Social learning theory proposes that people learn through observation of and interaction with others in their environment. If people observe positive outcomes from a behavior, they are more likely to adopt that behavior. Key aspects of social learning theory include attention, retention, reproduction of behaviors, and motivation to adopt behaviors. Social learning theory has been applied in criminology to explain deviant behavior, and in education through techniques like guided participation and scaffolding learning.
Laddernet: Multi-Path Networks Based On U-Net For Medical Image Segmentation Juntang Zhuang Biomedical Engineering, Yale University, New Haven, CT, USA
Social learning theory proposes that people learn through observation of and interaction with others in their environment. If people observe positive outcomes from a behavior, they are more likely to adopt that behavior. Key aspects of social learning theory include attention, retention, reproduction of behaviors, and motivation to adopt behaviors. Social learning theory has been applied in criminology to explain deviant behavior, and in education through techniques like guided participation and scaffolding learning.
Social learning theory proposes that people learn through observation of and interaction with others in their environment. If people observe positive outcomes from a behavior, they are more likely to adopt that behavior. Key aspects of social learning theory include attention, retention, reproduction of behaviors, and motivation to adopt behaviors. Social learning theory has been applied in criminology to explain deviant behavior, and in education through techniques like guided participation and scaffolding learning.
Social learning theory proposes that people learn through observation of and interaction with others in their environment. If people observe positive outcomes from a behavior, they are more likely to adopt that behavior. Key aspects of social learning theory include attention, retention, reproduction of behaviors, and motivation to adopt behaviors. Social learning theory has been applied in criminology to explain deviant behavior, and in education through techniques like guided participation and scaffolding learning.
Social learning theory or SLT is the theory that people learn new
behavior through overt reinforcement or punishment, or via
observational learning of the social factors in their environment. If people observe positive, desired outcomes in the observed behavior, then they are more likely to model, imitate, and adopt the behavior themselves. Theory Social learning theory is derived from the work of Cornell Montgomery !"#$%!&'#( which proposed that social learning occurred through four main stages of limitation) close contact, imitation of superiors, understanding of concepts, role model behaviour It consists of $ parts observing, imitating, and reinforcements *ulian +otter moved away from theories based on psychosis and behaviourism, and developed a learning theory. In Social Learning and Clinical ,sychology !&-#(, +otter suggests that the effect of behaviour has an impact on the motivation of people to engage in that specific behaviour. ,eople wish to avoid negative conse.uences, while desiring positive results or effects. If one e/pects a positive outcome from a behaviour, or thinks there is a high probability of a positive outcome, then they will be more likely to engage in that behaviour. The behaviour is reinforced, with positive outcomes, leading a person to repeat the behaviour. This social learning theory suggests that behaviour is influenced by these environmental factors or stimulus, and not psychological factors alone. 0!1 2lbert 3andura !&44( 051 e/panded on +otter6s idea, as well as earlier work by Miller 7 8ollard !&#!(, 0$1 and is related to social learning theories of 9ygotsky and Lave. This theory incorporates aspects of behavioural and cognitive learning. 3ehavioural learning assumes that people6s environment surroundings( cause people to behave in certain ways. Cognitive learning presumes that psychological factors are important for influencing how one behaves. Social learning suggests a combination of environmental social( and psychological factors influence behaviour. Social learning theory outlines three re.uirements for people to learn and model behaviour include attention) retention remembering what one observed(, reproduction ability to reproduce the behaviour(, and motivation good reason( to want to adopt the behaviour. Criminology In criminology, +onald 2kers and +obert 3urgess !&::( developed social learning theory to e/plain deviancy by combining variables which encouraged delin.uency e.g. the social pressure from delin.uent peers( with variables that discouraged delin.uency e.g. the parental response to discovering delin.uency in their children(. The first two stages were used by ;dwin Sutherland in his 8ifferential 2ssociation Theory. Sutherland<s model for learning in a social environment depends on the cultural conflict between different factions in a society over who has the power to determine what is deviant. 3ut his ideas were difficult to put into operation and measure .uantitatively. 