Social Learning Theory

Question 1

Behaviorists see the environment as the __________ for development

Answer 1

chief impetus

Question 2

the force or energy with which a body moves. It is a driving force: impulse

Answer 2

impetus

Question 3

suggests that the impetus for development is bidirectional.

Answer 3

Bandura & Walters (1963)

Question 4

the person acts on the world as the world acts on the person.

Answer 4

reciprocal determinism

Question 5

functioning in two directions

Answer 5

Bidirectional

Question 6

based on the philosophy that individuals can learn through observing and imitating the observable behaviour of others.

Answer 6

Albert Bandura’s Social learning theory

Question 7

proposed the social learning theory as an alternative to the previous work of fellow psychologist B.F. Skinner, was famous as a proponent of the behaviourist theory.

Answer 7

Albert Bandura and Robert Sears

Question 8

According to Social Learning Theorists both _____________________ interact to affect observable behaviour and the learning process.

Answer 8

cognitive and environmental factors

Question 9

In cognitive theory, Albert Bandura and Robert Sears agree with the behaviourist learning theories of ________________________

Answer 9

operant conditioning and classical conditioning.

Question 10

two significant evolution process ideas in human learning behaviours:

Answer 10

1. In a human society, people learn behaviour from the environment through the observational learning process;
2. Mediating processes take place between the stimulus and response.

Question 11

Bandura studied children in order to understand how they ___________

Answer 11

learn from others.

Question 12

His studies showed that children imitate each other because they observe the actions of others and copy them. This process is called __________________

Answer 12

observational learning or modeling.

Question 13

a key element in how children learn a language, deal with aggression, develop a moral sense, and learn gender-appropriate behaviors.

Answer 13

Imitation of models

Question 14

a method of social cognition learning that includes knowledge acquisition through observing and modelling others’ emotional expressions, attitudes or behaviour in human society.

Answer 14

Observational learning

Question 15

It is largely believed that the observer will ___________

Answer 15

copy the model

Question 16

Observational learning is a key concept in behavioral theories, which focus on how people learn through their ___________

Answer 16

interactions with the environment.

Question 17

According to these theories, behavior is shaped by the consequences that follow it. a behavior is reinforced, it is more likely to be __________ in the future.

Answer 17

repeated

Question 18

Bandura’s emphasis on the ______________________ in observational learning highlights the importance of positive feedback in shaping behavior.

Answer 18

role of reinforcement

Question 19

the conditions for social learning

Answer 19

1. Attention
2. Retention
3. Reproduction
4. Motivation

Question 20

the learner must first pay attention to the behavior being exhibited.

Answer 20

1. Attention

Question 21

How well the behavior is remembered. The behavior may be noticed, but it is not always remembered, which obviously prevents imitation.

Answer 21

2. Retention

Question 22

This requisite of behavior concerns the physical and mental ability of the individual to copy the behavior he or she observed.

Answer 22

3. Reproduction

Question 23

People can learn from each other through observation, imitation and modeling.

Answer 23

4. Motivation

Question 24

Bandura’s (1989) updated version of social learning theory is _____________

Answer 24

social cognitive theory

Question 25

Cognitive processes are at work as people observe models, learn chunks of behavior, and mentally put the chunks together into _____________________

Answer 25

complex new behavior patterns

Question 26

confidence in one’s ability to perform a task.

Answer 26

concept of self- efficacy

Question 27

influences behaviour, including learning. The more confident we feel about our abilities, the more likely we are to try new things.

Answer 27

Self-efficacy

Question 28

focuses on thought processes and the behavior that reflects those processes.
- This perspective encompasses both organismic and mechanistically influenced theories.

Answer 28

cognitive perspective

Question 29

the forerunner of today’s “cognitive revolution” with its emphasis on mental processes.

Answer 29

Piaget’s cognitive-stage theory

Question 30

viewed development as the product of children’s efforts to understand and act on their world. - He also believed that development was discontinuous, so his theory describes development as occurring in stages.

