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Social Cognitive Theory
The author of this brief report has been asked to offer definitions of two key theories and terms from the general subject of psychology. Those two terms are social cognitive theory (SCT) and the other is classical condition. There will also be reference to operant conditioning. The words about this subject will emanate from the work of Guy Lefrancois and this treatise called Theories of Human Learning. The broad field of human psychology is very complex and has evolved a great deal over the years, decades and generations since its inception. However, there are several realms of psychology that have emerged as prominent and important and social cognitive theory and its associated terms and facets is certainly one of those things. While social cognitive theory is far from settled, there are many parts that are generally agreed upon.
Analysis
The definition of social cognitive theory (SCT) is pretty simple once one realizes what it is. Basically, the idea behind social cognitive theory is that a person will tend to learn by watching and observing others while in a social setting. For example, a child might learn how best to shoot a basketball by watching other kids...
Of course, one can also learn through reading books and looking at diagrams. Even so, many people prefer to learn from within a social setting and they become a sponge as they observe and see others engage in actions, exchanges and interactions of any sort. Further, the viewing and observing of these actions in process will incur the observer to engage in the actions themselves, either at that time or later on down the road. In many instances, the people being observed and eventually mimicked are not in person and are rather depicted on the internet, on television or through other mediums. The actions and routines being modeled can be positive, negative or a mix of the two. Sometimes, the "good" or "bad" aspect is in the eye of the beholder. The point is that social interactions and observations lead to a lot of subsequent adaptations and reactions on the part of the watcher and/or listener (Lefranc-ois, 2012).
The other main subject of this report is the dichotomy that exists between what is known as classical conditioning and operant conditioning. The proverbial poster child for classical conditioning was the psychology pioneer by the name of Pavlov. When people make…
References
Lefranc-ois, G. (2012). Theories of human learning. Belmont, CA: Wadsworth.
Then, on seeing that the rearing has become a little bit familiar to him, sniffy is therefore, reinforced when he rears at a point with the bar. After several attempts of the previous steps, sniffy was encouraged to rear up nearer to the bar as possible. During the regular training observation, incase sniffy rears so close to the bar this increases the likelihood that sniffy will press on the bar.
Conditioning Classical and operant conditioning are types of behavioral learning. Subsets of behavioral psychology, classical and operant conditioning show how a subject (animal or human) can exhibit relatively permanent changes in behavior due to certain types of experiences. According to Cryver (2000), learning is a "fundamental process" in all animals. Classical conditioning is also known as "learning by association." Association in this sense refers to the association of a behavior with a
Operant Conditioning is based on the idea that an individual's response to external stimuli can be modified, or changed, depending upon the consequences of that individual's response. Formulated by famed psychologist B.F. Skinner, operant conditioning deals mainly with voluntary behavior, or operant behavior. While classical conditioning deals mainly with involuntary, or reflex, behaviors, Skinner's theory maintains a system of consequences for reactions which are called punishment and reinforcement. Punishment is
My reasoning is based not only upon the behavior itself, but also upon the relationship between the organism and the trainer. An organism that most receives negative reinforcement associates such reinforcement not only with the undesirable behavior, but also with the trainer. The relationship between the trainer and organism is damaged, and trust is undermined. Trust is important to effective training. A better way to discourage undesirable behavior is perhaps
"Bad dog!" The dog receives no treat. However, given the puppy's short memory, this should only be done when the dog is caught in the act. The owner, ideally, should be alert enough so when the dog is seen squatting indoors, even before the dog can relieve itself, the owner has time to shout, "No!" Then he or she will rush outside with the puppy, wait for the dog
To reduce disruptive behavior in class, Mr. Byrne has two main options. He could use positive punishments that go beyond mere scolding -- things like adding extra homework for those who misbehave, increasing in-class work, making kids feel ashamed by singling them out or putting them out of the classroom, and even going as far as to do actual physical punishment (if the school allows mild striking). The kids will