3urgess, a behavioral sociologist, and 2kers revised Sutherland<s theory and included the idea of reinforcement, which increases or decreases the strength of a behavior, and applied the principles of =perant ,sychology, which holds that behavior is a function of its conse.uences and can be really bad in some cases.,fohl, !&&#(. >unctionalism had been the dominant paradigm but, in the !&:'s, there was a shift towards Social Control Theories, Conflict Criminology, and Labeling Theories that tried to e/plain the emerging and more radical social environment. Moreover, people believed that they could observe behavior and see the process of social learning, e.g., parents watched their own children and saw the influence of other children on their own? they could also see what kind of affect they had on their own children, i.e. the processes of differential association and reinforcement. The conservative political parties were advocating an increase in punishment to deter crime. @nlike Labeling Theory, Social Learning Theory actually supports the use of punishment which translates into longer sentences for those convicted, and helps to e/plain the increase in the prison population that began in the early !&4's Livingston, !&&:(. @nlike situational crime prevention, the theory ignores the opportunistic nature of crime *effery, !&&') 5:!%5(. To learn one must first observe criminal behavior, but where was this behavior learnedA The theory does e/plain how criminal behavior is Btransmitted< from one person to an animal, which can e/plain increases in types of crimes, but it does not consider how criminal acting can be prevented *effery, !&&') 5-5( although it may be fairly assumed that the processes of learning behaviors can be changed. There is also a definite problem. Chat may be reinforcement for one person may not be for another. 2lso, reinforcements can be both social involving attention and behavior between more than one person, and non%social reinforcement would not involve this interaction 3urgess 7 2kers) !&::( Social Learning Theory has been used in mentoring programs that should, in theory, prevent some future criminal behavior. The idea behind mentoring programs is that an adult is paired with a child, who supposedly learns from the behavior of the adult and is positively reinforced for good behavior *ones%3rown, !&&4(. In the classroom, a teacher may use the theory by changing the seating arrangements to pair a behaving child and a misbehaving child, but the outcome may be that the behaving child begins to be very bad. Serial Murder and Social Learning Theory Dale 0#1 !&&$( applied the social learning theory to serial murder using case studies, and he claimed that serial murder can be learned. The social learning theory suggests that people learn new behavior through punishment and rewards. Dale argued that serial murderers must go through some humiliating e/perience in the early development of their life Singer and Densley, 5''#(. 3ut the serial murderer goes through a different process because most children go through some sort of humiliation during their life. The child who becomes a serial killer is often introduced to a humiliating e/perience, and cannot distinguish between a rewarding and non rewarding e/perience, which is part of the social learning theory. This causes the child to look at certain situations in a negative way, causing the child to become frustrated. Chen the individual becomes frustrated from a humiliating e/perience from the past, the individual then choose vulnerable outlets for their aggression Singer and Densley, 5''#( 0-1 . The child learns to e/pect humiliation or a negative situation from the past, which then causes frustration or aggression. Case ;/amples) ;d Eein was humiliated early in his life and later turned his aggression out on others. Eein was controlled by his mother, and reFected by his father as a child, and was often abused Dale, !&&$(. Ted 3undy chose his victims based on the resemblance to a former girlfriend who had broken their marriage engagement Dale, !&&$(. 8avid 3erkowitG had a sense of reFection stemmed from being adopted, and it was said he felt reFected and humiliated by the world. In this case, 3erkowitG turned to fire starting the vent his frustration as a child. Later in his life, 3erkowitG obtained a se/ual transmitted disease which created more hatred for women, which he would later turn to kill random women >ishman, 5'':( 0:1 . In all of these instances the serial killer was presented with some form of humiliation as a child, and learned to vent their anger through aggression. Applications The applications of social learning theory have been important in the history of education policies in the @nited States. The Gone of pro/imal development is used as a basis for early intervention programs such as Dead Start. Social learning theory can also be seen in the T9 and movie rating system that is used in the @nited States. The rating system is designed to all parents to know what the programs that their children are watching contain. The ratings are based on age appropriate material to help parents decide if certain content is appropriate for their child to watch. Some content may be harmful to children who do not have the cognitive ability to process certain content, however the child may model the behaviors seen on T9. Euided participation is seen in schools across the @nited States and all around the world in language classes when the teacher says a phrase and asks the class to repeat the phrase. The other part to guided participation is when the student goes home and practices on their own. Euided participation is also seen with parents who are trying to teach their own children how to speak. ,ortraitising is another techni.ue that is used widely across the @nited States. Most academic subFects take advantage of portraitising , however mathematics is one of the best e/amples. 