Answer 30

Piaget

Question 31

during this stage, the infant focuses on physical sensations and on learning to coordinate their body.

Major Characteristics and Developmental Changes:

•The infant learns about the world through their senses and through their actions (moving around and exploring their environment).

•During the sensorimotor stage, a range of cognitive abilities develop. These include: object permanence; self-recognition (the child realizes that other people are separate from them); deferred imitation; and representational play.

•They relate to the emergence of the general symbolic function, which is the capacity to represent the world mentally.

•At about 8 months, the infant will understand the permanence of objects and that they will still exist even if they can’t see them and the infant will search for them when they disappear.

Answer 31

The Sensorimotor Stage

Ages: Birth to 2 Years

Question 32

At the beginning of this stage, the child does not use operations, so the thinking is influenced by the way things appear rather than logical reasoning. A child cannot conserve which means that the child does not understand that quantity remains the same even if the appearance changes.

Major Characteristics and Developmental Changes:

•Toddlers and young children acquire the ability to internally represent the world through language and mental imagery.

•During this stage, young children can think about things symbolically. This is the ability to make one thing, such as a word or an object, stand for something other than itself.

•A child’s thinking is dominated by how the world looks, not how the world is. It is not yet capable of logical (problem- solving) type of thought.

•Moreover, the child has difficulties with class inclusion; he can classify objects but cannot include objects in sub-sets, which involves classifying objects as belonging to two or more categories simultaneously.

•Infants at this stage also demonstrate animism. This is the tendency for the child to think that non-living objects (such as toys) have life and feelings like a person’s.

Answer 32

The Preoperational Stage

Ages: 2-7 Years

Question 33

the child can use operations (a set of logical rules) so she can conserve quantities, she realizes that people see the world in a different way than he does (decentring) and he has improved in inclusion tasks. Children still have difficulties with abstract thinking.

Major Characteristics and Developmental Changes:

•During this stage, children begin to think logically about concrete events.

•Children begin to understand the concept of conservation; understanding that, although things may change in appearance, certain properties remain the same.

•During this stage, children can mentally reverse things (e.g. picture a ball of plasticine returning to its original shape).

•During this stage, children also become less egocentric and begin to think about how other people might think and feel

Answer 33

The Concrete Operational Stage

Ages: 7-11 Years

Question 34

a soft modeling material, used especially by children.

Example: “I made a snake by rolling out plasticine”

Answer 34

Plasticine

Question 35

As adolescents enter this stage, they gain the ability to think in an abstract manner, the ability to combine and classify items in a more sophisticated way, and the capacity for higher-order reasoning.

Major Characteristics and Developmental Changes:

•Concrete operations are carried out on things whereas formal operations are carried out on ideas. Formal operational thought is entirely freed from physical and perceptual constraints.

•During this stage, adolescents can deal with abstract ideas (e.g. no longer needing to think about slicing up cakes or sharing sweets to understand division and fractions).

Answer 35

The Formal Operational Stage

Ages: 12 and Over

Question 36

Each child goes through the stages in the same order (but not all at the same rate), and child development is determined by _______________

Answer 36

biological maturation and interaction with the environment.

Question 37

see the individual, not as a separate entity interacting with the environment, but as an inseparable part of it.

Answer 37

Contextualists

Question 38

considers the relationship between individuals and their physical, cognitive, and social worlds.

It also examines socio- cultural and environmental influences on development.

Answer 38

contextual perspective

Question 39

two major theorists who pioneered this contextual perspective:

Answer 39

1. Lev Vygotsky and
2. Urie Bronfenbrenner.

Question 40

Zone of Proximal Development

Answer 40

Lev Vygotsky’s Socio- cultural Theory of Development

Question 41

Micro-Meso-Exo-Macro-Chrono

Answer 41

Urie Bronfenbrenner’s Bio-Ecological Systems Theory

Question 42

Skills too difficult for a child to master on his/her own, but that can be done with guidance and encouragement from a knowledgeable person.

