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Recent Trends in Social Learning Theory offers a convenient overview of the state of social learning theory. This book is organized into six chapters. Chapter 1 provides a detailed discussion of the social learning theory, followed by an analysis of the theoretical views on the social reinforcement issue in Chapter 2. The contiguity theory of modeling and important role played by symbolic coding processes in imitation are described in Chapter 3. Chapter 4 elaborates the developmental analysis of imitation, while Chapter 5 outlines an empirical and theoretical overview of the status of punishment and its role in the development of self-control in children. The last chapter summarizes the contributions compiled in this text. This publication is recommended for students and professionals in child development and social and clinical psychology.
In these games, the prize is success in school—and life. Having good social skills doesn’t just affect classroom behavior—it’s the key to making learning stick. When students improve their self-regulation, social communication, and perspective-taking competencies, they are better prepared to challenge themselves academically, take on tough tasks, and collaborate with teachers and classmates to achieve real, lasting school success. And since these skills also improve life outside school, the benefits come full circle. Designed for both explicit instruction and "learning by doing," this practical guide provides hands-on activities that are easily adapted into any curriculum and can be used in general education, special education, after-school settings, and in the home. The design of each game keeps kids engaged and motivated, while educators benefit from clear, thorough explanations that unpack the complexities of social learning. Other behind-the-scenes features include: Evidence-based, teacher-tested lessons Anecdotes and real-world examples Links to relevant research Expansion ideas for applying learned skills to broader situations Templates and reproducibles for easy implementation This curated collection of activities puts social-learning theory into practice, helping even the most challenging children develop the social skills necessary for real success in school—and beyond.
Today, more people want to know how to make a meaningful difference to what they care about. But for that, traditional approaches to learning often fall short. In this book, we offer a theoretical and practical way forward. We introduce the concept of social learning spaces for developing both new capabilities and a sense of agency. We provide a rich framework for focusing on the value of social learning spaces: how to generate this value, monitor it, and learn iteratively through the process. The book is a useful extension and refinement of 'communities of practice' for those familiar with the theory. For those who are not, the chapters will lay out a new way to approach learning. This volume is written to serve the needs of readers across fields, including researchers, educators, and leaders in business, government, healthcare, and international development.
Written by experts in comparative, developmental, social, cognitive and cultural psychology, this book introduces the novel concept of affective social learning to help explain why what matters to us, matters to us. In the same way that social learning describes how we observe other people's behaviour to learn how to use a particular object, affective social learning describes how we observe other people's emotions to learn how to value a particular object, person or event. As such, affective social learning conceptualises the transmission of value from a given culture to a given person and reveals why the things that are so important to us can be of no consequence at all to others.
The increasing realization among behaviorists and psychologists is that many animals learn by observation as members of social systems. Such settings contribute to the formation of culture. This book combines the knowledge of two groups of scientists with different backgrounds to establish a working consensus for future research. The book is divided into two major sections, with contributions by a well-known, international, and interdisciplinary team which integrates these growing areas of inquiry. - Integrates the broad range of scientific approaches being used in the studies of social learning and imitation, and society and culture - Provides an introduction to this field of study as well as a starting point for the more experienced researcher - Chapters are succinct reviews of innovative discoveries and progress made during the past decade - Includes statements of varied theoretical perspectives on controversial topics - Authoritative contributions by an international team of leading researchers
Social learning theory has been called the dominant theory of crime and delinquency in the United States, yet it is often misrepresented. This latest volume in the distinguished Advances in Criminological Theory series explores the impact of this theory. Some equate it with differential association theory. Others depict it as little more than a micro-level appendage to cultural deviance theories. There have been earlier attempts to clarify the theory's unique features in comparison to other theories, and others have applied it to broader issues. These efforts are extended in this volume, which focuses on developing, applying, and testing the theory on a variety of criminal and delinquent behavior. It applies the theory to treatment and prevention, moving social learning into a global context for the twenty-first century. This comprehensive volume includes the latest work, tests, and theoretical advances in social learning theory and will be particularly helpful to criminologists, sociologists, and psychologists. It may also be of interest to those concerned with current issues relating to delinquency, drug use/abuse, and drinking/alcohol abuse.
The social learning theory of crime integrates Edwin H. Sutherland's diff erential association theory with behavioral learning theory. It is a widely accepted and applied approaches to criminal and deviant behavior. However, it is also widely misinterpreted, misstated, and misapplied.This is the fi rst single volume, in-depth, authoritative discussion of the background, concepts, development, modifications, and empirical tests of social learning theory. Akers begins with a personal account of Sutherland's involvement in criminology and the origins of his infl uential perspective. He then traces the intellectual history of Sutherland's theory as well as social learning theory, providing a comprehensive explanation of how each theory approaches illegal behavior. Akers reviews research on various correlates and predictors of crime and delinquency that may be used as operational measures of differential association, reinforcement, and other social learning concepts.Akers proposes a new, integrated theory of social learning and social structure that links group diff erences in crime to individual conduct. He concludes with a cogent discussion of the implications of social learning theory for criminology and public policy. Now available in paperback, with a new introduction by the author, this volume will be invaluable to professionals and for use in courses in criminology and deviance.
This book explores the potential of school dining halls as spaces of social learning through interactions between students and teachers. Schools, Food and Social Learning highlights the neglect of school dining halls in sociological research and the fact that so much can be gained from fostering interpersonal relations with other students and the school staff over meals. The book focuses primarily on social and life skills that students develop during lunch-hour meetings, modelling behaviors while eating and conversing in the school space known as the ‘restaurant’. With case studies based in the UK, the book takes a social constructivist approach to dealing with the tensions and challenges between the aims of the school – creating an eating space that promotes social values and encourages the development of social skills, and the activities of teachers and catering assistants of managing and providing food for many students daily. The book carries snippets of interviews with children, dining hall attendants, teachers, parents and the school leadership team, offering a new way of thinking about social learning for both scholars and students of Social Anthropology, Sociology, Social Policy, Food Policy, Education Studies and Childhood Studies.