2s students move through their education they learn skills in mathematics that they will build on throughout their scholastic careers. 2 student who has never taken a basic math class and does not understand the principles of addition and subtraction will not be able to understand algebra. The process of learning math is a portraitising techni.ue because the knowledge builds on itself over time. References !. ^ +otter, *. 3. !&#-(. Social Learning and Clinical ,sychology. ,rentice%Dall. 5. ^ 3andura, 2. !&44(. Social Learning Theory. Eeneral Learning ,ress. $. ^ Miller, H. 7 8ollard, *. !&#!(. Social Learning and Imitation. Iale @niversity ,ress. #. ^ Dale, +obert. !&&$(. The 2pplication of Learning Theory to Serial Murder. 2merican *ournal of Criminal *ustice. 9ol !4 5(, $4%#-. -. ^ Densley, C. 7 Singer, S. 5''#(. 2pplying Social Learning Theory to Childhood and 2dolescent >iresetting) Can it Lead to Serial MurderA International *ournal of =ffender Therapy and Comparative Criminology. 9ol #" #(, #:!%#4:. :. ^ >ishman, Steve. 5'':(. The 8evil in 8avid 3erkowitG. Hew Iork) Hew Iork. 9ol $&$5(, $5% #'. Social Learning Theory from notes on =rmond6s Duman Learning 0ref) =rmrod, *.;. !&&&(. Duman learning $rd ed.(. @pper Saddle +iver, H*) ,rentice%Dall.1 Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. 2mong others Albert Bandura is considered the leading proponent of this theory. General principles of social learning theory follos! !. ,eople can learn by obser"ing the behavior is of others and the outcomes of those behaviors. 5. Learning can occur ithout a change in behavior. 3ehaviorists say that learning has to be represented by a permanent change in behavior, in contrast social learning theorists say that because people can learn through obser"ation alone, their learning may not necessarily be shown in their performance. Learning may or may not result in a behavior change. $. Cognition plays a role in learning. =ver the last $' years social learning theory has become increasingly cogniti"e in its interpretation of human learning. 2wareness and e/pectations of future reinforcements or punishments can have a maFor effect on the behaviors that people e/hibit. #. Social learning theory can be considered a bridge or a transition between behaviorist learning theories and cognitive learning theories. #o the en"ironment reinforces and punishes modeling! ,eople are often reinforced for modeling the behavior of others. 3andura suggested that the en"ironment also reinforces modeling. This is in se"eral possible ays! !, The observer is reinforced by the model. >or e/ample a student who changes dress to fit in with a certain group of students has a strong likelihood of being accepted and thus reinforced by that group. 5. The observer is reinforced by a third person. The observer might be modeling the actions of someone else, for e/ample, an outstanding class leader or student. The teacher notices this and compliments and praises the observer for modeling such behavior thus reinforcing that behavior. $. The imitated beha"ior itself leads to reinforcing conse.uences. Many behaviors that we learn from others produce satisfying or reinforcing results. >or e/ample, a student in my multimedia class could observe how the e/tra work a classmate does is fun. This student in turn would do the same e/tra work and also receive enFoyment. #. Conse.uences of the model<s behavior affect the observers behavior "icariously. This is known as vicarious reinforcement. This is where in the model is reinforced for a response and then the obser"er shos an increase in that same response. 3andura illustrated this by having students watch a film of a model hitting a inflated clon doll. =ne group of children saw the model being praised for such action. Cithout being reinforced, the group of children began to also hit the doll . Contemporary social learning perspecti"e of reinforcement and punishment! !. Contemporary theory proposes that both reinforcement and punishment have indirect effects on learning. They are not the sole or main cause. 5. +einforcement and punishment influence the e/tent to which an individual e/hibits a behavior that has been learned. $. The expectation of reinforcement influences cogniti"e processes that promote learning. Therefore attention pays a critical role in learning. 2nd attention is influenced by the e/pectation of reinforcement. 