The document summarizes key aspects of Social Learning Theory and Cognitivism. Social Learning Theory, developed by Bandura, focuses on how behavior is learned through observation and modeling within a social environment. Bandura's Bobo doll experiments demonstrated how children imitate aggressive behaviors they observe in adults. Cognitivism views learning as involving internal cognitive processes like attention, memory, and motivation that influence how behaviors are reproduced. Piaget's stages of cognitive development describe how children's thinking abilities develop from sensorimotor to formal operations.

1. Good Morning Brains!
Time to wakey-wakey!


2. Which line connects to line C? A or B?

3. Can you figure out what this is a picture of?
It’s a cow’s head looking at you :P

4. Hidden word

5. Are the two balls the same
size?

7. Find 9 persons (some are just faces)

8. Which car is the biggest?

9. Same shade of grey?

10. Lalalalala~

11. Look at the picture, what do you see?
You saw a couple in an intimate love position,
right?Interestingly, research has shown that young children
cannot identify the intimate couple because they do not have
prior memory associated with such a scenario.
What they will see, however, is nine (small & black) dolphins in
the picture!
So, I guess we've already proven you're not a young innocent
child. Now, if it's hard for you to find the dolphins within 6
seconds, your mind is SO corrupted that you probably need
help!
OK, here's help: look at the space between her right arm and her
head, the tail is on her neck, follow it up. Look at her left hip,
follow the shaded part down, it's another one, and on his
shoulder..

12. Social Learning Theory
and
Cognitivism
Navarro, Paula Juliana I.
II-2 BECEd

13. Social Learning Theory
Focuses on the learning that occurs within a social
context.
Emphasizes the importance of environmental or
situational determinants of behavior.
Concentrates on the power of example.

14. Bandura is known for his 1961-1963 experiments utilizing an inflatable clown
known as a Bobo doll in order to test modeling behaviors in children.
Children were divided into three groups – one of which
was exposed to an aggressive adult model, one which
was exposed to a passive adult model, and a control
group, which was not exposed to an adult model.
Once the children were given the opportunity to play,
results showed that those exposed to the aggressive
model were more likely to imitate what they had
seen, and to behave aggressively toward the doll.
a later study in 1965 showed that witnessing the
It was found that boys were four times more likely model being punished for the aggressive
than girls to display physical aggression, but levels of
verbal aggression were about the same
behavior decreased the likelihood that children
would imitate the behavior.

15. Behavior is a product of a continuous
interaction between personal and
environmental variables.
Environmental conditions shape behavior through learning,
and the person’s behavior in return, shapes the environment.
Bandura Calls this interaction as reciprocal
determinism.

16. “Most human behavior is learned
observationally through modeling:
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
The Behavior need not be performed and reinforced for learning to
occur. Modeling or observational learning occurs vicariously, even in infants,
by observing the behavior of others and its consequences for them.

17. Models are classified as:
Real life – Teachers, parents, significant
others…
Symbolic – oral/written symbols (e.g.
books)
Representational – audio-visual measures
(e.g. films)

18. Necessary conditions for effective modeling:
1. Attention/Attentional Processes
 Determines what we can do and attend to.
 In order for an individual to learn something, they must pay attention to the
features of the modeled behavior.
 Various factors increase or decrease the amount of attention paid. One’s
characteristics (e.g. sensory capacities, arousal level, perceptual set, past
reinforcement) affect attention.
2. Retention/Retentional Processes
 Determines how experience is encoded in the memory.
 Remembering what you paid attention to.
 In order for an individual to learn something, they must pay attention to the
features of the modeled behavior.

19. 3. Reproduction/Motor Reproduction Processes
 Determine what behavior can be performed.
 Reproducing the image. Including physical capabilities, and self-observation of
reproduction.
 In reproducing a behavior, an individual must organize his or her responses in
accordance with the model behavior. This ability can improve with practice.
4. Motivation/ Motivational & Reinforcement Processes
 Determine the circumstances under which learning is translated into performance.
 There must be an incentive or motivation driving the individual’s reproduction of
the behavior. Even if all of the above factors are present, the person will not
engage in the behavior without motivation.
 Having a good reason to imitate. Includes motives such as a past (i.e. traditional
behaviorism), promised (imagined incentives) and vicarious (seeing and recalling the
reinforced model).

20. Cognitivism
Cognitive psychologists share with
behaviourists the belief that the study of
learning should be objective and that
learning theories should be developed from
the results of empirical research.
However, cognitivists disagree with the
behaviourists in one critical aspect. By
observing the responses that individuals
make to different stimulus conditions,
cognitivists believe that they can draw
inferences about the nature of the internal
cognitive processes that produce those
responses.

