* Anna Henderson Lexy Tauber Keri Verdell

*
Anna Henderson
Lexy Tauber
Keri Verdell
Brandi Chastain
Anthony Stuckey
*
*This explanation of learning is based on the
premise that neither spontaneous behavior nor
reinforcement is necessary for learning to occur.
*New behaviors can be learned by observing and
imitating a model.
*
*Albert Bandura created the Triadic reciprocal Causation
Model.
*Definition: behavior is the result of interactions among
personal characteristics, behavior, environmental
factors.
*Albert Bandura is the driving force behind the theory.
He explains how learning results from interactions
among three factors: (1) personal characteristics, (2)
Behavioral patterns, (3) Social environment.
*Triadic Reciprocal
Causation Model
*
* Mental and Emotional
* Goals and Anxiety
* Metacognitive Knowledge
* Understanding how ones own cognitive processes affect
learning.
* Self-Efficacy
* Beliefs about ones ability to successfully carry out particular
tasks
*
* Self – Observation
* Using personal journal to note how various factors influence
learning, motivation, and self-efficacy
* Self – Evaluation
* Making changes in behavior to overcome or reduce
perceptions of low self-efficacy, anxiety, and ineffective
learning strategies
* Creating productive study environments
*
* Environmental Factors – Refer to a person’s social and
physical environment.
* They include such things as the nature of a task,
reinforcing and punishing consequences, explanations
and modeling of various skills by others, and verbal
persuasion from others to exhibit particular behaviors.
*
* The ability to control one’s actions in the absence of
external reinforcement or punishment.
* Involves behaving in ways that lead to
accomplishment of goals and suppressing behaviors
that are detrimental when no one is looking.
* Example – A student who has been taught to start a
new task after finishing an assignment and who does
so when the teacher is not there exhibits self-control
*
* Consistently using self-control skills in new situations.
* It is the product of interactions among the three components of
the triadic model.
* Self-regulating individuals set there own performance
standards, evaluate the quality of their performance, and
reinforce themselves.
* Example – a teacher who modifies a particular day’s lesson plan
to capitalize on students’ interest in a major new story or
compares her students and her own performance against an
internal standard.
*
*
* Forethought phase – subdivided into two categories:
* Task analysis – includes the self-regulatory process of goal
setting and strategic planning.
* Self-motivational beliefs – includes self-efficacy for self-
regulated learning, consequences of goal achievement,
intrinsic interest in task, learning-oriented vs. performanceoriented goals, and epistemological beliefs.
* Example – to accomplish the long-term goal of achieving a grade of A
in physics, a self-regulating student will set sub-goals that pertain to
number of hours spent per week studying, working sample problems,
doing homework, and seeking help when problems arise.
*
* Performance phase – subdivided into two categories:
* Self – control – includes attention focusing, self-instruction,
and tactics.
* Example of attention focusing: involves ignoring distractions,
executing a task at a slower than normal pace, and not thinking
about prior mistakes or failed efforts.
* Self-observation – includes recording one’s behavior, trying
out different forms of behavior.
* Example of self recording: putting off homework or studying for an
exam in favor of socializing with friends.
*
* Self-reflection phase – subdivided into two parts:
* Self-judgment – includes evaluating one’s behavior,
attributing outcomes to effort, ability, task difficulty, and
luck.
* Example of engaging in self-evaluation – whenever we label our
performance as good or bad, acceptable or unacceptable, satisfactory
or unsatisfactory – students can compare their performance against
their own, can use a normative standard, and can use a collaborative
standard.
* Self – reaction – includes self-reinforcement, drawing
inferences about need to improve self-regulation skills.
*
* How capable one feels to handle particular kinds of tasks.
* Example – A student may have a high level of self-efficacy for
mathematical reasoning – a feeling that she can master any
math task she might encounter – but have a low level of selfefficacy for critical analysis of English literature.
* Bandura argues that self-efficacy is influential because
one can or cannot produce the behaviors that are required
to bring about a particular outcome.
* Students who believe they are capable of successfully
performing a task are more likely to use self-regulating skills
as concentrating, creating strategies, using tactics, and
managing time.
*
* Selection processes – the way the person goes about
selecting goals and activities.