2n e/ample would be, where the teacher tells a group of students that what they ill study next is not on the test. Students will not pay attention, because they do not e/pect to know the information for a test. Cogniti"e factors in social learning! Social learning theory has cognitive factors as well as behaviorist factors actually operant factors(. !. Learning without performance) 3andura makes a distinction between learning through obser"ation and the actual imitation of what has been learned. 5. Cognitive processing during learning) Social learning theorists contend that attention is a critical factor in learning. $. ;/pectations) 2s a result of being reinforced, people form e/pectations about the conse$uences that future behaviors are likely to bring. They e/pect certain behaviors to bring reinforcements and others to bring punishment. The learner needs to be aare however, of the response reinforcements and response punishment. +einforcement increases a response only when the learner is aware of that connection. #. +eciprocal causation) 3andura proposed that behavior can influence both the environment and the person. In fact each of these three "ariables, the person, the behavior, and the environment can have an influence on each other. -. Modeling) There are different types of models. There is the li"e model, and actual person demonstrating the behavior. There can also be a symbolic model, which can be a person or action portrayed in some other medium, , such as television, videotape, computer programs. Beha"iors that can be learned through modeling! Many behaviors can be learned, at least partly, through modeling. ;/amples that can be cited are, students can watch parents read, students can watch the demonstrations of mathematics problems, or seen someone acting bravely and a fearful situation. Aggression can be learned through models. Much research indicate that children become more aggressive when they observed aggressive or violent models. Moral thinking and moral beha"ior are influenced by observation and modeling. This includes moral %udgments regarding right and wrong which can in part, develop through modeling. Conditions necessary for effecti"e modeling to occur! 3andura mentions four conditions that are necessary before an individual can successfully model the behavior of someone else) !. 2ttention) the person must first pay attention to the model. 5. +etention) the observer must be able to remember the behavior that has been observed. =ne way of increasing this is using the techni.ue of rehearsal. $. Motor reproduction) the third condition is the ability to replicate the behavior that the model has Fust demonstrated. This means that the observer has to be able to replicate the action, which could be a problem with a learner who is not ready developmentally to replicate the action. >or e/ample, little children have difficulty doing comple/ physical motion. #. Motivation) the final necessary ingredient for modeling to occur is moti"ation, learners must want to demonstrate what they have learned. +emember that since these four conditions vary among individuals, different people will reproduce the same behavior differently. &ffects of modeling on beha"ior! Modeling teaches ne behaviors. Modeling influences the fre$uency of previously learned behaviors. Modeling may encourage previously forbidden behaviors. Modeling increases the fre$uency of similar behaviors. >or e/ample a student might see a friend e/cel in basketball and he tries to e/cel in football because he is not tall enough for basketball. Self efficacy! ,eople are more li'ely to engage in certain behaviors when they believe they are capable of e/ecuting those behaviors successfully. This means that they will have high self%efficacy. In layman6s terms self%efficacy could be looked as self confidence towards learning.
#o self(efficacy affects beha"ior! )oy of activities) individuals typically choose activities they feel they will be successful in doing. &ffort and persistence) individuals will tend to put more effort end activities and behaviors they consider to be successful in achieving. Learning and achie"ement) students with high self%efficacy tend to be better students and achieve more. *actors in the de"elopment of self efficacy! In general students typically have a good sense of what they can and cannot do, therefore they have fairly accurate opinions about their own self%efficacy. In my multimedia program, the challenge is to increase student self%efficacy. There are many factors which affect self efficacy. Some of these factors can be? previous successes and failures, messages received from others, and successes and failures of others. Hote example of 2CS and Cliff 7 9anessa. Self regulation! Self%regulation has come to be more emphasiGed in social learning theory. Self%regulation is when the individual has his on ideas about what is appropriate or inappropriate behavior and chooses actions accordingly. There are several aspects of self regulation) Setting standards and goals Self observation Self Fudge Self reaction +romoting self%regulation can be an important techni.ue. This is usually done by teaching the individual to reard himself after doing the needed behavior. >or e/ample, a graduate student will tell himself to complete a certain chapter before taking a break and rela/ing. Self instructions! 2n effective strategy is to teach learners to gi"e themsel"es instructions that guide their behavior. There are five steps to achieve this goal) Cognitive modeling) =vert e/ternal guidance =vert self guidance >aded, overt self guidance covert self instruction
