{"id":959,"date":"2022-11-02T22:19:00","date_gmt":"2022-11-02T20:19:00","guid":{"rendered":"https:\/\/support.centreforelites.com\/the-social-cognitive-learning-theory\/"},"modified":"2024-03-25T10:26:54","modified_gmt":"2024-03-25T08:26:54","slug":"the-social-cognitive-learning-theory","status":"publish","type":"post","link":"https:\/\/support.centreforelites.com\/en\/the-social-cognitive-learning-theory\/","title":{"rendered":"THE SOCIAL COGNITIVE LEARNING THEORY"},"content":{"rendered":"\n<p class=\"\">&nbsp;<span style=\"font-family: 'Times New Roman', serif; font-size: 11pt;\">In classical conditioning, learning takes place through connecting and associating while in <a href=\"https:\/\/kanyarwandamugisha.blogspot.com\/2022\/11\/types-of-operant-conditioning-procedures.html\" target=\"_blank\" rel=\"noopener\">Operant conditioning<\/a> learning occurs through rewards and <a href=\"https:\/\/kanyarwandamugisha.blogspot.com\/2022\/11\/types-of-operant-conditioning-procedures.html\" target=\"_blank\" rel=\"noopener\">punishments<\/a>. An association is made between behaviour and a consequence of that behaviour. However, the social cognitive learning theory, which our focus in this section, has also developed over the years as another theory to explain alternative ways through which learning takes place in a social context.<\/span><\/p>\n\n\n\n<figure class=\"wp-block-image\"><a href=\"https:\/\/i0.wp.com\/positive.b-cdn.net\/wp-content\/uploads\/2021\/05\/Social-Learning-Theory.png?ssl=1\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/positive.b-cdn.net\/wp-content\/uploads\/2021\/05\/Social-Learning-Theory.png?ssl=1\" alt=\"THE SOCIAL COGNITIVE LEARNING THEORY\" title=\"THE SOCIAL COGNITIVE LEARNING THEORY\"\/><\/a><\/figure>\n\n\n\n<div style=\"clear: both; text-align: center;\"><\/div>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman', serif; font-size: 11pt;\">&nbsp;<\/span><\/p>\n\n\n\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_82_2 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<label for=\"ez-toc-cssicon-toggle-item-69d8d609ce7dd\" class=\"ez-toc-cssicon-toggle-label\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/label><input type=\"checkbox\"  id=\"ez-toc-cssicon-toggle-item-69d8d609ce7dd\"  aria-label=\"Toggle\" \/><nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/support.centreforelites.com\/en\/the-social-cognitive-learning-theory\/#_BACKGROUND_OF_THE_SOCIO-COGNITIVE_LEARNING_THEORY\" >&nbsp;BACKGROUND OF THE SOCIO-COGNITIVE LEARNING THEORY<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/support.centreforelites.com\/en\/the-social-cognitive-learning-theory\/#THE_BASIC_PRINCIPLES_OF_THE_SOCIAL_LEARNING_THEORY\" >THE BASIC PRINCIPLES OF THE SOCIAL LEARNING THEORY<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/support.centreforelites.com\/en\/the-social-cognitive-learning-theory\/#CRITICAL_STAGES_OR_BASIC_PROCESSES_IN_OBSERVATIONAL_LEARNING\" >CRITICAL STAGES OR BASIC PROCESSES IN OBSERVATIONAL LEARNING<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/support.centreforelites.com\/en\/the-social-cognitive-learning-theory\/#APPRECIATION_OF_THE_SOCIAL_COGNITIVE_LEARNING_THEORY\" >APPRECIATION OF THE SOCIAL COGNITIVE LEARNING THEORY<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/support.centreforelites.com\/en\/the-social-cognitive-learning-theory\/#CLASSROOM_APPLICATION_OF_THE_SOCIAL_COGNITIVE_LEARNING_THEORY\" >CLASSROOM APPLICATION OF THE SOCIAL COGNITIVE LEARNING THEORY<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/support.centreforelites.com\/en\/the-social-cognitive-learning-theory\/#CONCLUSION\" >CONCLUSION<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/support.centreforelites.com\/en\/the-social-cognitive-learning-theory\/#REFERENCES\" >REFERENCES<\/a><\/li><\/ul><\/nav><\/div>\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"_BACKGROUND_OF_THE_SOCIO-COGNITIVE_LEARNING_THEORY\"><\/span><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman'; text-align: left; text-indent: -36pt;\"><span style=\"mso-list: Ignore;\"><span style=\"font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;<\/span><\/span><\/span><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-weight: normal; text-align: left; text-indent: -36pt;\">BACKGROUND OF THE SOCIO-COGNITIVE LEARNING THEORY<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">The social cognitive theory was developed by <a href=\"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/\">Albert Bandura<\/a>. Bandura was born in Canada in 1925 on the 4<sup>th<\/sup> of December. He was educated at a small elementary school. Later on upon completion of his high school, he pursued his desire to understand human nature and received his bachelor\u2019s degree in clinical psychology from the University of British Colombia. This achievement was immediately followed by a Ph. D in 1952 from the University of Iowa. It was at this point that he was influenced by the behaviourist tradition and learning theory. Other advocates of <a href=\"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/\">social learning<\/a> theory are Walter Mischel and Julian Rotter. However, the two focused more on personality.