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Marked bt the learners being able to exhibit the modeled behavior in the absense of the model

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Learners reproduce the general form of the models behavior

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1. Observation
2.Emulation
3. Self Control
4. Self Regulation.

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Experiencing the effect of the reinforcement through another person

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To use observational learning in the classroom you can use scaffolding

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The role of observing and imitating the behavior of models in learning new capabilities

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Learners pick up the major features of a skill or strategy

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Helps students identify visually organize and represent the relationship among a set of ideas.

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Improves Comprehension and knowledge integration

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Mnemonic devices can be used to help learn about planets or to help learn the units of measurment

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Helps a learner transform or organize info to enhance it's retrievability

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Cumulative rehearsal: Involves rehearsing a small set of items for several repetitions

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Contain techniques that aid in understanding the meaning of their idea and their relationships

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Contain techniques that help produce accurate storage and retrieval of info.

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Specific Techniques that help achieve an immediate objective.

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Plan to achieve a long term goal.

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Once the task is complete, learner should keep record of what they did whether the result was good or not.

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(the learning is faced with the task and actually has to do something. First apprroach is to approach task in a diciplined manner.
Second Approach is self observation.

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(occurs prior to te beginning of a task. Self motivational beliefs are apart of this phase)

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1. Forethought Phase
2. Performance Phase
3. Self Reflection

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Helping students manage their time working on assignments, help them monitor their performance, and help them make adjustments to improve future learning

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1. Performance Accomplishments
2. Verbal persuasion
3. Emotional Arousal
4. Vicarious experience.

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How capable one feels to handle particular kinds of tasks.

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Self-Regulated Learning (in the classroom)

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Self-Regulated Learning (in the classroom)

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teach various techniques to learn new info, monitoring progress and rewarding when someone accomplishes a learning goal

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Consistently and spontaneously using various capabilities in new situations

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Elements of Triadic Reciprocal Causation

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Elements of Triadic Reciprocal Causation

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1) Personal Characteristics
2) Behavioral Patterns
3) The Social Environment

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The result of interactions among personal characteristics, behavior, and environment factors.

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Driving force behind social cognitive theory. Also came up with the triadic reciprocal causation theory.

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Based on the Premise that neither spontaneous behavior nor reinforcement is necessary for learning to occur.