biting
_________________________________________ 2. ANAL STAGE (1-3 years old) (Bowel/Bladder)
- Anal-expulsive – develop in which individual has a
SIGMUND FREUD messy, wasteful or destructive personality
- Anal-retentive – develop in which the individual is
3 Components of Personality
stringent, orderly, rigid and obsessive
- “The mind is like an iceberg, it floats with one- 3. PHALLIC STAGE (3-6 years old) (Genitals)
seventh of its bulk above the water.” - Oedipus Complex
- He believed that much of what person is really - Electra Complex
about is not what we see in the outside and what 4. LATENT PERIOD (6-Puberty) (Sexual feelings are
is conscious, but what is there hidden in the inactive)
subconscious mind. - Fixation on this stage can result in immaturity and
inability to form fulfilling relationships as an adult
5. GENITAL STAGE (Puberty to death)
 - Maturing sexual interests a. PRE-CONVENTIONAL STAGE (most 9 yrs old)
1. Obedience and Punishment Orientation
______________________________________________ 2. Individualism and Exchange
b. CONVENTIONAL STAGE (adolescents)
ERIK ERIKSON - Internalize moral standards of valued adult role
8 Psychosocial Stages of Development models
3. Good Interpersonal Relationships
- “Healthy children will not fear life if elders have integrity 4. Maintaining Social Order
enough not to fear death.” c. POST-CONVENTIONAL STAGE
- He presented a very comprehensive framework of eight - Self-chosen principles (rights/justice)
psychosocial stages 5. Social Contract and Individual Rights
- Identity crisis (expressed in opposite polarities) 6. Universal Principles
- Maladaptation and malignancies from crisis failure
_____________________________________________
1. Trust / Mistrust Hope 0-1 ½
2. Autonomy / Shame and Doubt Will 1½-3 LEV VYGOTSKY
3. Initiative / Guilt Purpose 3–5
4. Industry / Inferiority Competency 5 – 12 - “Right teachers must orient his work not on
5. Identity / Role Confusion Fidelity 12 – 18 yesterday development of the child’s but on
6. Intimacy / Isolation Love 18 – 40 tomorrow’s.”
7. Generativity / Stagnation Care 40 - 65 - Role of social interacting in learning and
8. Ego Integrity / Despair 65 to development
Wisdom
death
______________________________________________ Scaffolding – systematic manner of providing assistance to
the learner that helps to effectively acquire a skill.
JEAN PIAGET
1. Social Interaction – interpsychological and
4 Stages of Cognitive Development intrapsychological
2. More Knowledgeable Others – a guidance from
- “The principal goal of education in the schools should be MKO would lead a learner to a higher level of
creating men and women who are capable of doing performance than alone
things, not simply repeating what other generations have - The higher level performance becomes the
done.” learner’s actual performance when he works in
the future.
Schema – mental codification of experience that includes a 3. Zone of Proximal Development – concept that
particular organized way of perceiving cognitively relates to the difference between what a child can
Adaptation Process – enable the transition from one stage to achieve independently and what a child can achieve
another with guidance
a. Assimilation – using existing schema to deal with a
new object or situation _____________________________________________
b. Accommodation – when existing schema does not
work and needs to be changed URIE BRONFENBRENNER
c. Equilibration – the force which moves development
along Bio-ecological Systems

- Presents child development within the context of

1. Sensory Motor Stage – object permanence relationship systems that comprises the child’s
2. Pre-Operational Stage – symbolic environment
3. Concrete Operational Stage – logical - Bio-ecological points out that the child’s own
4. Formal Operational Stage – abstract concepts
biological make-up impacts his/her development.
_____________________________________________ 1. MICROSYSTEM – small, immediate environment
2. MESOSYSTEM – immediate environment and school
LAWRENCE KOHLBERG (together)
3. EXOSYSTEM – no interaction between the child and
3 Levels and 6 Substages of Moral Development the family or environment
4. MACROSYSTEM – socio-economic, cultural values,
- “Right actions tend to be defined in terms of general political views
individual rights and standards that have been critically 5. CHRONOSYSTEM – divorce, death
examined and agreed upon the whole society.”
_________________________________________ INDIVIDUAL DIFFERENCES