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">The <a href=\"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/\" target=\"_blank\" rel=\"noopener\" title=\"\">social learning theory<\/a> is an approach advanced in child <a href=\"https:\/\/support.centreforelites.com\/en\/definition-of-growth-and-development\/\">development<\/a> whose major argument is that children develop through learning from other people around them. It is stated that the <a href=\"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/\">social learning<\/a> theory emphasises the role of observation and imitation of role models. The proponents of the theory view social <a href=\"https:\/\/support.centreforelites.com\/en\/definition-of-growth-and-development\/\">development<\/a> as a continuous learning process as opposed to learning in stages.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">The theory evolved from behaviourism but now it includes many ideas of cognitive theories as a result, it is now called <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">social cognitive learning theory<\/i><\/b>. As advanced by Weiten (2004) Bandura believed that direct reinforcement could not account for all types of learning hence he added a social element arguing that people could learn new behaviour and new information by observing others.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"THE_BASIC_PRINCIPLES_OF_THE_SOCIAL_LEARNING_THEORY\"><\/span><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-weight: normal;\">THE BASIC PRINCIPLES OF THE SOCIAL LEARNING THEORY<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">As stated above, observational learning is a type of learning which occurs when an organism&#8217;s responding is influenced by the observation of others who are called models, (Weiten, 2004). There are three basic concepts at the centre of social cognitive learning theory. These include the fact that<\/span><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"\"><span style=\"font-family: Symbol; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\"><span style=\"mso-list: Ignore;\"><span style=\"font: 7pt 'Times New Roman';\">\u00a0 <\/span><\/span><\/span><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">People can learn through observation, <\/span><\/li>\n\n\n\n<li class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Mental states are important to learning (intrinsic reinforcement) and that<\/span><\/li>\n\n\n\n<li class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Learning does not necessarily lead to behaviour change. <\/span><\/li>\n<\/ul>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bandura departed from behaviourists ideas that learning leads to a change in behaviour (Bandura, 1977). This theory holds that people can observe new behaviours without change in behaviour or imitate the behaviour observed.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Observational learning emphasises the importance of observing and modelling the behaviours of others. Weiten (2004) defined a model as a person whose behaviour is observed by another.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Schunk (2009) presents that there are three basic models in observational learning these include a live model (models that are present or appear in person), models that are not human beings for example televised talking animals (on television these would be Garfield, Penguins of Madagascar, Lion King and Tom and Jerry) and other cartoon characters. The last model is the symbolic or fictional model which encompasses computers, videotape, DVD or in print \/that is books and magazines.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Bandura (1986) maintains that people&#8217;s characteristic patterns of behaviour are shaped by the models they are exposed to. Some models are more influential than others. For example, people are more likely to imitate people they like and respect or better put, <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">significant others<\/i><\/b>.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">As discussed by Santrock (2006) Bandura demonstrated observational learning through the Bobo doll experiment. In the experiment, an equal number of children were randomly picked to watch one of three movies which showed a person beat up an adult size plastic toy called <b style=\"mso-bidi-font-weight: normal;\">Bobo doll<\/b>. In the first group, children saw the model being rewarded for the aggressive behaviour as such when later on the children were given to play with the Bobo doll themselves, they too tended to be more aggressive. <\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">The second group of children watched the model being punished for aggressive behaviour and hence they themselves showed less aggression towards the doll. The last group of children watched a film where there were no consequences for the aggressor&#8217;s behaviour.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">In this experiment, Bandura demonstrated that children learn and imitate the behaviours that they observe in other people. It can further be stated about the social cognitive learning theory that observing a model does not guarantee learning or later ability to perform the behaviour. Rather, models provide information about probable consequences of action and motivate observers to act accordingly. When the models observed are rewarded or punished for their behaviour, we the observers ensure that we modify our behaviour based on what the consequences are.