Bandura s Theory Of The Social Learning Theory - 952 Words

Dr. Albert Bandura, who is the creator of the social learning theory, suggest that individuals learn by examining others. Bandura’s theory is conceivably one of the most instrumental theory regarding learning and development. Bandura’s approach to the social learning theory is that we learn by observing and modeling the actions of those who are close to us. Bandura also suggested that our internal feelings and perceptions helps us to learn through our cognitive behavior. Social learning additionally shows that individuals can learn new material without exhibiting new behaviors. In order for social learning to be successful, observed behaviors must be successfully absorbed. The observer must be attentive so that they can learn. It they are distracted, the observational learning will be unsuccessful. The observer must also be able to retain the information they have observed. The need to recall observed behavior is essential for social learning. If the observer has paid attention and retained the material, they should be able to act out what they observed. A familiar example of the social learning theory that is common to all is observing commercial advertisements. If the advertisement demonstrates that a particular food item is mouthwatering and delicious, it will make the observer more inapt to buy the item if they were attentive and retained the information. Children who are abused absorb abusive behavior through the social learning theory which is carried into adulthood.Show MoreRelatedBandura s Social Learning Theory969 Words   |  4 Pagesthat make the most sense in the world. Something like the social learning theory was overlooked. But it has provided such great insight as to why we do certainly in our lives. Bandura’s theory has paved the way to many studies and has open our minds to the possibility that we affect each other in a way we would not imagine. I believe that this theory can shape a lot of people s lives. I agree with Albert Bandura’s social learning theory by modeling and in this paper, I will present an argumentRead MoreBandura s Social Learning Theory Essay714 Words   |  3 PagesIntroduction I chose the Bandura’s Social Learning Theory Scavenger Hunt, because social learning theory is widely used in daily life and vary easily to be found around us. Bandura’s Social learning theory is an extension of behaviorism that emphasizes the influence that other people have over a person’s behavior (Berger, 2014, p. 28). To apply this theory, I observe people and environment around me for three days and try to find the relationships of people’s behaviors. I observed classmates’ activitiesRead MoreBandura s Theory On Social Learning1734 Words   |  7 PagesC1 Bandura s theory is based on social learning. He emphasises the importance of observing and modelling the behavior, attitudes and emotional reaction from others. Children from large families or children who attend day care may do this a lot, they will always be observing other children or their siblings behavior, attitude or emotional reactions even if they don’t intend to. . In society, children are surrounded by many influential models, such as parents within the family, characters on children’sRead MoreBandura s Social Learning Theory And Attachment Theory1260 Words   |  6 PagesQuestions 1: Social Learning Theory and Attachment Theory Bandura’s social learning theory and Bowlby’s attachment theory. Each of these theories has similarities and distinctions regarding the mechanisms that underlie the impact of child abuse. This essay will examine these competing theories to determine which mechanisms are most strongly supported for families at high risk for child abuse and/or neglect (Begle, Dumas Hanson, 2010). Social Learning Theory Social learning theory suggests thatRead MoreAlbert Bandura s Social Learning Theory1340 Words   |  6 PagesIntroduction Albert Bandura’s Social Learning Theory is a theory that includes development theories in order to understand how children learn. Bandura’s theory is based on how people can learn by observing others, how internal mental states influence people, and how learning something does not change one’s behavior every time. Bandura was able to find out that people learn by three observational models. The first model is the live model which includes observing how someone demonstrates the behaviorRead MoreAlbert Bandura s Social Learning Theory1503 Words   |  7 PagesBandura’s Social Learning Theory with Piaget’s Cognitive Theory. compare and contrast Albert Bandura’s Social Learning Theory with Piaget’s Cognitive Theory. How applicable is the Social learning Theory to the Zambian Educational system. Both Albert Bandura and Jean Piaget were psychologists who contributed greatly in the field of psychology. This implies that there are some similarities and differences between Albert Bandura’s Social learning theories with Piaget’s cognitive theory. On the otherRead MoreAlbert Bandura s