Chapter 6: Behaviorism and Social Cognitive Theory

Chapter Outline
Behaviorist Views of Learning
Contiguity
Classical Conditioning
Operant Conditioning
Behaviorism in the Classroom: Instructional Strategies
Putting Behaviorism into Perspective
Social Cognitive Theory
Comparing Behaviorism and Social Cognitive Theory
Modeling
Vicarious Learning
Effects of Modeling on Behavior
Technology and Learning: The Impact of Symbolic Modeling on Behavior
Processes Involved in Learning from Models
Effectiveness of Models
Self-Regulation
Social Cognitive Theory in the Classroom: Instructional Strategies
Assessment and Learning: Self-Modeling as an Assessment Tool
Putting Social Cognitive Theory into Perspective
Addressing Diversity: Behaviorism and Social Cognitive Theory
Classical Conditioning: Learning to Like and Dislike School
Motivating Hesitant Learners
Capitalizing on Minority Role Models

Chapter Summary
Behaviorist Views of Learning
Contiguity helps explain fact learning through the pairing of stimuli and
responses. Classical conditioning occurs when a formerly neutral stimulus
becomes associated with a naturally occurring (unconditioned) stimulus to
produce a response similar to an instinctive or reflexive response. Classical
conditioning helps teachers understand emotional reactions such as test
anxiety and how students learn to be comfortable in school environments.
Operant conditioning focuses on voluntary responses that are influenced by
consequences. Praise, high test scores, and good grades are consequences
that increase behavior and are called reinforcers, whereas reprimands are
consequences that decrease behavior and are called punishers. The
schedule of reinforcers influences both the rate of initial learning and the
persistence of the behavior.

Applied behavior analysis systematically uses the principles of operant

conditioning to change severe or chronic misbehavior. It is used quite
commonly with students having exceptionalities.
Social Cognitive Theory
Social cognitive theory extends behaviorism and focuses on the influence that
observing others has on behavior. It considers, in addition to behavior and the
environment, learners' beliefs and expectations. Social cognitive theory
suggests that reinforcement and punishment affect learners' motivation, rather
than directly cause behavior.
Modeling lies at the core of social cognitive theory. Modeling can be direct
(from live models), symbolic (from books, movies, and television), or
synthesized (combining the acts of different models). It can cause new
behaviors, facilitate existing behaviors, change inhibitions, and arouse
emotions. In learning from models, observers go through the processes of
attention (observation), retention in memory, reproduction of the observed
behavior, and motivation to produce the behavior in the future.
Learners become self-regulated when they set learning goals on their own,
monitor their progress toward the goals, and assess the effectiveness of their
efforts.
Addressing Diversity: Behaviorism and Social Cognitive Theory
When teachers treat all students with courtesy and respect, students
associate classroom environments with their teacher's caring manner and,
through classical conditioning, learn to respond to school with positive
emotions. Teachers can also increase learners' feelings of competence by
modeling effort and persistence and reinforcing genuine accomplishments.
Professionals and business people who are members of cultural minorities
can serve as role models, sending powerful messages to minority youth about
the ability to succeed at school and still maintain a cultural identity. Teachers
can also use nationally syndicated columnists who are ethnic minorities as
symbolic models for promoting personal responsibility and other prosocial
values.