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">In addition, the social cognitive learning theory stresses the point that social factors, individual internal cognitive processes and obvert behaviour cannot be separated as they are crucial at achieving meaningful learning. It should be noted here that it is this interaction between environmental factors and personal factors which is referred to as reciprocal determinism.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">To explain <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">reciprocal determinism,<\/i><\/b> the following examples will be used: <\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">(a)<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Environment influences an individual<\/span><\/i><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">: a given school introduces culture (traditional dancing and singing) as an extra curriculum activity and students as such join groups of their choice. <\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">(b)<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Behaviour influences the environment<\/span><\/i><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">: the cultural groups become big and successful such that students are even invited to perform at national level. This achievement in behaviour motivates the school to expand the programme and include traditional games such as <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">solo<\/i><\/b><\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">(c)<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Personal factors influence behaviour: <span style=\"mso-spacerun: yes;\">&nbsp;<\/span><\/span><\/i><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">many students join the cultural groups and view them as future careers. The example above shows the inter play of environmental factors, obvert behaviour and personal factors.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"CRITICAL_STAGES_OR_BASIC_PROCESSES_IN_OBSERVATIONAL_LEARNING\"><\/span><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-weight: normal;\">CRITICAL STAGES OR BASIC PROCESSES IN OBSERVATIONAL LEARNING<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">It is stated that in observational learning as in any other type of learning, there are phases or stages that should be followed. If the stages are not seriously adhered to, the, desired results may not be attained. Among the stages listed are: <i style=\"mso-bidi-font-style: normal;\">attention, retention reproduction and motivation<\/i>. The first two stages highlight the importance of cognition in this type of learning. <\/span><\/p>\n\n\n\n<figure class=\"wp-block-image\"><a href=\"https:\/\/i0.wp.com\/positive.b-cdn.net\/wp-content\/uploads\/2021\/05\/SLT-Modeling-Process-1.png?ssl=1\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/positive.b-cdn.net\/wp-content\/uploads\/2021\/05\/SLT-Modeling-Process-1.png?ssl=1\" alt=\"THE SOCIAL COGNITIVE LEARNING THEORY\" title=\"THE SOCIAL COGNITIVE LEARNING THEORY\"\/><\/a><\/figure>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\"><\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">(i)<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/i><\/b><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Attention<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\"> is the first stage of observational learning. This phase requires that learners focus all their energies on the model so as not to miss out any detail on what the model is saying or doing. It is also believed that learners will pay more attention to models who are attractive and are of high status or those who are in the circle of significant others. <\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">(ii)<span style=\"font: 7pt 'Times New Roman';\">&nbsp; <\/span><\/span><\/span><\/i><\/b><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Retention stage<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">: This is the second stage, which involves coding of information with a view to falling back on it or retrieving it in future. This is so because an individual may not have occasion to use the observed response for weeks, months or even years. Therefore, an individual must store a mental representation observed in the memory, (Weiten, 2004). The learner&#8217;s rate of retention in the phase of retention can be aided by the use of simple descriptions or vivid images of the teacher or model. Sequence markers can also be used to facilitate retention.<\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">(iii)<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/i><\/b><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">The <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">reproduction stage<\/i><\/b> is the stage where learners will strive to make an attempt and remember the observed behaviour. This is the phase where the learners may have to make several attempts until the targeted behaviour has been learnt accurately. Enacting a modelled response depends on an individual&#8217;s ability to reproduce the response by converting the stored mental images into overt behaviour. This phase can be termed as the trial-adjustment and readjustment stage. It should be mentioned here that teachers are required to give prompt feedback to enable the learners to make necessary adjustments.