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Essay / Research Paper Abstract
A 7 page paper that discusses Albert Bandura's social learning theory and comments on its impact on curriculum design. Bandura believed that learning occurs by observing others. His theory became the bridge between behaviorism and cognitivism. The four components or steps in the theory are explained. Bandura's thoughts on self-regulation are also discussed. The writer also discusses the relationship between social learning theory and lifelong learning goals and reports a program that uses the concepts to reduce physical aggression in children. Bibliography lists 7 sources.
Page Count:
7 pages (~225 words per page)
File: MM12_PGbndra.rtf
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Unformatted sample text from the term paper:
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, 1977, p. 22).
Banduras social learning theory emphasizes observation and modeling, i.e., an individual observes the behaviors, attitudes and even the emotional reactions of others and then models what has been observed (Bandura,
1977). Banduras theory is based on the belief that "most human behavior is learned observationally from others" (Stewart, n.d.). This makes sense when we consider the fact that children first
learn by modeling their parents behaviors (Stewart, n.d.). Social learning theory was first offered by Bandura and Walters as an alternative to operant conditioning models (Kelsey, 2003). Bandura and Walters
believed strict behaviorism, which did not take into consideration the social variables related to learning, did not fully explain how people learn (Kelsey, 2003). Because it incorporates "attention, memory and
motivation, social learning theory spans both cognitive and behavioral frameworks" (Kearsley, 2004). Social learning theory "became bridge between behaviorism and cognitivism" (Kelsey, 2003). Banduras theories are similar to those of
Vygotsky and Lave who also emphasized the social nature of learning (Kearsley, 2004). There are four component processes, or steps, in the modeling process: 1. Attention: If an individual is
going to learn anything, they must pay attention. At the same time, anything that interrupts or prevents attention will decrease learning. For example, a student who is sleepy, sick, or
over-active will not learn as well because these conditions act competing stimuli. The model being observed also affects the degree of learning. A dramatic, colorful, interesting model or a model
that seems to be like the learner influences greater attention (Boeree, 1998). 2. Retention: The learner must be able to retain or remember what they have paid attention
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