Answer 42

Zone of Proximal Development

Question 43

What the Student Can do without Help

Answer 43

Too Easy Zone:

Question 44

What the Student Can do with Help

Answer 44

Zone of Proximal Development

Question 45

Beyond the Student’s Abilities

Answer 45

Too Hard Zone:

Question 46

refers to what an individual can do with the help of an expert.

They cannot accomplish that task completely on their own, but they are close.

Answer 46

zone of proximal development (ZPD)

Question 47

The term “proximal” means

Answer 47

“close to”.

Question 48

“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers”

Answer 48

Lev Vygotsky’s zone of proximal development

Question 49

Parents, teachers, and mentors are all examples of people that can provide guidance, referred to as

Answer 49

“more knowledgeable others”, or MKOS.

Question 50

‘the role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level’

Answer 50

instructional scaffolding

Question 51

The word “scaffolding” was first used by the psychologist ___________ in the 1960s.

Answer 51

Jerome Bruner

Question 52

when students are provided with the support while learning a new concept or skill, they are better able to use that knowledge independently.

Answer 52

Bruner’s Scaffolding theory

Question 53

Vygotsky’s zone of proximal development is a fundamental concept from the

Answer 53

sociocultural theory of education.

Question 54

best known for devising the bioecological model of development.

His research highlighted the multitude of social and environmental factors that may impact child development

Answer 54

Urie Bronfenbrenner

Question 55

Human development is shaped by complex interactions between individuals and their environments. The model consists of five interrelated systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem.

Answer 55

Bronfenbrenner’s Ecological Model:

Question 56

posits that an individual’s development is influenced by a series of interconnected environmental systems, ranging from the immediate surroundings (e.g., family) to broad societal structures (e.g., culture).

Answer 56

Bronfenbrenner’s ecological systems theory

Question 57

views child development as a complex system of relationships affected by multiple levels of the surrounding environment, from immediate family and school settings to broad cultural values, laws, and customs.

Answer 57

Bronfenbrenner’s ecological systems theory

Question 58

the most influential level of the ecological systems theory.

-This is the most immediate environmental setting containing the developing child, such as family and school.

Answer 58

microsystem

Question 59

• The first level of Bronfenbrenner’s theory and is the things that have direct contact with the child in their immediate environment.

• It includes the child’s most immediate relationships and environments. For example, a child’s parents, siblings, classmates, teachers, and neighbors would be part of their microsystem.

Answer 59

1. The Microsystem

Question 60

is where a person’s individual microsystems do not function independently but are interconnected and assert influence upon one another.

• For example, open communication between a child’s parents and teachers provides consistency across both environments.

Answer 60

2. The Mesosystem

Question 61

a component of the ecological systems theory developed by Urie Bronfenbrenner in the 1970s.

It incorporates other formal and informal social structures. While not directly interacting with the child, the exosystem still influences the microsystems.

For instance, a parent’s stressful job and work schedule affects their availability, resources, and mood at home with their child.

-Local school board decisions about funding and programs impact the quality of education the child receives.

Answer 61

3. The Exosystem

Question 62

focuses on how cultural elements affect a child’s development, consisting of cultural ideologies, attitudes, and social conditions that children are immersed in.

differs from the previous ecosystems as it does not refer to the specific environments of one developing child but the already established society and culture in which the child is developing.

• Beliefs about gender roles, individualism, family structures, and social issues establish norms and values that permeate a child’s microsystems.

• For example, boys raised in patriarchal cultures might be socialized to assume domineering masculine roles.

Answer 62

4. The Macrosystem

Question 63

relates to shifts and transitions over the child’s lifetime.

• These environmental changes can be predicted, like starting school, or unpredicted, like parental divorce or changing schools when parents relocate for work, which may cause stress.

Answer 63

5. The Chronosystem

Question 64

formulated by Lev Vygotsky, is a theory which emphasizes on the effect of culture and social factors in contributing to cognitive development.

• Vygotsky believes that community plays a central role in the process of learning…

Answer 64

Social Development Theory