<\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">(iv) <\/span><\/span><\/i><\/b><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Motivation is the last stage of observational learning process. As stated earlier on, observational learning involves the idea of seeing what the model is doing and evaluating the consequences of the modelled action. This actually means the learner has to make the final decision on whether or not to perform the modelled behaviour. The decisions of which will be determined by the consequences observed. Thus, learners are more likely to perform the modelled behaviour if the consequences are positive. On the other hand, an individual is unlikely to reproduce an observed response unless he\/she is motivated to do so. Therefore, learning does not always lead to change of behaviour.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Furthermore, reinforcement is very important in the process of learning. According to the <a href=\"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/\">social learning<\/a> theory, performance or non-performance of modelled behaviour may also be attributed to the kind of reinforcement that the learner receives. Three types of reinforcement are distinguished by the <a href=\"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/\">social learning<\/a> theory:<\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">(1)<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp; <\/span><\/span><\/span><\/i><\/b><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Direct reinforcement<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">: A learner who models behaviour and is praised or admired for the same will be said to have experience <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">direct reinforcement<\/i><\/b>.<\/span><\/p>\n\n\n\n<p class=\"\"><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">(2)<span style=\"font: 7pt 'Times New Roman';\">\u00a0\u00a0 <\/span><\/span><\/span><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Vicarious reinforcement<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\"> that includes <i style=\"mso-bidi-font-style: normal;\">vicarious positive reinforcement<\/i> and <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">vicarious punishment<\/i><\/b>. Bandura (1977) defined <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">vicarious reinforcement<\/i><\/b> as a reinforcement that occurs when an individual imitates the behaviour of someone who has been reinforced for that behaviour. This can happen through watching, listening to or reading about other people. For example, a child can be reinforced to work hard in school after listening to someone who has excelled in education and living a decent life. <\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\"><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">Vicarious punishment<\/i><\/b> is a decrease of a probability of behaviour due to having observed this behaviour leading to negative consequences, (Bandura 1986). For example, an individual can stop abusing drugs after watching a person suffering from various health complications due to smoking or after watching someone (model)being imprisoned because of being found in possession and abusing drugs.<\/span><\/p>\n\n\n\n<p class=\"\"><!-- [if !supportLists]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-list: Ignore;\">(3)<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp; <\/span><\/span><\/span><\/i><\/b><!--[endif]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">The third type of reinforcement is <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">self-reinforcement<\/i><\/b>. In this type of reinforcement, the learner waits for no external approval or disapproval. The learner bases his decision to either exhibit behaviour o or not on the inner satisfaction. For example, an individual reward or punish him\/herself for meeting or failing to meet own standards. It is this kind of reinforcement that Woolfolk (1995) recommends as most desired in learning because it with stands extinction and usually results in meaningful learning. Learners who are self-reinforced set their own goals. However, care should be taken to ensure that the goals set are realistic when this is not done; the result might lead to either, discouragement or disappointment.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">The <a href=\"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/\">social learning<\/a> theory highlights how a variety of personal factors govern behaviour. In recent years, Bandura has emphasised how <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">self-efficacy<\/i><\/b>can influence behaviour. Self-efficacy refers to one&#8217;s belief about one&#8217;s ability to perform behaviours that should lead to expected outcomes (Weiten 2004). Schunk ( 2009) broadens the view that self-efficacy is very important in learning because it is directly related to effort and task persistence. For example, learners whose self-efficacy is high are likely to exert effort in the midst of difficulty and still will show enthusiasm to perform a task when they have the required skills.