Theory Of Social Learning1404 Words   |  6 Pages Albert Bandura s (1986) theory of social learning emphasizes the role of learning by observing and imitating models and allows us to understand aggression. Bandura identified four steps by which this learning occurs: â€Å"the first is simply that a particular type of behavior of a model catches our attention. Second, we store a mental image of such behavior in memory. Thirdly, a particular kind of situation leads us to convert that memorized behavior into action; And finally, if the behavior is reinforcedRead MoreAlbert Bandura s Social Learning Theory1323 Words   |  6 PagesAlbert Bandura’s Social Learning Theory has aided in the understanding of human development. Humans are a unique set of individuals who continue to evolve in nature. They are social beings and interactions make up a significant part of their daily lives and general nature. My interest in this theory comes from my tendency to observe others. It’s fascinating to see how people are going to react to situations that come their way and how they develop from it. People tend to learn from others as wellRead MoreAlbert Bandura s Social Learning Theory1737 Words   |  7 PagesTheory of Social Learning Albert Bandura’s social learning theory posits that observation is a major constituent of behaviour development (Bandura, 1978). Observation models include attractiveness, status and perceived similarities. The imitation of behaviour is determined by the outcome of the observation model (Bandura, 1978). There is a high probability of behaviour imitation when the observed behaviour is reinforced on condition that the reinforcement is appealing to the observer. However, ifRead MoreHow To Be an Active Leaner in a Group Environment 1639 Words   |  7 PagesThis essay aims to highlight the various ways in which to be an active learner in a group environment, I will be doing this by using different theories and relevant experiences of both myself and others. It will specifically focus on the Bandura’s social learning theory and situated learning by Lave and Wenger. The essay itself will consist firstly of a Literature review where I will be using third party sources for sup port, next there will also be a critical analysis section which will further develop

Development Timeline (Birth to 19 Years) Free Essays

TDA 2. 1 (1. 1) DEVELOPMENTAL TIMELINE – FROM BIRTH TO NINETEEN YEARS The time frames presented are averages and some children may achieve various developmental milestones earlier or later than average but still be within the normal range. We will write a custom essay sample on Development Timeline (Birth to 19 Years) or any similar topic only for you Order Now BIRTH TO 5 YEARS | Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor)| Birth – 1 month| Generalised tension. Helpless. Asocial (not social). Fed by mother. | | Feedings: 5 – 8 per day. Sleep: 20 hours per day. Sensory Capacities: makes basic distinctions in vision, hearing, smelling and tasting, touch temperature and perception of pain. | 2 months – 3 months| Distress. Smiles at a face. Visually fixates at a faceand smiles at it. Maybe soothed by rocking. Enjoys being cuddled. Expresses delight. | Oral Exploration: cries, coos, grunts. | Sensory Capacities: colour perception; visual exploration. Motor Ability: control of eye muscles; lifts head when on stomach. | BIRTH TO 5 YEARS | Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). 4 months – 6 months| Enjoys being cuddled. Recognises his mother. Distinguishes between familiar persons and strangers. No longer smiles indiscriminately. Expects feeding, dressing and bathing. | Oral Exploration: babbling; makes most vowels and about half of the consonants,| Sensory Capacities: localises sounds. Motor Ability: control of head and arm movements; purpo sive grasping, rolls over. | 7 months – 9 months| Specific emotional attachment to mother. Protests separation from mother. Enjoys â€Å"peek-a-boo† games. | Motor Ability: control of trunk and hands; sits without support; crawls about. | 10 months – 12 months| Responsive to own name. Waves â€Å"bye-bye†. Plays â€Å"pat-a cake†. Understands â€Å"no! â€Å"Gives and takes objects. Affection. Anger. Fear of strangersCuriosity Exploration. | Language: says one or two words; imitates sounds; responds to simple commands. | Feedings: 3 meals per day, 2 snacks. Sleep: 12 hours per day with2 naps. Motor Ability: control of legs and feet; stands; creeps; apposition of thumb and fore-finger. | BIRTH TO 5 YEARS Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | 1 year – 11/2 years| Dependent behaviour. Very upset when separated from mother. Fear of the bath. Obeys limited commands. Interested in his mirror image. | Language: repeats a few words. | Motor Ability: creeps up stairs; walks (10 – 20 minutes); makes lines on paper with crayon; feeds himself. | 11/2 years – 2 years| Temper tantrums (1 – 3 years). Resentment of a new baby. Does the opposite of what he is told (18 months). Language: