Social Learning Theory/ Social Cognitive

This theory was developed by Bandura and Walters in 1963. According to Bandura and
Walters, in everyday life most of behaviours are followed by the environment, role models and
languages. People can learn new information by notified through the use of language, and they
also learn a new thing or similar behaviour by watching and observing then imitate it. According
to Bandura, 2011 children and adult are learn by imitate from social interaction and by media
influences.
There are three aspects where cognitive, emotional and behavioural change is included in
this theory. The theory was talks about how environmental and cognitive factors interact to
influence human learning and behaviour. People are learning from other people, including such
concepts as observational learning, imitation, and modelling (Abbott, 2007). Observational
learning is, people can learn role models and behaviours by viewing television (Bandura, 2009).
In the other hand, social learning also stated that when people observe and imitate behaviours of
a model on television and attracted it will give more stronger effect on their self (Badura, 2009).
Bandura and Walters divided imitation into two parts that is simple imitation and
identification process by acting together. Examples of simple imitation are to imitate the dance
moves, costumes, language and behaviour of a person or a part only. Those who imitated it might
exist in reality or fantasy. Bandura says a person who imitate is to get reinforce in doing
something that is not punished but want the rewards from it.
Social learning theory occurs in early stage in an individuals self. Anything that people
learn through experience also can be learned by observation. A good example can produce a
good behaviour but if the example that it should not have been able to produce a negative

behaviour in teenagers themselves. For example, an adolescent may react violently and injure
their peers or others after watching violent elemental films.
According Bandura, in reciprocal determinism" there are have significant between the
world and a persons behaviour, while behaviourism essentially states that ones environment
causes ones behaviour. Social learning theory is called as a bridge between behaviourist,
memory, and motivation. Thus television also play a vital role in behaviour modelling. There are
too much of graphic violence depicted what we watch. For example films, television shows,
video games and much more. Violence is often expressed as an acceptable behaviour, especially
for heroes who have never been punished.

Figure 3: Social Learning Model

The Modelling Process

There are not all that observed behaviours are effectively learned. Factors that involving both of
the model and the learner can play a role in whether social learning is successful. So, there are
certain requirements and steps must be followed. The following steps are involved in the
observational learning and modelling process:

Attention: ( The person notices something in the environment)

For learn one thing, you need paying attention. The thing that detracts your attention is
going to give negative effect on observational learning. If the model of learning interesting
or having novel aspect to the situation, you are more giving priority on learn what observed.
On the other hand, the observer will observe the environment and the characteristics to
attend those events such as emotional, perceptual set, and arousal level.

Retention: (The person remembers what was noticed)

People are not got much of influence by the scene that watched, incidences if they remember
what they observed, coding, organizing and rehearsing. Retention can be affected by a
number of factors, the ability to pull up information later and act on it is vital to
observational learning.

Reproduction: (The person produces an action that is a copy of what was noticed)

Those imitate or copy the behaviour which observed and self-reproducing the behaviour and
feedback of the accuracy of that reproduction. Further practice of the learned behaviour
leads to improvement and skill advancement. The behaviour was adopted based on the
relative details to get close communication among beliefs and acts. There are both

transformation and generative processes involved in the process interpreting cognition into
action. Based on Bandura, 1986 execution of a skill thought to be always diverse to suit
changing circumstances.

Motivation: (The person is motivated to imitate. Motivation refers to rewards and

punishments, i.e. you will not do anything unless you have some reason for doing it)
At last, in order for observational learning to be successful, you have to be motivated to
imitate the behaviour that has been modelled. Reinforcement and punishment play an
important role in motivation. While the motivation or behavioural consequence that justifies
either adobe the behaviour which observed to self-reinforcement. For example, if you see
another student in class rewarded with extra credit for being to class on time, you might start
to show up a few minutes early each day.

Attention
Processes

Retention
Processes

Production
Processes

Motivational
Processes

MODELED EVENTS

Salience
Affective Valence
Complexity
Prevalence
Accessibility
Functional Value

Observer
Attributes
Perception set
cognitive
Capabilities
cognitive
Preconception
Arousal level
Acquired
Preferences

COGNITIVE
CONSTRUCTION

Symbolic Coding
Cognitive
Organization

REPRESENTATION
AL
GUIDE

REHEARSAL
Cognitive
Enactive

OBSERVER
ATTRIBUTES
Cognitive skills
Cognitive
structure

Response
production
Guided
enactment

CORRECTIVE
ADJUSTMENT

Monitoring of
enactments
Feedback
information
Conception
matching

OBSERVER
ATTRIBUTES
Physical
Capabilities
Component sub
skills

INTERNAL
INCENTIVES

Sensory
Tangible
Social
Control

VICARIOUS
INCENTIVES
Observed
benefits
Observed costs
SELF-INCENTIVES
Tangible
Self-Evaluation
OBSERVER
ATTRIBUTES
Incentive
preferences
Social
Comparison
Biases
Internal
standards