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"APPRECIATION_OF_THE_SOCIAL_COGNITIVE_LEARNING_THEORY\"><\/span><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-weight: normal;\">APPRECIATION OF THE SOCIAL COGNITIVE LEARNING THEORY<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">It is an observable fact that we acquire, maintain and modify behaviour that we see others perform. The theory helps us to draw the conclusion that human beings are not passive in learning. This implies that human beings are rational, organised and self-reflecting beings who are able to interpret the world around them. This can be seen in their ability to observe and evaluate consequences.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">The social cognitive theory exposes the autonomy of human beings to choose which behaviours to imitate in spite of being exposed to various behaviours. The theory of <a href=\"https:\/\/support.centreforelites.com\/en\/educational-implications-of-the-operant-conditioning-theory\/\">operant conditioning<\/a> boarders on the concept that people learn by doing. However, the social cognitive theory projects a much different view which is that behavioural consequences as opposed to cementing behaviours work as sources of information and motivation.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">It is because of consequences that people are able to verify the accurateness or appropriateness of behaviour. It is only natural to emulate people whose actions have led to success. For example, we choose which behaviours to keep and when to use them.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Furthermore, the theory lays bare the interplay of personal factors, environmental factors and behaviour. These are very important factors in the process of learning.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"CLASSROOM_APPLICATION_OF_THE_SOCIAL_COGNITIVE_LEARNING_THEORY\"><\/span><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-weight: normal;\">CLASSROOM APPLICATION OF THE SOCIAL COGNITIVE LEARNING THEORY<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Vicarious learning is important because it saves people from personally experiencing negative consequences. For example, children or pupils and students can learn the dangers of drug abuse by being addressed by a former drug addict and seeing the after-effects. The learners will not insist on experiencing it themselves for them to know what it can do.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Furthermore, Munsaka (2011) furthers the view that in order to encourage good performance and get rid of stereotyping, learners should be exposed to good models who will have an impact on their lives. For example, careers departments can invite female pilots, doctors, and engineers to encourage female students. Male chefs can also be invited to encourage male students who may be gifted in cooking.&nbsp;<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Since vicarious learning is about observing and evaluating models, teachers should use themselves as models for their students. They should always show very good behaviour inside and outside the classroom. They should further instil a high sense of achievement in their learners and encourage them to be able to motivate themselves and set realistic goals.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Observational learning can also be applied by arranging activities that will enable the learners to have real-life experiences which include field trips and educational tours. In addition, teachers should ensure that they capture the attention of their learners as they present their lessons and quick feedback should be given. This will help the learners to maintain the good performance or improve on their weaknesses. Lessons should not just be educative but also interesting.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">Reinforcement, as stated above is very important. As such, teachers should ensure that there is consistency in the way they apply reinforcement. There should be fairness and no favouritism.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"CONCLUSION\"><\/span><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-weight: normal;\">CONCLUSION<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\">In conclusion, the <a href=\"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/\">social learning<\/a> theory, points out that learning takes place in the social context through observation by watching the behaviour of other people. The theory is rooted in many concepts of traditional learning. The recognition of the role of the environment and cognition in learning has provided a bridge between behavioural and cognitive line of thoughts.