LECTURE 9 Flashcards
Socio cognitive modes of learning
According to social cognitive theory, learning occurs through tuition, enactive experience, and observation.
social cognitive theory
Psychologist Albert Bandura’s
Tuition
Direct teaching during gender socialization, such as a father showing his son how to throw a baseball, or a mother teaching her daughter how to change a baby’s
diaper
Enactive experience
children learn to guide their behavior based on the
feedback that their past behavior has evoked in others. For instance, girls and boys usually receive positive reactions for behaviors that are gender-typed and negative reactions for behaviors that are cross-gender-typed; in turn, they are likely to use this feedback to
regulate their behavior in relevant situations.
observational learning
occurs through seeing and encoding other people’s behavior and noticing the positive or negative consequences they experience for their actions. Thus, children learn a great deal about gender simply through observing the behavior of their parents, siblings, teachers, and peers.
Processes in observational learning
Observational learning of gender-role information involves four key processes: attention, memory, production, and motivation.
To learn new information, the child first must pay attention when it occurs and then store their experience in memory. Children often notice information that is consistent with their existing gender stereotypes. In turn, they tend to store information into their
memories that is noticed. The next step is known as production, whereby children need to practice (i.e., produce) the behavior that they observed (assuming that the behavior is within their capabilities). For example, children who self-identify as girls and boys tend to practice different behaviors in play and recreation (Leaper & Bigler, 2018; Weisgram & Dinella, 2018). Finally, children’s motivation to repeat a gender-typed behavior will depend on the incentives or disincentives they experience for the behavior. These sanctions can be experienced either directly (e.g., a parent praises a daughter for helping with dinner) or
indirectly (e.g., a boy observes another boy teased for playing with a doll). Over time, external sanctions are usually internalized as personal standards and become self- sanctions that motivate and regulate behavior.
Self-regulation in learning and development
According to social cognitive theory, learning and development are a process of self- regulation, whereby children monitor their behavior and evaluate how well it matches personal standards. After making this evaluation, people may feel pride or shame,
depending on whether they meet their personal standards. When individuals experience positive self-reactions for their behavior, they gain self-efficacy—a sense of personal agency or confidence in performing a particular behavior. Researchers consistently find a strong relation between feelings of self-efficacy and
motivation. For example, self-efficacy in math predicts the likelihood of girls as well as boys to take advanced math courses (Stevens et al., 2007). Self-efficacy can develop gradually through practice (e.g., a boy regularly plays catch with his father), through social modeling (e.g., a girl observes a female friend do well in math
and thinks she could do well herself), and by social persuasion (e.g., a coach gives a pep talk to push the boys’ performances on the baseball field).
Self-regulation
process whereby individuals monitor their behavior and evaluate how well it matches their personal standard.
Self-efficacy
personal agency or confidence in one’s ability to perform a particular behavior
Instincts
Biologically predisposed automatic behaviours. Include reflexes and drives(hunger, sexual etc)
Learning
Stable changes in thinking and experience that occur through experience
Explicit memory
Recall of information intentionally (consciously memories)
- Recalling knowledge (semantic knowledge)
- Recalling events in our lives (episodic memory)
Implicit memory
Memories we do not deliberately recall (unconscious oe automatic memories)
- Procedural memory: Motor skills and habits
- Priming: Recalling memories following a familiar experience (eg: Smell reminds you of mother)
- Conditioning: Associating events and experiences
Conditioning (or Associative Learning)
Conditioning: Process of learning associations between two events or experiences
Types of associative learning: Classical or Operant
Behaviorism
Emphasized associative learning. A dominant theoretical approach in psychology. B.f. Skinner.
All behavior is learned through environment conditioning (emphasis on operant conditioning)