vocabulary of more than 200 words. | Motor Ability: runs; kicks a ball; builds a 6-cube tower (2 years); capable of bowel bladder control. Sleep: 12 hours at night with1 – 2 hour naps| 2 years – 3 years| Fear of separation. Negativistic (2 1/2 years). Violent tempers. Different facial expressions – anger, sorrow and joy. Sense of humour; plays tricks. Copies parents actions. Dependent, clinging. Possessive about toys. (continued overleaf)| Language: talks, uses â€Å"I†, â€Å"me† and â€Å"you†; says words, phrases and simple sentences; vocabulary of 272 words. Inability to make decisions. M otor Ability: jumps off a step; rides a tricycle; uses crayons; builds a 9-cube tower; seats self on a chair; uses a spoon and fork; becoming independent in toileting; turns pages singly. | BIRTH TO 5 YEARS | Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | 2 years – 3 years(continued)| Enjoys play alongside another child. Resists parental demands. Gives orders. Rigid insistence on sameness of routine. Self-centred – beginning of personal identity. Possessive. Often negative; frustrated. More responsive to humour and distraction. Solitary play. Dependent on adult guidance. Plays with dolls. Little concept of others as â€Å"people†. Socially very immature. May respond to simple direction. Enjoys music. | . | | BIRTH TO 5 YEARS | Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | 3 years – 4 years| Knows if he is a boy or a girl. Enjoys brief group activities requiring no skill. Like to â€Å"help† in small ways. Self-sufficient in many routines of home life. Affectionate towards parents. Pleasure in genital manipulation. Cooperative play with other children. Attends nursery school. Imitates parents. Romantic attachment to parent of opposite sex (3 – 5 years). Jealousy of same-sex parent. Imaginary fears of dark, injury, etc. (3 – 5 years). Takes turns and likes to share. Beginning of identification with same-sex parents. Practises same-sex role activities. Intense curiosity and interest in other children’s bodies. Imaginary friend. | Uses â€Å"we†. Has a vocabulary of 896 words. Growth in communication. Tells simple stories. Uses words as tools of thought. Has a desire to understand to his environment. Can answers questions. May recite a few nursery rhymes. .| Motor Ability: stands on one leg; jumps up and down; draws a circle and a cross (4 years); draws â€Å"Man†; cuts with scissors (not well); can wash and dry face; throws ball overhand. | BIRTH TO 5 YEARS | Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | 4 years – 5 years| Highly Cooperative play. Highly social – has special friends. Highly organised (5 years). May play loosely organised games (e. g. ag; hop scotch). Enjoys simple table games requiring turns and observing rules. Talkative. Versatile. Responsibility and guilt. Feels pride. Prefers to play with other children. Becomes competitive. Prefers sex-appropriate activities. Highly imaginative. Dramatic. Self-assured. Stable and well-adjusted. Home centred – likes to associate with mother. Capable of some self-c riticism. Enjoys responsibility. Like to follow rules. Interest in environment, town, city, shops, etc. | Talks clearly. Uses adult speech soundsHas mastered basic grammar. Asks endless questions. Learning to generalise. Tells long tales. Reads own name. Counts to 10. Asks meaning of words. Knows colours. Beginning to know the difference between fact and fiction. Has the ability to tell lies. Knows over 2000 words (5 years). | Motor Ability: hops and skips; mature motor control, skips; good balance; smoother muscle action; skates; rides a bicycle (with stabilisers); broad jumps, dresses without help, copies a square and a triangle; can draw recognisable simple objects; handedness established; ties shoes, girls’ small muscle development about 1 year ahead of boys. | 6 YEARS TO 10 YEARS Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | Starts spending more time in school and with peers than with family. Has friends that are primarily the same sex. Accepts responsibility for their actions. Express concerns for the welfare of others. Personality and humour develops. Can â€Å"decentre† (realizes others have ideas and feelings that are not the same as theirs). Attention levels increase; can inhibit impulsive behaviour. Has greater emotional control. Play becomes sophisticated and increasingly symbolic. Playing a gang or group (organised sports and games). Spends more time and concentration on individual interests (books, music, computer games, constructing models. Tastes and skills are almost defined (pre-teen). Demonstrates â€Å"relativism† (they can be wrong and that theirs, and others, thoughts and feelings do not affect reality). Strongly influenced by friends. | Evidence of logical and organised thought. Demonstrates deductive reasoning. Understands the concepts of â€Å"right† and â€Å"wrong†. Speed and efficiency of thought increases. Can relate involved accounts of events. Complex and compound sentences easily used. Only a few