21. Piaget noticed that even infants have certain skills in regard to objects in
their environment. These skills were certainly simple , sensorimotor skills, but
they directed the way in which the infant explored his or her environment and
so how they gained more knowledge of the world and more sophisticated
exploratory skills. These skills he called schemas.

22. Assimilation – is the tendency to understand new experience in terms
of existing knowledge. Whenever we come across something new, we
try to make sense of it, built upon our existing cognitive structures.
Accommodation – occurs when the new information is too complex
to be integrated into the existing structure - this means that,
cognitive structures change in response to new experiences
(Spencer, K., 1991,p.,175).
Assimilation and accommodation are the two sides of adaptation, Piaget’s
term for what most of us would call learning.
He saw it as a fundamentally biological process. Even one’s grip has to
accommodate to a stone, while clay is assimilated into our grip. All living
things adapt, even without a nervous system or brain.

23. Stages of Cognitive Development:
Sensorimotor Stage (Birth – 2 years)
The infant understands the environment purely through inborn reflexes
such as sucking and looking.
Between one and four months, the child works on primary circular
reactions – coordinating sensation and new schemas. (e.g. a child may such his or her
thumb by accident and then later intentionally repeat the action. These actions are repeated because the infant finds
them pleasurable.)
Between four and 12 months, the infant turns to secondary circular
reactions, which involve an act that extends out to the environment. The
infant becomes more focused on the world and begins to intentionally
repeat an action in order to trigger a response in the environment. (e.g. a child
will purposefully pick up a toy in order to put it in his or her mouth.)

24. They also begin to develop object permanence. This is the ability to
recognize that, just because you can’t see something doesn’t mean it’s gone.
Younger infants seem to function by an “out of sight, out of mind” schema.
Older infants remember, and may even try to find things they can no longer
see.
Between 12 and 24 months, the child works on tertiary circular reactions.
Children begin a period of trial-and-error experimentation. (e.g. a child may try out
different sounds or actions as a way of getting attention from a caregiver.)
Around one and a half, the child is clearly developing mental
representation, that is, the ability to hold an image in their mind for a
period beyond the immediate experience. (e.g. they can engage in deferred imitation, such as
throwing a tantrum after seeing another child throw one an hour ago.) They can use mental
combinations to solve simple problems, such as putting down a toy in order
to open a door. And they get good at pretending.

25. Preoperational Stage (2 – 7 years)
Now that the child has mental representations and is able to pretend, it is a
short step to the use of symbols – a thing that represents something else. A drawing, a written
word, or a spoken word, etc. – through language and creative play.
There is also a clear understanding of past and future.
On the other hand, the child is quite egocentric during this stage, that is,
he sees things pretty much from one point of view: his own!
Piaget did a study to investigate this phenomenon…

26. Concrete Operational Stage (7 – 11 year)
*The word operations refers to logical operations or principles we use when solving problems.
By six or seven, most children develop the ability to conserve number, length, and
liquid volume. Conservation refers to the idea that a quantity remains the same
despite changes in appearance.
By seven or eight years old, children develop conservation of substance: If I take a
ball of clay and roll it into a long thin rod, or even split it into ten little pieces, the
child knows that there is still the same amount of clay. And he will know that, if
you rolled it all back into a single ball, it would look quite the same as it did - a
feature known as reversibility.
By nine or ten, the last of the conservation tests is mastered: conservation of area.
If you take four one-inch square blocks ("houses"), and lay them on a six-by-six cloth
together in the center, the child who conserves will know that they take up just as
much room as the same blocks spread out in the corners, or, for that matter,
anywhere at all.
A child also learns classification (grouping) and seriation (arrangement or position in a
series) during this stage.

27. Formal Operations Stage (11+ years)
During this time, people develop the ability to think about abstract concepts. Skills
such as logical thought, deductive reasoning, and systematic planning also emerge
during this stage.
Ability to think about the unseen
Ability to consider a range of possibilities [Understands the concept of the
possible, as in moral dilemmas, justice, understanding of self, vocational aspirations]
Approach problems systematically, as in the ability to make a prediction, revise
thinking (given new evidence), and revise and improve a disconfirmed hypothesis
Thinks logically: Understands and uses principles of scientific thinking
(e.g., inference, deduction, hypothesis-testing, ruling out alternative hypotheses)