Social Learning Theory (Education)

Explained in full by Bandura (1977), this perspective proposes two ideas. First, much of our learning involves others. We can watch and learn (vicarious learning), we can be guided or instructed by others while we are learning (guided participation), and we can be influenced by others to learn or while learning (social persuasion). The second aspect of social learning theory is its emphasis on the continuous and reciprocal relationship between cognitive and behavioral learning within a social environment. Within the social context, several learning theories may be applied. Information process theory focuses on the mechanics of learning through attention (through the sensory register), the analysis and labeling of new information (working memory), and the cataloging and storage of that information (long-term memory). On the other hand, cognitive emphasis may be derived from the stage theory of Piaget, where social cues are perceived differently at different stages because of variations in developmental cognitive capacity or ability.

Alternatively, learning may be examined through the social-cognitive theory of Vygotsky (1978), through the mechanisms of actual development (what a person can already do), potential development (what capability of learning or doing the person has), and proximal development (what the person could learn to do with instruction or intervention by a tutor or mentor). Vygotsky proposed that the social context of learning provides scaffolding (cognitive support, such as demonstrating a process or reviewing steps) or cognitive apprenticeship (thinking through, problem solving, planning ahead, or supervised self-monitoring).

Although all social learning theory involves behav ioral and cognitive interaction with others, behavioral theory may also be applied because it involves a system of reinforcement, whereby correct or expected behaviors are positively reinforced and undesirable or incorrect responses are punished or ignored.

Bandura posited that the most common and powerful aspect of environment is the social aspect, or the presence, contributions, and influence of the persons in that environment. As demonstrated, any cognitive application can be made within this social context of learning. For more information, see Bandura (1977), Piaget (1972), and Vygotsky (1978).