lapses in grammatical constrictions (tense, pronouns, plurals). All speech sounds are established. Reading and writing with considerable ease. Plays challenging games and puzzles that test knowledge and physicality. Can classify one object in more than one way. Can carry on a conversation at an adult level. Learns to join their letters and can decipher other joined-up writing. Doodles and sketches becoming more naturalistic. Can follow (fairly) complex instructions with little repetition. Starts to question unknown concepts (eg. death, birth, etc. ). Able to set and achieve goals. Reads for pleasure (8+ years). Can tell the time (7+ years). | Motor Ability: movement is smoothand coordinated; can ride a bicycle without stabilisers; plays challenging games to test physicalityContinues to grow steadily in weight and height. Body proportions starting to look less childlike and more like those of an adult. Exhibits high levels of energy. Puberty may begin (as young as 9). Periods may begin (as young as 8). Sleep: 10 hours per day. | 10 YEARS TO 14 YEARS Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). 13 YearsMay act in destructive ways – slamming doors; stamping feet. May become overly sensitive and easily offended. May begin dabbling in serious behaviour – self harm; smoking cigarettes; drinking alcohol; taking drugs; having sex). Peer pressure has the most influence. Interested in â€Å"fitting in† and â€Å"being the same† as their peers. Relationship s can become complex and intense – not speaking to others; enjoy fighting/making up. May have large shifts in social circles – may withdraw and avoid their peers or choose to stick with their friends, no matter what. Prefers to be social than tend to school-work or other responsibilities. Silliness can rule – can have a twisted sense of humour. May push away from their parents to spend more time with friends. Cliques and tight-knit groups can form. Between 12 and 14 years, both sexes become very aware of their sexuality and that of others. Nervous of developing too fast or too slowly. | A handwriting style develops. More abstract thought, incorporates principles of formal logic. Thinking becomes less tied to concrete reality. Formal logical systems can be acquired. Can handle proportions, algebraic manipulation. Evidence of organised, logical thought. Capable of concrete problem solving. Growing ability to see the consequences of their actions. More able to think like adults, but not the judgement and experience. Arguing skills improve (passionate). Reasoning skills improve – applies concepts to specific examples. Can construct hypothetical solutions to problems and evaluate. Focus on the future develops. Recognises cause and effect (present/future events). Sets personal goals. Decision-making skills improve. Learns to distinguish fact from opinion. Can evaluate credibility of various sources of information. May challenge adults’ assumptions and solutions. | Girls:Onset of puberty (11 years). Menstruation begins (121/2 years – but sometimes earlier). Breasts begin to grow and develop (breast buds). Boys:Growth spurts, clumsiness and lack or coordination. Hormonal mood swings in boys and girls – moody, depressed, surly and rebellious; acutely interested in the opposite sex. Adult teeth in place (by 13 years). Special gifts and talents emerge (sports, artistic, mental, etc. ). 13 Years Girls:Growth in height continues, but a slower pace (adult height reached by 16 or 17 years). Breast development continues. Growth of pubic and under-arm hair. Body shape changes (hips, fat deposits – buttocks, legs, stomach). Periods become regular. Pregnancy becomes possible. | 10 YEARS TO 14 YEARS Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | 13 Years (continued)Evidence of â€Å"teen rebellion†. Early â€Å"risk taking† behaviour could increase in difficulty and occur with other risky behaviours. Eager to assert their independence. Negative and positive peer pressure – friends; classmates. Three possible major health problems include eating disorders; depression; substance abuse. | | 13 Years (continued)Boys:Rapid growth in height and weight. Muscles fill out – strength increases. Pubic and under arm hair appears and thickensBody hair increases. Voice deepens. Penis, scrotum and testes enlarge. Ejaculation and nocturnal emissions occur. Boys and Girls:Always hungry. Sleep patterns alter dramatically. Oily skin and acne may occur). Sweating increases. Rapid growth causes clumsiness and lack of coordination. Sexual desires and fantasies increase. | 14 YEARS TO 19 YEARS Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | 14 YearsUncertain, unhappy and sensitive. Withdrawn – spends time alone; needs privacy. Can be neurotic (convinced that everyone is watching and judging). Low self-esteem – very concerned with body image and appearance (physical ; sexual). May refuse to sociable with adults. Self-involved (may have high expectations and low self-concept). 