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Social learning theory is a theory of social behavior that proposes that new behaviors can be acquired by observing and imitating others. It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. [1]
The psychology of learning refers to theories and research on how individuals learn. There are many theories of learning. Some take on a more behaviorist approach which focuses on inputs and reinforcements. [1] [2] [3] Other approaches, such as neuroscience and social cognition, focus more on how the brain's organization and structure influence ...
Information processing theory is the approach to the study of cognitive development evolved out of the American experimental tradition in psychology. Developmental psychologists who adopt the information processing perspective account for mental development in terms of maturational changes in basic components of a child's mind. The theory is ...
Therefore, if talking about the current development of social pedagogy and social learning, the recent trend in term of learning in our society, is the use of social media and other forms of technology. On one side, if well designed within an educational framework, social media can surely help with the development of certain essential skills:
The term Social Information Processing Theory was originally titled by Salancik and Pfeffer in 1978. [4] They stated that individual perceptions, attitudes, and behaviors are shaped by information cues, such as values, work requirements, and expectations from the social environment, beyond the influence of individual dispositions and traits. [5]
The foundations of social cognitive theory come from Edwin B. Holt and Harold Chapman Brown's 1931 work Animal Drive and the Learning Process, an essay toward radical empiricism. This book theorizes that all animal action is based on fulfilling the psychological needs of "feeling, emotion, and desire."
The theory was proposed by Richard Schmidt in 1990. [1] The noticing hypothesis explains the change from linguistic input into intake and is considered a form of conscious processing. It is exclusive from attention and understanding, and has been criticized within the field of psychology and second language acquisition.
Ron Sun proposed a dual-process model of learning (both implicit learning and explicit learning). The model (named CLARION) re-interpreted voluminous behavioral data in psychological studies of implicit learning and skill acquisition in general. The resulting theory is two-level and interactive, based on the idea of the interaction of one-shot ...