&nbsp;<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB;\"><a href=\"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/\">Social learning<\/a> theory has become perhaps one of the most influential theories of learning and <a href=\"https:\/\/support.centreforelites.com\/en\/definition-of-growth-and-development\/\">development<\/a>. It can be seen therefore, how progress in <a href=\"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/\">social learning<\/a> spills over to enhance trends and values in society. This clearly demonstrates the enormous power of the environment, personal factors and behaviour in the process of learning.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"REFERENCES\"><\/span><span style=\"font-size: 11pt; font-weight: normal; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: 'Malgun Gothic';\">REFERENCES<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"\"><span style=\"font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: Arial;\">Bandura, A. (1997) Self-Efficacy: The exercise of Control, New York: W.H. Freeman<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: Arial;\">Bandura, A. (1977). <a href=\"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/\">Social Learning<\/a> Theory, New York: General Learning press.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: Arial;\">Bandura, A . (1986).<a href=\"https:\/\/psycnet.apa.org\/record\/1985-98423-000\" target=\"_blank\" rel=\"noopener\">Socialfoundations of thought and action: A social cognitive theory<\/a>. Englewood cliffs ,NJ: Prentice hall.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: Arial;\">Kuppuswamy, B (&#8216;2006&#8217;).Advanced <a href=\"https:\/\/support.centreforelites.com\/en\/educational-psychology\/\">Educational psychology<\/a>.NewDelhi: Sterling publishers<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: Arial;\">Munsaka, E. (2011). Mastering the Psychology of Teaching and Learning. Lusaka: UNZA Press<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: Arial;\">Santrock, J. (2004) Educational Psycholog. Bostony: McGraw Hill.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: Arial;\">Schunk, D.H. (2009). Learning Theories: An Educational Perspective. 5<sup>th<\/sup> ed. New Jersey: Pearson Education.<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: Arial;\">Weiten, W. (2004). Psychology: Themes and Variations, New York: Thomson&nbsp;<\/span><\/p>\n\n\n\n<p class=\"\"><span style=\"font-size: 11pt; line-height: 150%; mso-ansi-language: EN-GB; mso-fareast-font-family: Arial;\">Wadsworth. Woolfolk, A.E. (1995). <a href=\"https:\/\/support.centreforelites.com\/en\/educational-psychology\/\">Educational Psychology<\/a>. Boston: Allyn and Bacon.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The social cognitive learning theory, has developed over the years to explain alternative ways through which learning takes place in a social context.<\/p>\n","protected":false},"author":1,"featured_media":1841,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"wds_primary_category":108,"footnotes":""},"categories":[108],"tags":[71],"class_list":["post-959","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-theories-of-learning","tag-educational-psychology"],"aioseo_notices":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/SOCIAL-COGNITIVE-LEARNING.webp?fit=731%2C520&ssl=1","jetpack-related-posts":[{"id":768,"url":"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura\/","url_meta":{"origin":959,"position":0},"title":"Social Learning Theory of Albert Bandura","author":"centreforelites","date":"April 18, 2022","format":false,"excerpt":"Albert Bandura\u00a0is noted as one of the exponents of theory of social learning and observational learning. Social learning theory explains human behaviour from the point of continuous reciprocal interaction between cognitive, behavioural and environmental influences. THE BASIC PRINCIPLES OF THE SOCIAL LEARNING THEORY As stated above, observational learning is a\u2026","rel":"","context":"In &quot;Blog&quot;","block_context":{"text":"Blog","link":"https:\/\/support.centreforelites.com\/en\/category\/blog\/"},"img":{"alt_text":"Social Learning Theory","src":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Social-Learning-Theory.webp?fit=731%2C520&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Social-Learning-Theory.webp?fit=731%2C520&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Social-Learning-Theory.webp?fit=731%2C520&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Social-Learning-Theory.webp?fit=731%2C520&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":1134,"url":"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/","url_meta":{"origin":959,"position":1},"title":"Social Learning Theory of Albert Bandura","author":"centreforelites","date":"March 20, 2022","format":false,"excerpt":"Albert Bandura is noted as one of the exponents of theory of social learning and observational learning. Social learning theory explains human behaviour from the point of continuous reciprocal interaction between cognitive, behavioural and environmental influences. THE BASIC PRINCIPLES OF THE SOCIAL LEARNING THEORY As stated above, observational learning is\u2026","rel":"","context":"In &quot;Educational Psychology&quot;","block_context":{"text":"Educational