Introduction
Learning is a continuous process and has proven to be an important aspect in the lives of human beings. By definition, Akers loosely describes learning as the process through which human beings gain knowledge, skills and expertise that can be applied in day-to-day endeavors (32).
Considering the importance of learning, theorists have over the years developed various models that try to explain how different individuals learn and the thought process behind each learning model. As such, these learning theories propose mechanisms that account for the changes that occur as a result of our learning experiences.
Learning theories such as the social and constructivist theories have resulted in the identification of mechanisms through which experiences in the environment would alter and sustain changes in behavior. These changes are of a relatively permanent nature and Akers and Gary affirm that the changes in human behavior are as a result of human being’s extensive capacity for learning (64).
Both these theories are among the most popular learning theories. They have been reviewed and applied in many areas and has helped in understanding how consequences can invariably affect or shape an individual’s learning. This study will utilize the assumptions forwarded by these theories to further our understanding in regards to the extent to which consequences derived from a behavior can shape our learning.
To this end, this discussion shall aim to answer the following question: Does a consequence have to follow behavior in order for any learning to occur? A scenario whereby these theories could be applied in real life situations will be given and a detailed description of how one would implement operant conditioning demonstrated.
Description of social and constructivist theories
MacKeracher asserts that learning refers to the content of thought or to what we acquire through the learning process and that learning styles explicitly refer to how we have acquired such knowledge or skill (74). Learning styles are achieved by combining a number of learning strategies to come up with particular learning styles. Individuals can implement several strategies of learning but often prefer to rely on the strategy they know best.
It is widely agreed by educators all over the world that individuals who actively engage in the learning process are likely to achieve greater success. This assertion is backed by numerous education literature which reveals that once individuals are engaged in a particular learning process that suits them, they feel empowered and their propensity for higher personal achievements significantly rises.
The significance of learning styles springs from the fact that “each individual has personally preferred strategies for processing information and for learning” (MacKeracher 79). It is these strategies that determine the manner in which an individual goes about the learning task.
The constructivist theory of learning is one of the most well-known and applicable models of experiential learning. While this theory is not specific to behavioral studies, its applicability in the consequence-behavior paradigm remains relevant. Mulligan & Griffin theorize that the reason why the constructivist theory is most applicable in deciphering learning is because it has been found successful in explaining how individuals learn.
This model argues for a “dialectical relationship between learner and environment in which two diametrically opposed modes of knowing provide the means through which we appropriate our experience and transform it” (Gelfand 17).
Scenario for learning theory Application
The case provided presents a classic example of a child whose underlying desires to have some chewing gum forces him to steal a packet after the caretaker refuses to buy them for him.
While the shop owner insists that spanking the child for the wrong done is the only solution that can guarantee deterrence from such an act, the caregiver argues that there are better and more effective ways of finding resolve in regards to the situation at hand.
Using the aforementioned theories as the basis for this debate, the caregiver can irrefutably support his stance against spanking. For example, in Bandura’s social learning theory, Bandura proposes that people often acquire their social skills through observation, imitation and modeling (Akers 18).
He states that in as much as we acquire intellect through class work, the social skills that we have are learnt from other people. As such, Ben’s actions can best be explained by the fundamental components behind this theory.
The first component of this theory is behavior potential. According to Bandura, this refers to the probability of adopting a particular behavior in a given situation. Behavior potential explores the likelihood of an individual to exhibit particular behaviors as a result of past experiences or behaviors and can be used to explain how habits are developed.
Considering Ben’s age, the likelihood of him behaving the way he did is very high because as a child, his desire for the chewing gum surpasses his perception of the risks or consequences that may arise if caught with the stolen gum.
As such, spanking him after being caught would only be viewed as a punishment for being caught and not for stealing. What this means is that the likelihood of Ben doing it again would remain high simply because he can reinvent his habits to ensure that he steals without being caught.
The second component is expectancy. Expectancy as explained by Bandura refers to the probability that a particular behavior will yield a desirable outcome. In this case, Ben’s decision to steal the gum was mainly influenced by the fact that the outcome would be favorable for him.
As such, since his expectancy was high in regards to attaining a favorable outcome, his confidence in relations to the outcome was boosted. This means that the likelihood that his stealing habits are to continue is relatively high.
Thirdly, Bandura argues that a behavior is strengthened by how desirable its outcome or consequence is. This assertion brings about the concept of reinforcement value. As such, if an individual considers the outcome of a behavior to be positive, then the behavior is likely to continue and invariably, sustain itself. However, if the consequence is negative, there is a high probability that the occurrence of the behavior will decrease.
The fourth and final component is the psychological situation. It is a known fact that people differ in regards to how they perceive and interpret situations. This concept lays a great foundation for the ‘locus of control’ concept. This concept refers to belief that an individual determines his/her life experiences.
There are two categories of this concept; the internal loci which focuses on the belief that individuals success or failure is as a result of their own efforts and the external loci which focuses on the belief that consequences and outcomes of a persons behaviors are controlled and shaped by other people. In the later case, factors such as fate, luck and destiny among others play a pivotal role.
Discussion
In light of the social learning theory, spanking Ben for his behavior would not be the most viable solution since it does not address the primary cause of his action. Using the explanation provided above, it is evident that stealing as a habit involves a series of thought processes and the mere fact that Ben was caught is enough to deter the habit since it is a negative consequence to the act.
In addition, Bandura asserts that learning of a behavior depends on the environment and social interactions. As such, the best solution would be to monitor these aspects and ensure that Ben associates himself with positive peers and is in an environment that offers positive reinforcement to good behavior. In so doing, the care giver will have deterred the undesired habit without necessarily applying any negative reinforcement or punishment.
Conclusion
This study set out to discuss one of the major learning theories; social learning model. To this end, a description of the theory of social learning and its functioning has been given.
Further on, a demonstration of how classical conditioning can be used in a practical situation to elicit desired behavior has also been provided. From the discussion, it is evident that spanking as a consequence for bad behavior may not suffice in shaping and facilitating positive change to an individual facing various social and environmental influences.
Works Cited
Akers, Ronald. Social learning and social structure: a general theory of crime and deviance. USA: Transaction Publishers, 2009. Print.
Akers, Ronald and Gary F. Jensen. Social Learning Theory and the Explanation of Crime. USA: Transaction Publishers, 2007. Print.
Gelfand, Donna. Social learning in childhood: readings in theory and application. New York: Brooks/Cole Pub. Co., 1975. Print.
MacKeracher, Dorothy. Making Sense of Adult Learning. Toronto: University of Toronto Press, 2004. Print.