STUDENT DIVERSITY According to…

- Everyone is unique Carter V. Good – variation or deviations among individual is

regard to a single characteristics; those differences which
FACTORS THAT BRING ABOUT STUDENT DIVERSITY identify their totality distinguish one individual to another
- Race, gender, culture, nationality, province etc. Educational Psychology – stand for difference in their totally
1. Socio-Economic Status distinguish one.
2. Thinking/Learning Styles
3. Exceptionalities Practical Procedures for Adapting School Work to
Individual Differences
HOW STUDENT DIVERSITY ENRICHES THE LEARNING
ENVIRONMENT 1. Limited size of the class
2. Proper division of the class
1. Student’s self-esteem/awareness is enhance by 3. Home task
diversity 4. Factor of sex
2. Student diversity contributes to cognitive development 5. Curriculum
3. Student diversity prepares learners for their role as 6. Methods of teaching
responsible members of school and society. 7. Educational guidance
4. Student diversity can promote harmony 8. Vocational guidance
9. Individual training
SOME TIPS ON STUDENT DIVERSITY
Differences
1. Encourage learners to share their personal history
and experience 1. Physical 7. Racial
2. Integrate learning experiences and activities which 2. Intelligence 8. Nationality
promote student’s multicultural and cross cultural 3. Attitudes 9. Economic status
awareness 4. Achievement 10. Interest
3. Aside from highlighting diversity, identify patterns of 5. Motor ability 11. Emotion
unity from transcend group differences 6. Account of sex 12. Personality
4. Communicate high expectations to students from all
subgroups; questioning techniques Factors
5. Use varied instructional methods to accommodate
student diversity in learning styles 1. Heredity
A. Sensory/perceptual-modalities 2. Environment
B. Formats or procedures 3. Influence of caste, race and nations
C. Unstructured/structured 4. Sex differences
D. Involve independent and interdependent learning 5. Age and intelligence
6. Vary the examples you use to illustrate concepts in 6. Temperament and emotional stability
order to provide multiple contexts that are relevant to 7. Economic condition and education
students from diverse backgrounds 8. Other causes
7. Adapt to the students diverse backgrounds and
learning styles by allowing them personal choice and ________________________________________
decision making opportunities concerning what they LEARNING/ THINKING STYLES AND MULTIPLE
will learn and how they will learn it INTELLIGENCE
8. Diversify you methods by assessing and evaluating
student learning Learning/Thinking Styles
9. Purposely, form small group discussion of students
from diverse backgrounds - Preferred way an individual process information
- Describes a person’s typical mode of thinking
_________________________________________ - Styles are usually considered to be bipolar
dimensions
 a. SENSORY PREFERENCES – individuals tend to 1. Visual/ Spatial Intelligence (Picture Smart)
gravitate toward one or two types of sensory input and 2. Verbal / Linguistic (Word Smart)
maintain a dominance in one of the following types: 3. Mathematical / Logical (Number/Logic Smart)
a.1. Visual Learners – learners must see their teacher’s 4. Bodily/Kinesthetic (Body Smart)
actions and facial expressions 5. Musical (Music Smart)
Ri-charde 6. Intrapersonal (Self Smart)
1. Visual Iconic – imagery, film etc.,; picture memory 7. Interpersonal (People Smart)
2. Visual Symbolic – math formula, written word; 8. Naturalist (Nature Smart)
abstract thinkers 9. Existential (Spirit Smart)

a.2 Auditory Learners – verbal learners, discussions, Classroom Strategies

talking things through and listening to what others have
to say 1. Model ideal behavior
2. Encourage Initiative
1. Listeners 3. Build excitement for content
2. Talkers 4. Use non-verbal communication
5. Listen to you students
a.3 Tactile/Kinesthetic Learners – hands on approach;
learning by doing; have good motor memory and Benefits of Diversity in Classroom
coordination
1. Better awareness – cultural identity
b. GLOBAL-ANALYTIC CONTINUUM 2. Eliminates Racism – fight racism
Analytic – step by step; Finite elements of patterns 3. Fighting bias – stereotyping
than whole 4. Facing Prejudice – culturally aware and open
- Tree seers minded
Global – non-linear ; Whole pattern rather than particle
elements _________________________________________
- Forest seers
LEARNERS WITH EXCEPTIONALITIES
Roger Sperry’s Model
- Right information and proper attitude in dealing
Left-brained Dominant Right-Brained Dominant with special learners
(Analytic) (Global)
Disability – measurable impairment or limitation that
Linear Non linear
“interferes with a person’s disability” (to walk, lift, hear or learn)
verbal Viewed as global
Mathematical thinker Holistic IDEA – Individuals with Disabilities Education Act
Successive processor Simultaneous processor - comprehensive support and service for exceptional learners