15 YearsGenerally easy going; happy. Recognises own strengths and weaknesses. Is critical of others, specially parents. Likes to be busy with extracurricular activities. Large and varied social circle; friends of both sexes. Anxious to be liked and accepted. Strong interest in opposite sex. Can be quarrelsome and won’t communicate. Desires independence from familyRelationships with siblings better than with parents. May have one or two â€Å"best friends†. Dating and romantic relationships may be commonplace. | | | 14 YEARS TO 19 YEARS Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). 16+ YearsRelationship with family becomes easier; more caring. Self-assured with sense of self. Views parents as people, not the â€Å"bosses†. Friendships are very important – both sexes; shared interests. Intense romantic relationships. May have anxiety over school and test scores. Interest in school increases or decreases. Seeks privacy and time alone. May complain that parents prevent independence. Starts to integrate both physical and emotional intimacy into relationships. Is increasingly aware of social behaviours of friends. Seeks friends that share similar beliefs; values; interests. Friends become more important. Starts to have more intellectual interests. Egocentrism develops in some teenager. | 16+ YearsBecomes better able to set goals and think in terms of the future. Has a better understanding of complex interrelationships of problems and issues. Starts to develop moral ideals and to select role models. Cognitive maturity develops:Componential intelligence – ability to use internal information-processing strategies in problem solving,Metacognition – awareness of one’s cognitive processes (vital in problem solving). Experiential intelligence – able to transfer learning effectively to new skills. Contextual intelligence – ability to apply intelligence in a practical context. Tacit knowledge –savvy or â€Å"street wise† (to work the system to one’s advantage). | 16+ YearsGirls:Most have completed the physical changes related to puberty by 15 years. Boys:Still maturingGaining strength and muscle mass; height. Completing development of sexual traits. The brain is fully developed by 19+ years. | How to cite Development Timeline (Birth to 19 Years), Papers

Give Response to the Thinking and Feeling

Question: Give a brief discussion on give response to the thinking and feeling of my classmates post on leadership. Answer: The purpose of this work is to give response to the thinking and feeling of my classmates post on leadership. My classmate has given reflection on his experience with different leaders during his time spent in the army. He has critically analyzed the strong and weak points of leaders. He has particularly specified the strength and weakness of each leader he has encountered in life. I also agree with his views on leadership. Even I have also come across this type of leaders in life. According to me, successful leader is one, who understands the power of the team as a whole. I have seen leaders who had a clear and effective communication with the team members and shared the vision of goals of the organization. In transactional leadership, which is mostly observed in the military structure, there is an existence of a figure of authority that can reward and penalize their subordinates. I think my classmate has rightly expressed that passive approach to work is not great sign of leadershi p. Such leaders cannot connect with their subordinate and they tend to be very harsh when they do mistakes. They hardly appreciate good effort of team members and create an atmosphere of demotivation. It negatively affects the performance of team members (Huijun Jianjun, 2015). On the other hand, the leaders who have transformational leadership style are motivational as well as encouraging personality. My classmate has truly justified the qualities of a transactional leader. Such leaders had a passion for their job and they truly empowered their employees to perform. By this, the subordinates are given the opportunity to become independent and be admired for their good work (Braun et al., 2013). According to the experiences that have been shared in this post, the person has noticed a number of similar characteristics among few good leaders who had several years of experience and loved their mission or job. Therefore, every leader should consider both the types of leadership according to the needs and changes that are necessary for a specific span of time because both the leadership styles have their own pros and cons. It can be concluded that leadership should adopt the above mentioned qualities in their work to efficiently lead a team. Reference Braun, S., Peus, C., Weisweiler, S., Frey, D. (2013). Transformational leadership, job satisfaction, and team performance: A multilevel mediation model of trust.The Leadership Quarterly,24(1), 270-283. Huijun, Y., Jianjun, Y. (2015). Transactional Leadership, Competitive Intensity, Technological Innovation Choices and Firm Performance.Journal of Management,4, 001.