Learning theories based on social perspective

1. LEARNING THEORIES
BASED ON SOCIAL
PERSPECTIVE
BY
PETERUS BALAN SING

2. LEARNING THEORIES
BASED ON SOCIAL
PERSPECTIVE
INTRODUCTION
TO SOCIAL
PERSPECTIVE
SOCIAL
LEARNING
THEORY
BANDURA’ S
MODELLING
THEORY
Neobehaviourism
Individual
process
Attention
Environment
Normal class
Retention
Reproduction
Behaviour
IMPLICATIONS
OF
BANDURA’S
MODELLING
THEORY
Reinforcement/
motivation
Class/children
with special
needs

3. INTRODUCTION
COGNITIVIST
APPROACH
(PIAGET &
VYGOTSKY)
BEHAVIORIST
APPROACH
(SKINNER, PAVLOV,
THORNDIKE &
WATSON
NEOBEHAVIORIST
APPROACH
(BANDURA &
WALTERS)
LEARNING
THEORIES
BASED ON
SOCIAL
PERSPECTIVE
• According to Bandura (1986, 1997, 2001) –
learning takes place through the processes of
modeling and imitation.
• Other social psychologists agree that learning
theory should incorporate cognitive aspect.

4. SOCIAL LEARNING THEORY
•
•
•
I
3 basic elements
Learning is the
interaction between an
individual’s intrinsic
motivation and behavior
with the environment
IxBxE
(ENVIRONMENT)
External stimulus
(INDIVIDUAL)
Intrinsic
motivation
E
TRIARCHIC RECIPROCAL CAUSALITY
SYSTEM
B (BEHAVIOR)
Individual’s
actions

5. BANDURA’S MODELING THEORY
OBSERVATION
?
YOU
Your friend did
something good,
e.g. excel in
exams
MODEL
?
•
•
•
•
The teacher
praised your
friend
REINFORCEMENT
?
You’re more
inclined to
study more to
excel like your
friend did
IMITATION
?
Bandura and Walters (1963) – children imitate behaviors of model and react in a more aggravated
manner than the one they observed.
Posits that learning through observation is a basic form of human behavior.
Observation learning – individual’s behavior are learned through observation of others (models).
Characteristics: main elements are observation and imitation, learned from model’s behavior

6. LEARNING PROCESS THROUGH
OBSERVATION: MODELING
ATTENTION
• Concentrated
effort while
observation
• Factors :
• Characteris
tics of
model and
observation
skills
RETENTION
REPRODUCTIO
N
• Retains
behaviors
observed in the
memory via
language and
imagination
(Bandura, 1986)
• Repeat imitated
behavior.
• Capability depends
largely on
• Physical
ability
• Psychomotor
of imitating
skill
• Memory
REINFORCEMENT/
MOTIVATION
•
•
Imitations occur
when there positive
reinforcement, and
least likely when
reinforced
negatively.
Types:
• Direct
reinforcement
• Vicarious
reinforcement
• Selfreinforcement

7. LIVE MODELS
e.g. real person
demonstration
SYMBOLIC
MODELS
e.g. real or
fictional
characters via
media such as
movies
TYPES OF
MODELLING
STIMULI
(Bandura,
1986)
VERBAL
INSTRUCTION
MODELS
e.g. Instructional,
process descriptive

8. Main learning
elements:
observation and
imitation
Behavior can be
learned from
language, idioms
and proverbs.
Pupils imitates
their teachers
from
demonstration
CHARACTERISTICS
OF BANDURA’S
MODELLING
THEORY
Processes covers
observation, thinking,
memorizing and
imitation, ending with
positive reinforcement
Skill can be
mastered if there
were satisfaction
and appropriate
reinforcement

9. IMPLICATION OF BANDURA’S
MODELLING THEORY
DEMONSTRATION IS
VITAL - should add to
instruction.
Teacher’s
works as
examples
should be
of good
quality.
NORMAL
CLASS
SPECIAL
NEEDS
Teachers are
very
important
role models
Take into
consideration
children’s
special needs
i.e.
impairment,
disability.

10. REFERENCES
• Childs, D. (2007, January 5). Kids Imitate Saddam's Televised Hanging
Death. ABC News. Retrieved July 1, 2012
• Foster, C. (2006). Confidence Man. Stanford Magazine. Retrieved July 1,
2012
• http://www.psy.cmu.edu/~siegler/35grusec92.pdf
• http://www.gatherthepeople.org/Downloads/SOCIAL_LEARNING.pdf
• http://socialscientist.us/nphs/psychIB/psychpdfs/Social_learning_Theory.
pdf
• Mok Soon Sang. (2008). Learning and the learner. Perak, Malaysia:
Penerbitan
Multimedia Sdn. Bhd.
• Smith, M., & Berge, Z. L. (2009, June). Social Learning Theory in Second
Life. MERLOT Journal of Online Learning and Teaching, 5(2).
Retrieved July 1, 2012
• Woolfolk, A. (2011). Educational psychology
(11th ed.).
Pearson Education
International:
Columbus, OH.

11. ACTIVITY
ARCHITECTURAL KIRIGAMI 

12. LEARNING OUTCOMES
• Students learn by imitation – demonstration
was given by the teacher.
• The aesthetical value is the main motivation,
i.e. the motivation to create beautiful art.
• Observation is followed by hands-on. This
ensures that it goes into student’s memory.
• Students will be able to reproduce their
observation if they are given comprehensible
demonstrations and positive reinforcements.

13. INSTRUCTIONS
• Students will be given a kirigami template.
• Teacher or instructor will demonstrate step by
step the process of building the kirigami.
• ATTENTION: This activity requires the use of
crafting knife. Use with utmost care.