Cognitive Processes in Social Learningssamal/edps961/poster_suraj.pdf · Cognitive Processes in...
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Cognitive Processes in Social Learning Literature Review Suraj Ketan Samal ([email protected]) . . Questions . . . . • What is Social Cognition? What mental processes are involved in social learning(e.g. interaction, observation and modeling)? • What role does WM,LTM and cognitive load play in social learning? • Can social learning be enhanced through cognitive strategies and better use of cognitive resources, especially WM? Figure 1: How does Social Learning occur ? Historical View . • Social learning known to be more of vicarious (learning by observing/ imitating) rather than enactive (learning by doing). • Instinctive: Very early researchers believed social learning was instinctive and solely responsible for socialization (James & Trade,1903). • Classical Conditioning: Some researchers used classical conditioning to explain imitative behavior. A child is classically conditioned to produce the word on seeing the adult produce it and whenever the object or event appears in his environment. (Humphrey, 1921) • Latent learning: Observational learning in the absence of goal or reinforcement (Tolman and Honzlik,1930). Students learn skimming passages when working on reading assignments and may later use this skill elsewhere. One might learn various routes in the town by driving to work everyday and this learning may come apparent only when locating any other location (eg: a shopping mall) on the way to work. • Instrumental View: Learning through imitation includes a motivated subject who is positively reinforced for matching the model’s behavior using a series of trial and error responses.(Miller and Dollard,1941) • Social Learning Theory: Learning occurs through observation, retention, reproduction and motivation.(Bandura & Walters, 1963). Observation can lead to learning of new responses, strengthen/weaken existing ones and elicit previously learned responses through perceiving. Figure 2: Imitation of aggressive behavior in Bandura’s observational learning experiments. Bandura’s Social Cognitive Theory(1986) . Figure 3: Bandura’s theory of reciprocal determinism. • Emphasized the role of cognitive and affective events in social learning. • Triadic interaction between behavioral, personal and environmental factors influences shapes human behavior. • Key personal factors include self-efficacy and outcome expectancy. Contemporary Research . • Dual Process View (Automated vs Controlled): Social interactions deemed to be highly automatic and characterized by lack of awareness, intention, control and mental effort.(Lakin, 2006, Bargh, 1994) • Encoding/Decoding processes (e.g imitation, observation, emotional expression, building rapport , prejudice) use little or no working memory and are extremely fast.(Greene et al, 2008, Evans et al, 2013) • People are not consiously aware that they imitate behaviors of others. Facial expressions are often instantaneous and uncontrolled. People build rapport by mimicking others without intention, control or conscious awareness.(Lakin,2006) Figure 4: Social Cognitive processes are highly automated. • People often develop efficient strategies to process information through conscious awareness thereby disrupting automaticity.(Lakin,2006) • Social cognition is also affected by many other factors including culture, personality, situational constraints, goals and interpersonal expectancies.(Patterson,2001) Social Cognitive Neuroscience View . • Separate brain regions are involved in automated vs controlled processes(Spunt et al, 2013). The mirror neuron system is responsible for automated processes and is unaffected by varying cognitive load. The mentalizing system is known to support controlled, conscious behavior and its performance is affected by varying cognitive load(Spunt et al, 2013; Greene et al, 2008) . Figure 5: Social Cognition: From Cognitive Neuroscience perspective. • Cognitive processes in social information processing are multidimensional (operating in four dimensions): awareness, efficiency, intentionality and controllability and have a automaticity profile across all four dimensions. (Spunt et al 2014; Spunt, 2015) References . [1] Bandura, A., & Walters, R. H. (1963). Social learning and personality development (Vol. 14). New York: Holt, Rinehart and Winston.. [2] Bargh, J. A. (1994). The four horsemen of auto-maticity: Awareness, intention, efficiency and control in social cognition. In R. S.Wyer & T. K. Srull (Eds.), Handbook of social cognition (2nd ed., pp. 1-40). Hillsdale, NJ: Erlbaum. [3] Evans, J. S. B., & Stanovich, K. E. (2013). Dual-process theories of higher cognition advancing the debate. Perspectives on psychological science, 8(3), 223-241. [4] Greene, J. D., Morelli, S. A., Lowenberg, K., Nystrom, L. E., & Cohen, J. D. (2008). Cognitive load selectively interferes with utilitarian moral judgment.Cognition, 107(3), 1144-1154. [5] Lakin, J. L. (2006). Automatic cognitive processes and nonverbal communication. The Sage handbook of nonverbal communication, 59-77. [6] Spunt, R. P., & Lieberman, M. D. (2013). The busy social brain evidence for automaticity and control in the neural systems supporting social cognition and action understanding. Psychological Science, 24(1), 80-86. [7] Spunt R.P. (2015) Dual-Process Theories in Social Cognitive Neuroscience. In: Arthur W. Toga, editor. Brain Mapping: An Encyclopedic Reference, vol. 3, pp. 211-215. Academic Press: Elsevier. [8] All images retrieved from various webpages. For details, contact [email protected].
Transcript of Cognitive Processes in Social Learningssamal/edps961/poster_suraj.pdf · Cognitive Processes in...