Self monitoring and self reinforcement! These are two ways that people can control their own behavior. >irst they monitor and observe their own behavior, sometimes even scoring behavior. Secondly, people are also able to change their behavior by reinforcing themselves, by giving are withholding reinforcement. &ducational implications of social learning theory! Social learning theory has numerous implications for classroom use. !. Students often learn a great deal simply by obser"ing other people. 5. ,escribing the conse$uences of behavior is can effectively increase the appropriate behaviors and decrease inappropriate ones. This can involve discussing with learners about the rewards and conse.uences of various behaviors. $. Modeling provides an alternati"e to shaping for teaching new behaviors. Instead of using shaping, which is operant conditioning, modeling can pro"ide a faster, more efficient means for teaching new behavior. To promote effective modeling a teacher must make sure that the four essential conditions e/ist? attention, retention , motor reproduction, and motivation. #. Teachers and parents must model appropriate beha"iors and take care that they do not model inappropriate behaviors. -. Teachers should expose students to a "ariety of other models. This techni.ue is especially important to break down traditional stereotypes. :. Students must belie"e that they are capable of accomplishing school tasks. Thus it is very important to develop a sense of self( efficacy for students. Teachers can promote such self%efficacy by having students receive confidence%building messages, watch others be successful, and e/perience success on their own. . 4. Teachers should help students set realistic expectations for their academic accomplishments. In general in my class that means making sure that e/pectations are not set too lo. I want to realistically challenge my students. Dowever, sometimes the task is beyond a student6s ability, e/ample would be the cancer group. ". Self%regulation techni.ues provide an effecti"e method for impro"ing student beha"ior. Social Learning Theory An -"er"ie of Bandura.s Social Learning Theory 3y Jendra 9an Cagner, 2bout.com Euide KLearning would be e/ceedingly laborious, not to mention haGardous, if people had to rely solely on the effects of their own actions to inform them what to do. >ortunately, most human behavior is learned observationally through modeling) from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.K %2lbert 3andura, Social Learning Theory, !&44 /hat is Social Learning Theory0 The social learning theory proposed by 2lbert 3andura has become perhaps the most influential theory of learning and development. Chile rooted in many of the basic concepts of traditional learning theory, 3andura believed that direct reinforcement could not account for all types of learning. Dis theory added a social element, arguing that people can learn new information and behaviors by watching other people. Jnown as observational learning or modeling(, this type of learning can be used to e/plain a wide variety of behaviors. Basic Social Learning Concepts !. ,eople can learn through observation. -bser"ational Learning In his famous K3obo dollK studies, 3andura demonstrated that children learn and imitate behaviors they have observed in other people. The children in 3andura<s studies observed an adult acting violently toward a 3obo doll. Chen the children were later allowed to play in a room with the 3obo doll, they began to imitate the aggressive actions they had previously observed. 3andura identified three basic models of observational learning) !. 2 live model, which involves an actual individual demonstrating or acting out a behavior. 5. 2 verbal instructional model, which involves descriptions and e/planations of a behavior. $. 2 symbolic model, which involves real or fictional characters displaying behaviors in books, films, television programs, or online media. 5. Mental states are important to learning. 1ntrinsic Reinforcement 3andura noted that e/ternal, environmental reinforcement was not the only factor to influence learning and behavior. De described intrinsic reinforcement as a form of internal reward, such as pride, satisfaction, and a sense of accomplishment. This emphasis on internal thoughts and cognitions helps connect learning theories to cognitive developmental theories. Chile many te/tbooks place social learning theory with behavioral theories, 3andura himself describes his approach as a 6social cognitive theory.6 $. Learning does not necessarily lead to a change in behavior. Chile behaviorists believed that learning led to a permanent change in behavior, observational learning demonstrates that people can learn new information without demonstrating new behaviors. The Modeling +rocess Hot all observed behaviors are effectively learned. >actors involving both the model and the learner can play a role in whether social learning is successful. Certain re.uirements and steps must also be followed. The following steps are involved in the observational learning and modeling process) Attention! In order to learn, you need to be paying attention. 