Psychology","link":"https:\/\/support.centreforelites.com\/en\/category\/educational-psychology\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":977,"url":"https:\/\/support.centreforelites.com\/en\/lev-vygotskys-sociocultural-theory-to-cognitive-development\/","url_meta":{"origin":959,"position":2},"title":"LEV VYGOTSKY\u2019S SOCIOCULTURAL THEORY OF COGNITIVE DEVELOPMENT","author":"centreforelites","date":"November 1, 2022","format":false,"excerpt":"Vygotsky's Sociocultural Theory of Cognitive Development is grounded on three main assumptions, and 4 themes namely social interaction, more knowledgeable Others, Zone of Proximal Development and Language and Thought.","rel":"","context":"In &quot;Cognitive Development&quot;","block_context":{"text":"Cognitive Development","link":"https:\/\/support.centreforelites.com\/en\/category\/cognitive-development\/"},"img":{"alt_text":"Vygotsky's Sociocultural Theory of Cognitive Development","src":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/Vygotskys-Sociocultural-Theory-of-Cognitive-Development.png?fit=1200%2C900&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/Vygotskys-Sociocultural-Theory-of-Cognitive-Development.png?fit=1200%2C900&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/Vygotskys-Sociocultural-Theory-of-Cognitive-Development.png?fit=1200%2C900&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/Vygotskys-Sociocultural-Theory-of-Cognitive-Development.png?fit=1200%2C900&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/Vygotskys-Sociocultural-Theory-of-Cognitive-Development.png?fit=1200%2C900&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":1132,"url":"https:\/\/support.centreforelites.com\/en\/cognitive-field-theory-of-learning\/","url_meta":{"origin":959,"position":3},"title":"Cognitive Field Theory of Learning","author":"centreforelites","date":"March 20, 2022","format":false,"excerpt":"Cognitive Field Theory or Gestalt theory was formulated by a group of German Psychologists. The theory emphasizes insightful learning rather than mechanical conditioning. It is believed that meaningful learning can only take place through a sequence of problem-solving approach. In this article, you will learn how learning takes place through\u2026","rel":"","context":"In &quot;Educational Psychology&quot;","block_context":{"text":"Educational Psychology","link":"https:\/\/support.centreforelites.com\/en\/category\/educational-psychology\/"},"img":{"alt_text":"Cognitive Field or Gestalt Theory of learning","src":"https:\/\/i0.wp.com\/miro.medium.com\/max\/842\/1%2Asn9THoRh3rLKJIbpDuNnHQ.jpeg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/miro.medium.com\/max\/842\/1%2Asn9THoRh3rLKJIbpDuNnHQ.jpeg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/miro.medium.com\/max\/842\/1%2Asn9THoRh3rLKJIbpDuNnHQ.jpeg?resize=525%2C300&ssl=1 1.5x"},"classes":[]},{"id":552,"url":"https:\/\/support.centreforelites.com\/en\/the-gestalt-theory-of-learning\/","url_meta":{"origin":959,"position":4},"title":"The Gestalt Theory of Learning","author":"centreforelites","date":"April 15, 2022","format":false,"excerpt":"Cognitive Field or Gestalt theory was formulated by a group of German Psychologists. The theory emphasizes insightful learning rather than mechanical conditioning. It is believed that meaningful learning can only take place through a sequence of problem-solving approach. In this article, you will learn how learning takes place through the\u2026","rel":"","context":"In &quot;Blog&quot;","block_context":{"text":"Blog","link":"https:\/\/support.centreforelites.com\/en\/category\/blog\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":923,"url":"https:\/\/support.centreforelites.com\/en\/cognitive-field-theory-of-learning-gestalt-theories\/","url_meta":{"origin":959,"position":5},"title":"COGNITIVE FIELD THEORY OF LEARNING &#8211; GESTALT THEORIES","author":"centreforelites","date":"November 5, 2022","format":false,"excerpt":"Cognitive Field or Gestalt theory was formulated by a group of German Psychologists, namely\u00a0Max Wertheimer, Kurt Koffka, and Wolfgang Kohler. The theory emphasizes insightful learning rather than mechanical conditioning.","rel":"","context":"In &quot;Educational Psychology&quot;","block_context":{"text":"Educational Psychology","link":"https:\/\/support.centreforelites.com\/en\/category\/educational-psychology\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/4.jpg?fit=728%2C546&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/4.jpg?fit=728%2C546&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/4.jpg?fit=728%2C546&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/4.jpg?fit=728%2C546&ssl=1&resize=700%2C400 2x"},"classes":[]}],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/posts\/959","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/comments?post=959"}],"version-history":[{"count":2,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/posts\/959\/revisions"}],"predecessor-version":[{"id":2714,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/posts\/959\/revisions\/2714"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/media\/1841"}],"wp:attachment":[{"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/media?parent=959"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/categories?post=959"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/tags?post=959"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}