Developmental Methods for Studying Social Learning

2013 ◽  
Author(s):  
William Hoppitt ◽  
Kevin N. Laland
Keyword(s):  
Social Learning ◽  
Observational Data ◽  
Process Modeling ◽  
Developmental Process ◽  
Social Influences ◽  
Social Experience ◽  
Experimental Manipulation ◽  
The Social ◽  
Translocation Experiments

This chapter describes developmental methods for studying social learning. Developmental approaches can be broadly divided into two types. The first type includes approaches that involve collecting observational data on the development of a trait and the opportunities that arise for social learning, as well as attempting to infer the role of social learning. The second consists of developmental methods that involve experimental manipulations. The chapter begins by discussing some of the methods that have been applied to observational data on the development of traits in order to elucidate the social influences on development. In particular, it considers approaches for describing the developmental process, modeling the probability of acquisition and time of acquisition, modeling the proficiency of trait performance, and modeling option choice. The chapter also evaluates the limitations of observational data and concludes with an overview of experimental manipulation methods, including diffusion experiments, manipulation of social experience, and translocation experiments.

scholarly journals THE ROLE OF THE FAMILY FOR GAINING SOCIAL EXPERIENCE AND ACQUIRING BEHAVIORAL MODELS AT PRE-SCHOOL AGE

2018 ◽  
Vol 28 (3) ◽  
pp. 915-919
Author(s):  
Krasimira Stefanova Petrova
Keyword(s):  
Social Environment ◽  
Modern Society ◽  
Research Problem ◽  
Social Experience ◽  
Educational Process ◽  
School Age ◽  
The Social ◽  
The Family ◽  
The Impact

Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.

scholarly journals The Influence of Parental Perfectionism and Parenting Styles on Child Perfectionism

Children ◽  
2021 ◽  
Vol 8 (9) ◽  
pp. 777
Author(s):  
Cláudia Carmo ◽  
Diana Oliveira ◽  
Marta Brás ◽  
Luís Faísca
Keyword(s):  
Social Learning ◽  
Parenting Styles ◽  
Empirical Support ◽  
Learning Model ◽  
Self Report ◽  
Childhood Experiences ◽  
Perceived Parenting ◽  
Authoritarian Parenting ◽  
The Social

Perfectionism is a significant transdiagnostic process related to the development and maintenance of several psychological disorders. The main models of the development of perfectionism focus on early childhood experiences and postulate that parental relation is an important factor for understanding this construct in children. The purpose of this study was to examine the relationship between child and parental perfectionism, seeking to evaluate the empirical support of the Social Learning Model and the Social Expectations Model and children’s perception of parenting styles. The present study included 119 children (51.2% girls, Mage = 11.67 years) and their parents. Data were collected through administration of several self-report measures. The results show a relationship between the majority of the same parent and child perfectionism dimensions, thus providing supportive evidence for the Social Learning Model. Concerning the analysis of the role of gender in the transmission of perfectionism, observed fathers’ perfectionism only relates with the sons’ perfectionism, and mothers’ perfectionism relates with daughters’ perfectionism. Our findings allow for a deeper understanding of the role of the perception of an authoritarian parenting style in the development of maladaptive perfectionism. Mother and fathers’ perceived parenting styles contribute more to daughter than son perfectionism. The results contribute to expanding the understanding of the role of parental factors in the development of perfectionism.

scholarly journals Peran Model Social Learning Dalam Meningkatkan Kompetensi Petani Garam di Kabupaten Pamekasan

Simulacra ◽  
2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Umi Hanik ◽  
Mutmainah Mutmainah
Keyword(s):  
Qualitative Research ◽  
Social Learning ◽  
Personal Characteristics ◽  
Self Concept ◽  
Research Approach ◽  
Learning Models ◽  
The Social ◽  
Helping Others ◽  
Depth Interviews

<em>This study aims to determine the role of social learning models in improving the competency of salt farmers in Pamekasan Regency. The research approach used is qualitative research with grounded theory. Data collection techniques using depth interviews, observation and documentation studies. The results of the study showed that increasing the competency of salt farmers through social learning models was carried out by presenting examples of behavior from aspects: 1) knowledge (knowledge); 2) skills (skills); 3) self concept; 4) personal characteristics (traits); and 5) motives (motives). The role of the social learning model for increasing salt farmers in Pamekasan Regency is: 1) to increase knowledge so that farmers have several alternative ways to make salt to produce quality; 2) developing the competency of salt farmers through the delivery of information; 3) foster an attitude of helping others; and 4) fostering a cooperative attitude towards outside parties who wish to establish cooperation.</em>

