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Example research essay topic: Social Cognitive Theory Albert Bandura - 1,531 words

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Seys 221 Human Development and Learning Presented to: Dr. Max Kopelman Performed by: Michael Costanzo Understanding the Social Cognitive Theory and its relevance to child development and learning Social cognition has its fundamental in social psychology which tries "to understand and explain how the thoughts, feelings, and behavior of individuals are influenced by the actual, imagined, or implied presence of others." Its subject is the investigation and understanding of an individual within a social or cultural context and makes emphasis on how people comprehend and interpret information they engender themselves (intra personal) and from others (interpersonal). Festinger's (1957) cognitive-dissonance theory, Weiner's (1985) attribution theory, and Bem's (1972) self-perception theory are some more illustrations of how the outlook of social comprehension has been put into practice to the investigation of the learning trials. A main implication of this outlook is that efficacious teaching must be based on an proper social surroundings.

One of the most important notions evolved by Albert Bandura is that of mutual determination. From this point, a person's conduct is both pressured by and is pressuring a person's individual factors and the surrounding. He accepts the probability of an individual's conduct being determined by the use of consequences. Nevertheless, he agrees that a person's conduct can influence the environment. It is also valid for the relevance between individual factors such as cognitive skills or attitudes and conduct or the surrounding. Every one is able to influence others and be influenced by them as well.

All these notions give clear comprehension of the the importance of the Social Cognitive Theory. It is valid not only for the teachers and scientists, it is of great value to every person who interacts with separate individuals as well as with groups of individuals. Therefore, SCT is of benefit to everyone. As far as all of us live in a society, we interact with each other. Moreover, under the given theory we influence and we are influenced by everyone we interact with. So it is useful to know the impact a person has on others as well as those others impact him / her .

Thinking more thoroughly about the subject, it is obvious that parents and teachers are engaged in it more than the others. It is due to the role they play in the shaping childs personality. Developing skills and abilities, critical and creative thinking, moral and ethical views is the basis for future prosperity and well-being. Thus to teach children how to become continuous learners and successful personalities Social Cognitive Theory can render inestimable assistance.

The Social Learning Theory was the basis for the Social Cognitive Theory. The first one dates back to the end of eighteens century and has a solid prehistory. The official father of Social Cognitive Theory is considered to be Albert Bandura. The approximate date of the Social Cognitive Theory origin is in the beginning of 60 s when Albert Bandura published his work on the topic. But these were only the first steps. The actual release of SCT was in the year 1986, when his book Social Foundations of Thought and Action: A Social Cognitive Theory was published.

The SCT has its roots in the science of psychology, which ground was established by social and behavioral scientists. The SLT developed within the trend of behaviorism, which is a branch of psychological theories aimed to give explanation to the behavior of people and animals. Albert Bandura has focused his studies on cognitive SLT development. His SLT puts an emphasis on cognitive principles. He concentrates attention on the way adults and children act cognitively on their social trials and how these cognition's then impact conduct and development.

Bandura's theory was the first to combine the idea of modeling, or vicarious learning, as a form of social learning. He also brought in some other weighty notions. Among them are such as reciprocal determinism, self-efficacy, and the concept that there can be a great temporal fluctuation in time slip between cause and effect. In 1986, Bandura had changed the name of his SLT, or Social Cognitive Theory, to a better account of what he had been supporting since the 1960 's. Bandura's work has incurred a great number of research on learning and behavior, and has been very useful in untwisting methods to establish behavior alterations.

The goals of this theory were to comprehend and forecast behavior of group as well as that of an individual; to recognize modes in which behavior can be modified or altered. The SCT determines human conduct as a triadic, dynamic, and reciprocal coordination of personal causes, behavior, and the environment. In accordance with this concept, an individual's conduct is solely determined by every one of these three factors. The SCT supports the behaviorist concept that response results mediate behavior, and in the same time it asserts that behavior is mostly controlled antecedent by the means of cognitive trial. Thus, respond consequences of a conduct are used to organize anticipation of behavioral results.

It is the capability to shape these expectations that give humans the ability to forecast the results of their conduct, before it is actually carried out. More over, the SCT postulates that most conduct is learned vicariously. Social Cognitive Theory makes solid stress on peoples cognition proposes that the mind is a lively force that composes one's reality, selectively enciphers information, carries out behavior on the foundation of values and expectations. With the help of response and interaction, a person's own reality is shaped with the help of reciprocity of the surroundings and one's cognition's. More over, cognition's change over time as a function of retention and experience. Human behavior is a subject to comprehension, predictability and alteration thanks to understanding of the processes implicated in one's composing of reality.

The basic constructs of this theory are Reciprocal Determinism, Symbolizing Capability, Vicarious Capability, Forethought Capability, Self-Regulatory Capability, and Self-Reflective Capability. Reciprocal Determinism. As I have already mentioned above the SCT conditions conduct with the help of a triadic, dynamic and reciprocal interaction of the surrounding, individual factors, and behavior. Nevertheless, this mutual coordination does not mean that all factors of influence are equally strong. The SCT states that some of those factors that impact behavior are stronger, and some weaker. More over they do not have to take place synchronously.

Actually, the interaction of those three factors will distinguish from individual to individual, the exact conduct being examined, and the exact circumstances in which the conduct happens. In other words, this pattern of causation as suggested by the SCT is rather complicated. The person-behavior coordination engages the bi-directional impacts of one's thoughts, feelings, and biological capabilities and one's deeds. For example, a person's beliefs, expectations, self-perception, and aims give form and indication to conduct. Nevertheless, the conduct that is executed out will then concern one's thoughts and emotions. The Social Cognitive Theory also takes into consideration individual biological factors.

No doubt sex, genetic predisposition, ethnicity, and temper impact a lot every individual behavior. Such bi-directional interaction may also happen between a student and school environment, for example. In this process, his / her expectations and beliefs will be modified and influenced by social and physical environment within the schools and class. These impacts may transmit information and stimulate emotional response with the help sampling, modeling, direction, and social conviction performed by teachers or parents. Symbolizing Capability. The SCT states that most external impacts results in behavior by the means of cognitive processes.

Nevertheless, Bandura says that it is symbols that acts like a mechanism for thoughts. By composing of symbols (mental pictures or words), children can provide center, shape, and contiguity to their experiences they receive in school, from their teachers and parents. More over, the ability to compose symbols under the guidance of a teacher helps children to place and keep particular information in their heads. This process teaches children to model their observed and to use directions for the behavior. Symbols also give the mechanism that initiates conscious problem solving and involves in forecasted activities. Thanks to this ability to forecast activities, children learn to think of the consequences of their behavior before it actually occurred.

Researchers claim that the most part of thoughts is linguistically rooted, and there elignment exists between conscious improvement and language acquiring. Vicarious Capability. Vicarious processes relate to the capability of a person to gain direct experience, as well as offering others actions and their consequences. Learning by observation gives an individual a possibility to bring up an notion of how a new conduct is shaped, not really performing the conduct oneself. This information, encoded into symbols is used further as a direction to future behavior.

Thus, for the teachers it is no use to discourage every student from undesired behavior or give incentives for the desired one. It is enough to make clear illustration on just one student. The symbols encoded by the others will prevent or otherwise initiate the particular conduct. It is also useful as far as it makes children to learn the samples of conduct quickly, without time-consuming trial and error, and to escape form painful mistakes.

There are four guides for observational. These processes are attentional span, retention processes, ...


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