Cognitive Processes in Social LearningLiterature Review
Suraj Ketan Samal ([email protected])
.
.Questions.
.
.
.
• What is Social Cognition? Whatmental processes are involved in sociallearning(e.g. interaction, observationand modeling)?
• What role does WM,LTM andcognitive load play in social learning?
• Can social learning be enhancedthrough cognitive strategies and better useof cognitive resources, especially WM?
Figure 1: How does Social Learning occur ?
Historical View. .
• Social learning known to be more of vicarious (learning by observing/ imitating) rather thanenactive (learning by doing).
• Instinctive: Very early researchers believed social learning was instinctive and solelyresponsible for socialization (James & Trade,1903).
• Classical Conditioning: Some researchers used classical conditioning to explain imitativebehavior. A child is classically conditioned to produce the word on seeing the adult produceit and whenever the object or event appears in his environment. (Humphrey, 1921)
• Latent learning: Observational learning in the absence of goal or reinforcement (Tolmanand Honzlik,1930). Students learn skimming passages when working on reading assignmentsand may later use this skill elsewhere. One might learn various routes in the town by drivingto work everyday and this learning may come apparent only when locating any other location(eg: a shopping mall) on the way to work.
• Instrumental View: Learning through imitation includes a motivated subject who ispositively reinforced for matching the model’s behavior using a series of trial and errorresponses.(Miller and Dollard,1941)
• Social Learning Theory: Learning occurs through observation, retention, reproductionand motivation.(Bandura & Walters, 1963). Observation can lead to learning of newresponses, strengthen/weaken existing ones and elicit previously learned responses throughperceiving.
Figure 2: Imitation of aggressive behavior in Bandura’s observational learning experiments.
Bandura’s Social Cognitive Theory(1986). .
Figure 3: Bandura’s theory of reciprocal determinism.
• Emphasized the role of cognitive and affective events in social learning.• Triadic interaction between behavioral, personal and environmental factors influences shapes
human behavior.• Key personal factors include self-efficacy and outcome expectancy.
Contemporary Research. .
• Dual Process View (Automated vs Controlled): Social interactions deemed to behighly automatic and characterized by lack of awareness, intention, control and mentaleffort.(Lakin, 2006, Bargh, 1994)
• Encoding/Decoding processes (e.g imitation, observation, emotional expression, buildingrapport , prejudice) use little or no working memory and are extremely fast.(Greene et al,2008, Evans et al, 2013)
• People are not consiously aware that they imitate behaviors of others. Facial expressions areoften instantaneous and uncontrolled. People build rapport by mimicking others withoutintention, control or conscious awareness.(Lakin,2006)
Figure 4: Social Cognitive processes are highly automated.
• People often develop efficient strategies to process information through conscious awarenessthereby disrupting automaticity.(Lakin,2006)
• Social cognition is also affected by many other factors including culture, personality,situational constraints, goals and interpersonal expectancies.(Patterson,2001)
Social Cognitive Neuroscience View. .
• Separate brain regions are involved in automated vs controlled processes(Spunt et al, 2013).The mirror neuron system is responsible for automated processes and is unaffected byvarying cognitive load. The mentalizing system is known to support controlled, consciousbehavior and its performance is affected by varying cognitive load(Spunt et al, 2013; Greeneet al, 2008) .
Figure 5: Social Cognition: From Cognitive Neuroscience perspective.
• Cognitive processes in social information processing are multidimensional (operating in fourdimensions): awareness, efficiency, intentionality and controllability and have a automaticityprofile across all four dimensions. (Spunt et al 2014; Spunt, 2015)
References. .
[1] Bandura, A., & Walters, R. H. (1963). Social learning and personality development (Vol. 14). New York: Holt,Rinehart and Winston..
[2] Bargh, J. A. (1994). The four horsemen of auto-maticity: Awareness, intention, efficiency and control in socialcognition. In R. S.Wyer & T. K. Srull (Eds.), Handbook of social cognition (2nd ed., pp. 1-40). Hillsdale, NJ:Erlbaum.
[3] Evans, J. S. B., & Stanovich, K. E. (2013). Dual-process theories of higher cognition advancing the debate.Perspectives on psychological science, 8(3), 223-241.
[4] Greene, J. D., Morelli, S. A., Lowenberg, K., Nystrom, L. E., & Cohen, J. D. (2008). Cognitive load selectivelyinterferes with utilitarian moral judgment.Cognition, 107(3), 1144-1154.
[5] Lakin, J. L. (2006). Automatic cognitive processes and nonverbal communication. The Sage handbook ofnonverbal communication, 59-77.
[6] Spunt, R. P., & Lieberman, M. D. (2013). The busy social brain evidence for automaticity and control in theneural systems supporting social cognition and action understanding. Psychological Science, 24(1), 80-86.
[7] Spunt R.P. (2015) Dual-Process Theories in Social Cognitive Neuroscience. In: Arthur W. Toga, editor. BrainMapping: An Encyclopedic Reference, vol. 3, pp. 211-215. Academic Press: Elsevier.
[8] All images retrieved from various webpages. For details, contact [email protected].