* Example – people think about a wide range of career options,
explore several majors while in college, take a variety of
courses, participate in different sporting activities, engage in
different types of social activities, and have a wide circle of
friends.
* Cognitive processes – individuals with high self – efficacy
tend to use higher-level thought processes to solve complex
problems.
* Example – analysis, synthesis, and evaluation
*
* Motivational processes – those who rate their capabilities
as higher than average can be expected to work harder
and longer to achieve a goal than those who feel less
capable.
* Affective processes – an individual with high self-efficacy
is more likely to experience excitement, curiosity, and an
eagerness to get started rather than a sense of anxiety,
depression, and impending disaster.
*
* Tactics can be placed in one of two categories:
* Memory-directed tactics – contain techniques that help
produce accurate storage and retrieval of information.
* Mnemonic Devices – meaningfully organize information, provide
retrieval cues.
* Rehearsal – rote rehearsal
* Comprehensive-directed tactics – contain techniques that aid
in understanding the meaning of ideas and their
interrelationships.
* Self-questioning
* Note-taking
* Concept mapping
Mnemonic
Description
Example
Rhyme
The items of information are
imbedded in a rhyme from
one to several lines.
Thirty days hath September,
April, June and November.
Acronym
The first letter from each
item is used to make a word.
HOMES – For the Great Lakes:
Huron, Ontario, Michigan,
Erie, Superior
Acrostic
The first letter from each to
be-remembered item is used
to make a word.
Kindly Place Cover Over Fresh
Green Spring Vegetables- For
the taxonomic classification
of plants. (Kingdom, Phylum,
Class, Order, Family, Genus,
Species, and Variety)
Method of Loci
Generate visual images and
memorize a set of well-known
locations that form a natural
series.
Sensorimotor, picture a car
engine with eyes, ears, nose
and mouth. Continue with
other stages of Piaget’s
development
Keyword
Created to aid the learning of
foreign language vocabulary.
Isolate part of word that
sounds like English word.
Spanish word – Pato –means
“duck” in English. Keyword is
pot. Imagine a duck with a
pot over its head.
*
* Our group observed a second grade class at Mt. Carmel
elementary school on November 18th, 2011. There were 8
white, 7 black, 3 Mexican, and 2 multiracial students in
Mr. Hester’s class. It was difficult to observe forms of
social cognition in his classroom since it is something that
happens within yourself. We did, however, witness
numerous examples of self control among the students.
There were several students who chose to read a book if
they finished their work early, instead of talking to their
neighbor. Two boys started to get into an argument over
who owned a pencil. The argument started to get loud,
but then one of the boys decided to give the pencil to the
other before the teacher had a chance to break it up.
Observing a classroom was a great experience. Although
we are in an elementary class every Tuesday and
Thursday, we do not always have a chance to sit back and
watch each and every student. Student teaching requires
us to be more hands on and personal with the children.
*
* Do you think the two students stopped the
argument because they did not want to get in
trouble or because they knew it was the right
thing to do?
*
* http://www.youtube.com/watch?v=rPiGmj9p8
bU&feature=player
* http://www.youtube.com/watch?v=5xlaAkD15
Gk&feature=player_detailpage
*
1.
2.
3.
4.
What is social cognition?
Who created the Triadic Reciprocal Causation Model?
An acronym is an example of a _______ device.
"I have little doubt that I will win the upcoming golf tournament” best
reflects ____-_______.
5. At the beginning of the school year, Josh and his classmates were told by
the teacher that if they finished an in-class assignment early, they were to
read quietly until everyone else in class was finished. A few weeks later,
Josh finishes a math assignment before several others and opens his
reading book. Josh’s behavior is said to be ____-_________.
6. Note taking is a ___________ devise tactic.
7. To help her remember the ideas of a presentation she will give in class,
Sarah creates a visual image of each idea and then imagines placing each
idea in a room in her house. What technique is Sarah using?
8. What is self-efficacy?
9. Developing a plan for passing the tests in a science course is an example of
a _________ _____________.
10. What are the three factors of the Triadic Reciprocal Causation Model?
*
* Snowman, Jack, R. R. McCown, and Robert F.
Biehler. Psychology Applied to Teaching.
Boston: Houghton Mifflin, 2009. Print.