Handicap – a disadvantage then occurs as a result of

LEFT BRAIN RIGHT BRAIN disability or impairment
Visual Verbal
Word Meaning Tone of Voice Categories of Exceptionalities
Sequential Random
a. Specific Cognitive or Academic Difficulties
Process info linearly Varied order
a.1 Learning Disabilities – mental retardation,
Logic Emotion
emotional/behavioral disorder or sensory impairment
Plans ahead Impulsive Dyslexia (Reading)
Peoples name People face Dyscalculia (Number operations)
Speaks with gestures Gestures while speaking Dysgraphia (Writing)
Punctual Less Punctual a.2 Attention-Deficit Hyperactivity Disorder (ADHD) –
Formal Study Sound/Music difficulty in focusing and hyperactivity
Bright Lights Frequently Mobility a.3 Speech and Communication Disorder – difficulty in
spoken language
Multiple Intelligences b. Physical Disabilities and Health Impairment –
involves medical conditions
- Howard Gardner in Frames of Mind 1. Limited energy and strength
- Intelligence – ability or set of abilities that arrows a 2. Reduced mental alertness
person to solve a problem in one or more cultures 3. Little muscle control
 b.1 Severe and Multiple Disabilities – presence of two - Educational Psychology (learning is the result of
or more types of disability association forming between stimuli and responses)
- S and R theory was made for trial and error learning in
c. Sensory Impairements which certain responses came to be repeated more
c.1 Visual Impairment than others
c. 2 Hearing Impairement - 3 Primary Laws
1. Law of Effect – a connection between a stimuli
d. People First Language – putting the person first; what and response is strengthened when the
people have consequence is positive (reward)
1. Avoiding generic labels - A connection between a stimuli and
2. Emphasizing abilities not limitations response is weakened when the
3. Avoiding euphemisms consequence is negative (punishment)
4. Avoid implying illness or suffering - Negative rewards do not necessarily
weakened and some seemingly
______________________________________________
pleasurable consequences do not
BEHAVIORIST PERSPECTIVE necessarily motivate performance
2. Law of Exercise – the more S-R bond is
IVAN PAVLOV practiced the stronger it will become.
- Practice makes perfect
- Russian psychologist - Practice without feedback does not
- Classical conditioning or stimulus substitution necessarily enhanced performance
- Meat, dog, bell 3. Law of Readiness – the more readiness the
- Measuring dog salivation learner has to respond to the stimuli, the stronger
the bond between them.
Pavlov’s experiment
Principles Derived from Thorndike’s Connectionism:
1. Before Conditioning – bell (neutral stimulus) no
response 1. Learning requires both practice and rewards (laws of
2. During Conditioning – bell (neutral stimulus) paired effect and exercise)
with meat (unconditioned stimulus) to salivation 2. A series of S-R connections can be chained together
(unconditioned response) if they belong to the same action sequence (Law of
3. After Conditioning – bell (conditioned stimulus) readiness)
leads to salivation (conditioned response) 3. Transfer of learning occurs because of previously
encountered situations
Findings 4. Intelligence is a function of the number of connections
learned.
1. Stimulus Generalization – salivate at the bell sound
2. Extinction – stop pairing bell to food, salivation will _____________________________________________
cease to response in the bell
3. Spontaneous Recovery – extinguished responses JOHN B. WATSON
can be recovered
4. Discrimination – dog will learn to discriminate - First American psychologist to work with Pavlov’s
between similar bells; discern which bell would result ideas
in the food or not - “Humans are born with a few reflexes and the
5. Higher-Order Thinking – another unconditioned emotional reactions of love and rage”
stimuli - All of the behavior is learned through stimulus-
response associations.
_____________________________________________
Experiment on Albert
EDWARD LEE THORNDIKE
- Classical conditioning (albert and rat)
- Connectionism Theory (S-R original framework); main 1. Albert was not afraid
principle was that learning could be adequately 2. Noise
explained without considering any unobservable 3. Conditioned to fear and avoid the rat
internal states; 4. Generalized to animals
- Connectionism theory states that learning has taken
place when a strong connection or bond between
stimulus and response is formed
 Watson’s work shows the role of conditioning in the Implications of Operant Conditioning
development of emotional responses to certain stimuli.
This may help us understand fears etc. 1. Practice should take the form of question (stimulus) –
answer (response)
_____________________________________________ 2. Require that the learner makes a response for every
frame and receives intermediate feedback
BURRHUS FREDERICK SKINNER 3. Try to arrange the difficulty of the questions so the
response is always correct and hence a positive
- Believed in stimulus-response pattern in reinforcement
conditioned behavior 4. Ensure that good performance in the lesson is paired
- Observance behavior excluding any likelihood of with secondary reinforcers such as verbal praise
any processes taking in the mind. prizes and good grades.
- Walten Two – a utopian society based on
operant conditioning Principles Derived from Skinner’s Operant Conditioning
- Science and Human Behavior – pointed out
how the principles of operant conditioning 1. Behavior that is positively reinforced will reoccur;
function in social institutions intermittent reinforcement is particularly effective.
- He studies operant behavior (voluntary behavior 2. Information should be presented in small amounts so
used in operating on the environment) that responses can be reinforced (“shaping”)
3. Reinforcements will generalize across similar stimuli
Operant Conditioning - based upon the notion that learning is (stimulus generalization) producing secondary
a charge in overt behavior conditioning.
Reinforcement – key element in Skinner’s S-R theory _____________________________________________
Reinforcer – anything that strengthen the desired reponse NEO BEHAVIORISM: TOLMAN AND BANDURA
a. Positive Reinforcer – any stimulus that is given or - Neo behaviorism has aspects of behaviorism but
added to increase the response it also reaches out to the cognitive perspective
b. Negative Reinforcer – any stimulus that results in - Tolman and Bandura’s both theories are
increased frequency of a response when it is influenced by behaviorism (which is focused on
withdrawn or remote; differs from a punishment external elements in learning) but their principles
(consequence intended to result in reduced seems to also be reflective of the cognitive
responses) perspective (focused on more internal elements)
Extinction or Non-reinforcement – responses that are not
reinforced are not likely to be repeated TOLMAN’S PURPOSIVE BEHAVIORISM
Shaping of Behavior Purposive Behaviorism – referred to as Sign Learning
Theory; linked between behaviorism and cognitive theory.
Behavioral Chaining – steps are needed to be learned
- Tolman’s theory was founded on two
Reinforcement Schedules – intervals and ratio psychological views: Gestalt psychologists and
Fixed Interval Schedules – target response is reinforced after John Watson behaviorist
a fixed amount of time had passed - Believed that learning is a cognitive process
- Learning involves forming of beliefs and
Variable Interval Schedules – similar to FIS but the amount obtaining knowledge about the environment and
of time that must pass bet. reinforcement varies then revealing the knowledge and goal directed
behavior
Fixed Ratio Schedules – fixed number of correct responses - Stated in his theory that an organism learns by
must occur pursuing signs to a goal
Variable Ratio Schedules – number of correct repetitions of Tolman’s Key Concepts
the correct response for reinforcement varies
1. Learning is always purposive and goal-directed.
(behavior as holistic, purposive and cognitive)
- He believed that individuals do more than merely
respond to stimuli.
 - They act on belief, changing conditions and they Contemporary Social Learning Theory Perspective of
strive towards goal. Reinforcement and Punishment
2. Cognitive maps on rats
- “learn location” 1. Contemporary theory proposes that both
- Deals with mind reinforcement and punish have indicated effects on
- Organisms will select the shortest or easiest path learning.
to achieve a goal 2. Both influence the extent to which an individual
- Latent learning gets in exhibits behavior that has been learned
3. Latent Learning 3. The experiment of reinforcement influences cognitive
- Kind of learning that remains or stays with the process that promotes learning.
individual until needed
Cognitive Factors on Social Learning
- Not outwardly manifested at one
- It can exist without reinforcement 1. Learning without performance (observation and
- Being taught of doing something imitation)
4. The Concept of Intervening Variable 2. Cognitive processing during learning
- Variables that are not readily seen but serve as 3. Expectations (consequences and awareness)
determinants of behavior 4. Reciprocal Causation (3 Variables: person, behavior,
- Believed that learning is mediated or is influence environment)
by expectations etc 5. Modeling (Live modeling and Symbolic Modeling)
5. Reinforcement not essential for leaning
- Concluded that reinforcement is not essential for Behaviors that can be learned through modeling
learning, although it provides an incentive for
performance 1. Aggression
2. Moral Thinking
_____________________________________________ 3. Moral Judgment