Resistance Is Futile

2021 ◽  
pp. 166-173
Author(s):  
Kristen Ghodsee ◽  
Mitchell A. Orenstein
Keyword(s):  
Social Life ◽  
Home Country ◽  
Political Activism ◽  
Social Experience ◽  
Economic Conditions ◽  
Political Movements ◽  
Economic Instability ◽  
The Social ◽  
Market Capitalism

Chapter 14 explains the factors that prevented popular response against the corruption and economic instability brought on by transitional reforms. It points out that neoliberal atomization of social experience, coupled with economic instability, made social and political activism too costly for those who lived on the knife’s edge. The chapter also shows the importance of growing religious, ethnic, and nationalist movements as forging identity groups that were resistant to internal disputes. It further explores the role of mass out-migration in giving those who were dissatisfied with the social or economic conditions in their home country a route for seeking a better life elsewhere rather than engaging in subversive political movements. The speed and severity of the shift, as well as optimistic beliefs about market capitalism, had substantial effects on individuals’ psychosocial understanding of political and social life that prevented them from engaging in alternate political movements.

Social Learner Decision Making

2017 ◽  
Author(s):  
Carter Rees ◽  
L. Thomas Winfree
Keyword(s):  
Decision Making ◽  
Social Learning ◽  
Social Learning Theory ◽  
Statistical Models ◽  
Research Agenda ◽  
Relevant Literature ◽  
Matching Law ◽  
Learning Theories ◽  
The Social

Social learning theory is one of the leading theories in the field of criminology. This chapter provides an overview of the role of choice and human agency within the theoretical framework of social learning and their integrative importance for understanding delinquency and crime. Emphasis is placed on research stemming from Herrnstein’s matching law, choice allocation, and statistical models of social learning as applied to social networks. The chapter provides a unifying discussion of choice-based theories of behavior, elaborates on existing statistical models used to test these choice-based and social learning theories, and suggests topics for an innovative research agenda grounded in the relevant literature. In addition, the chapter articulates a research agenda that will help researchers further promote empirical and theoretical advancements in the social learning tradition of criminology.

Comparative lessons

2021 ◽  
pp. 166-195
Author(s):  
Eileen Keller
Keyword(s):  
Public Policy ◽  
Social Learning ◽  
Policy Making ◽  
Main Argument ◽  
Learning Framework ◽  
The Social ◽  
The Us ◽  
Competing Hypotheses ◽  
Crisis Responses

This chapter takes stock of the previous chapters and discusses the findings. It summarizes the book’s main argument and examines the nature of social learning with respect to true learning, the institutional dispositions in place, the role of politics, and contingency. The validity of the argument is discussed using Bayesian updating, presenting additional evidence that confirms the findings in a comparative perspective and in the light of competing hypotheses. The relevance of the social learning framework is demonstrated by applying it to the British and the US-American crisis responses and to differing outcomes on bank structural reform. The chapter closes with a brief discussion of the theoretical merits of social learning for ideational scholarship in institutional analysis, public policy-making, and economic sociology.

scholarly journals [RETRACTED:] Proses Relasi Gender Pada Single Parent dalam Membentuk Identitas Gender Anak

2021 ◽  
pp. 239-252
Author(s):  
Camelia Arni Minandar ◽  
Siti Komariah ◽  
Tutin Aryanti
Keyword(s):  
Social Learning ◽  
Gender Identity ◽  
Identity Formation ◽  
Learning Process ◽  
Gender Norms ◽  
Single Parents ◽  
Single Parent ◽  
Double Burden ◽  
The Social

[This article is retracted because the authors have already submitted and published it elsewhere. The authors submitted it to another journal while the article was in the editorial process of Yinyang: Jurnal Studi Islam Gender dan Anak.] [Editor-in-chief: Vivi Ariyanti] ******************************    The problem of the status of being a single parent who experiences a change in role and has a double burden in the formation of a child’s gender identity, becomes a separate difficulty for single parents. The formation of gender identity itself is an important part of recognizing the concept of gender as a boy (masculine) or female (feminine) which is influenced by biological, social and cognitive factors during the socialization process of their parents. To describe this situation, this research study focuses on examining how gender relations between children and single parents of different sexes provide an understanding of children’s gender identity using social learning theory. In this study, a qualitative approach was used based on a critical review of the literature, both theoretical and empirical. The results showed that, the process of forming a gender identity in the socialization stage was considered to be an imbalance in the social learning process of gender identity. The domination of gender norms when the socialization of gender identity formation obscures the role of one gender, so that the meaning of gender is considered biased. The results showed that in single parent families, there tends to be an imbalance in the social learning process of gender identity because of the vacuum of gender roles. The domination of gender norms during the socialization of gender identity formation can obscure the role of one gender, so that the meaning of gender is considered biased.

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