2nything that detracts your attention is going to have a negative effect on observational learning. If the model interesting or there is a novel aspect to the situation, you are far more likely to dedicate your full attention to learning. Retention! The ability to store information is also an important part of the learning process. +etention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning. Reproduction! =nce you have paid attention to the model and retained the information, it is time to actually perform the behavior you observed. >urther practice of the learned behavior leads to improvement and skill advancement. Moti"ation! >inally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been modeled. +einforcement and punishment play an important role in motivation. Chile e/periencing these motivators can be highly effective, so can observing other e/perience some type of reinforcement or punishment. >or e/ample, if you see another student rewarded with e/tra credit for being to class on time, you might start to show up a few minutes early each day. Social Learning Theory 2A3 Bandura4 -"er"ie! The social learning theory of 3andura emphasiGes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. 3andura !&44( states) KLearning would be e/ceedingly laborious, not to mention haGardous, if people had to rely solely on the effects of their own actions to inform them what to do. >ortunately, most human behavior is learned observationally through modeling) from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.K p55(. Social learning theory e/plains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, an environmental influences. The component processes underlying observational learning are) !( 2ttention, including modeled events distinctiveness, affective valence, comple/ity, prevalence, functional value( and observer characteristics sensory capacities, arousal level, perceptual set, past reinforcement(, 5( +etention, including symbolic coding, cognitive organiGation, symbolic rehearsal, motor rehearsal(, $( Motor +eproduction, including physical capabilities, self%observation of reproduction, accuracy of feedback, and #( Motivation, including e/ternal, vicarious and self reinforcement. 3ecause it encompasses attention, memory and motivation, social learning theory spans both cognitive and behavioral frameworks. 3andura6s theory improves upon the strictly behavioral interpretation of modeling provided by Miller 7 8ollard !&#!(. 3andura<s work is related to the theories of 9ygotsky and Lave which also emphasiGe the central role of social learning. Scope5Application) Social learning theory has been applied e/tensively to the understanding of aggression 3andura, !&4$( and psychological disorders, particularly in the conte/t of behavior modification 3andura, !&:&(. It is also the theoretical foundation for the techni.ue of behavior modeling which is widely used in training programs. In recent years, 3andura has focused his work on the concept of self%efficacy in a variety of conte/ts e.g., 3andura, !&&4(. &xample) The most common and pervasive( e/amples of social learning situations are television commercials. Commercials suggest that drinking a certain beverage or using a particular hair shampoo will make us popular and win the admiration of attractive people. 8epending upon the component processes involved such as attention or motivation(, we may model the behavior shown in the commercial and buy the product being advertised. +rinciples! !. The highest level of observational learning is achieved by first organiGing and rehearsing the modeled behavior symbolically and then enacting it overtly. Coding modeled behavior into words, labels or images results in better retention than simply observing. 5. Individuals are more likely to adopt a modeled behavior if it results in outcomes they value. $. Individuals are more likely to adopt a modeled behavior if the model is similar to the observer and has admired status and the behavior has functional value. References! 3andura, 2. !&&4(. Self%efficacy) The e/ercise of control. Hew Iork) C.D. >reeman. 3andura, 2. !&":(. Social >oundations of Thought and 2ction. ;nglewood Cliffs, H*) ,rentice%Dall. 3andura, 2. !&4$(. 2ggression) 2 Social Learning 2nalysis. ;nglewood Cliffs, H*) ,rentice%Dall. 3andura, 2. !&44(. Social Learning Theory. Hew Iork) Eeneral Learning ,ress. 3andura, 2. !&:&(. ,rinciples of 3ehavior Modification. Hew Iork) Dolt, +inehart 7 Cinston. 3andura, 2. 7 Calters, +. !&:$(. Social Learning and ,ersonality 8evelopment. Hew Iork) Dolt, +inehart 7 Cinston. Miller, H. 7 8ollard, *. !&#!(. Social Learning and Imitation. Hew Daven, H*) Iale @niversity ,ress. =ther descriptions of 3andura<s work can be found at) http)LLfates.cns.muskingum.eduLMpsychLpsycwebLhistoryLbandur a.htm http)LLwww.ship.eduLMcgboereeLbandura.html
Laddernet: Multi-Path Networks Based On U-Net For Medical Image Segmentation Juntang Zhuang Biomedical Engineering, Yale University, New Haven, CT, USA