ALBERT BANDURA’S SOCIAL LEARNING THEORY Conditions necessary for effective modeling to occure

- Focuses on learning that occurs with a social 1. Attention

context 2. Retention
- People learn from another, including such 3. Motor Reproduction
concepts as observational learning, imitation, and 4. Movitvation
modeling
Effects of Modeling on Behavior
General Principles of Social Learning Theory
1. Teaches new behavior
1. People can learn by observing the behavior of others 2. Influences the frequency of previously learned
and the outcomes of those behaviors behaviors
2. Learning can occur without a change in behavior 3. May encourage previously forbidden behaviors
3. Cognition plays a role in learning. SLT has become 4. Increases the frequency of similar behaviors
increasingly cognitive in its interpretation in learning
or human Educational Implications of SLT
4. SLT can be considered a bridge or a transition
between behaviorist learning theories and cognitive 1. Students often team a great deal simply by observing
learning theories. other people
2. Describing the consequences of behavior that can be
How the environment reinforces and punishes modeling effectively increase the appropriate behaviors or vice
versa
- Bandura suggested that the environment also 3. Modeling provides alternative to shaping for teaching
reinforces modeling new behaviors
1. The observer is reinforced by the model 4. Teachers must model appropriate behaviors
2. Observer is reinforced by a third person 5. Teachers should expose students to a variety of other
3. The imitated behavior itself leads to reinforcing models
consequences. 6. Teachers and parents must model appropriate
4. Consequences of the model’s behavior affect the behaviors
observer’s behavior vicariously.