A Comprehensive Report That Critically Examines and Debates Two Prominent

Psychological Learning Theories and Their Implications for Understanding Human

Behaviour in Society.

1.0 Introduction
The purpose of this report is to study about the prominent psychological learning theories and
their implications so as to understand the human behaviour in the society. Two significant
theories in the field of psychology are Social Learning Theory and Cognitive Learning
Theory.

Social Learning Theory, which was developed by Bandura, places great emphasis on the role
of observation, modelling, and imitation when it comes to acquiring behaviours, attitudes, and
emotional responses from others. Observational learning stands out as a crucial component of
Social Learning Theory, wherein individuals acquire and incorporate behaviours through the
process of observing others (McLeod, 2023).

Bandura’s social cognitive / learning theory has focused on the following four principles such
as attention, retention, production and motivation. In this framework, individuals who observe
social behaviours first allocate their attention to specific actions. The extent of their attention
depends on factors such as the accessibility of the observed behaviours, their relevance,
complexity, perceived value, and the observer's cognitive abilities and pre-existing beliefs.
Once an observer has paid attention to these behaviours, they proceed to retain the sequence
of actions and their consequences. This retention serves as a mental record that they can later
retrieve to guide their own imitations of these behaviours in future situations. Following
retention, observers engage in the process of production, wherein they attempt to replicate the
observed behaviour within a different social context. During this phase, they may receive
feedback from others, which can inform and enhance their future performances of the
behaviour (TeachThought, 2018).

According to Cognitive Behavioural Theory, an individual's learning process is influenced by

their thoughts, emotions, and actions. In essence, one's cognitive patterns and mindset play a
pivotal role in their ability to grasp and retain information (Jarre, 2021).
Cognitive learning theory encompasses several fundamental principles, including the
importance of social interaction. While this theory primarily centers on individual cognition,
it also recognizes the significant role of social interactions in the learning process.
Collaborative discussions, teamwork, and the exchange of ideas within a social context can
enhance the learning experience. Additionally, cognitive learning theory underscores the
significance of feedback and reinforcement mechanisms. Constructive feedback and positive
reinforcement are instrumental in enabling learners to fine-tune their cognitive processes and
enhance their comprehension. Furthermore, cognitive learning theory posits that learning is
an active process in which individuals proactively engage with the subject matter, actively
constructing their understanding. This active engagement stands in stark contrast to passive
learning, where information is absorbed with minimal critical thought or effort (Ruiz-Martín
& Bybee, 2022).

2.0 Theoretical Foundations

2.1 Social Learning Theory
Fundamental Concept of Social Learning Theory
Social learning theory is founded on several core principles; observational learning,
modelling, vicarious reinforcement and punishment, and self-efficacy.

Observational Learning: This central concept, also known as social learning or modelling,
asserts that individuals can acquire new behaviours, skills, and attitudes by observing and
emulating the actions and behaviours of others (Akers, 2017).

Modelling: Modelling involves demonstrating a behaviour or action for others to witness and
replicate. Research has shown that people are more inclined to imitate models they perceive
as similar to themselves, attractive, competent, and rewarded for their actions (Hande, 2022).

Vicarious Reinforcement and Punishment: Social learning theory introduces the notion of
vicarious reinforcement and punishment. This means that individuals can learn from the
consequences experienced by others. When they witness a model being rewarded for a
particular behaviour, they are more likely to emulate it (Arrastia-Chrisholm et al. 2020).

Self-Efficacy: Self-efficacy is a pivotal concept within social learning theory, referring to an

individual's belief in their capability to successfully perform a specific task or behaviour.
High self-efficacy beliefs lead to increased motivation, effort, and persistence in learning and
executing behaviours, while low self-efficacy can result in avoidance or reduced effort
(Hande, 2022).

Mechanics of Learning of Social Learning Theory

In Social Learning Theory, the process of learning is characterised by several key
components, including attention, retention, reproduction, motivation, and reinforcement
(Horan & Phillips, 2017). Observational learning is a dynamic process that can be influenced
by various cognitive, social, and environmental factors. These mechanisms play a crucial role
in elucidating how individuals acquire new behaviours by observing and imitating others
within their social surroundings.

2.2 Cognitive Learning Theory

Fundamental Concept of Cognitive Learning Theory
Cognitive learning theory is a psychological perspective that focuses on the mental processes
involved in learning, understanding, and acquiring knowledge. Several fundamental concepts
underlie cognitive learning theory:

Information Processing: At the core of cognitive learning theory is the idea that the human
mind functions as an information-processing system (Estes, 2014). It suggests that learners
actively engage in the processing, organization, and manipulation of information as they
learn. This includes activities such as attention, perception, memory, reasoning, and problem-
solving.

Schema: Schemas are cognitive frameworks or structures that individuals employ to arrange
and comprehend information. These mental templates play a pivotal role in directing how
individuals perceive, interpret, and retain fresh information. The learning process frequently
involves adapting or expanding existing schemas to incorporate new knowledge (Valamis,
2022).

Constructivism, a theory closely associated with cognitive learning, aligns with constructivist
learning approaches. According to constructivism, learners actively build their
comprehension of the world by amalgamating new information with their pre-existing
knowledge and personal experiences (McCourt, 2022). Learning is regarded as a journey of
creating meaning and constructing knowledge.

Metacognition: Metacognition pertains to the recognition and management of one's cognitive

processes. It encompasses the concept of reflecting on one's thinking and encompasses tasks
such as establishing objectives, devising plans, overseeing one's advancement, and adapting
strategies as required. Metacognitive abilities are widely acknowledged as crucial for
successful learning and effective problem-solving (Valamis, 2022).

Mechanics of Learning of Cognitive Learning Theory

According to Kirschner (2002), the mechanics of learning in cognitive learning theory
revolve around the processes of attention, encoding, storage, retrieval, schema activation,
metacognition, problem-solving, transfer, feedback, and the development of cognitive
structures. These processes collectively contribute to how individuals acquire, process, and
use information to understand the world and solve problems.

3.0 Applications to Human Behaviour in Society

Each learning theory can be applied to understand and explain human behaviour in various
societal contexts. Social learning theory and cognitive learning theory have numerous
applications in real-world situations, including education, psychology, therapy, and various
aspects of everyday life.

3.1 Applications of Social Learning Theory

Education: Social learning theory is often used in educational settings to design effective
teaching strategies. Teachers can model desired behaviours and skills for students, making
use of live or symbolic models to facilitate learning. Peer tutoring and collaborative learning
environments also leverage social learning principles (Mukhalalati et al., 2022).

Health Promotion: Social learning theory has been applied in health education and public
health campaigns (Parcel & Baranowski, 1981). Health professionals use social learning
principles to design interventions that encourage individuals to adopt healthy behaviours,
such as quitting smoking, eating a balanced diet, or practicing safe sex.
Parenting and Child Development: Parents and caregivers can apply social learning theory to
promote positive behaviours in children (Gale, 2009). They can model appropriate behaviour,
use reinforcement techniques, and create environments that encourage prosocial behaviours
and discourage negative ones.

Leadership and Management: In organizational settings, leaders and managers can use social
learning principles to set examples for their teams. By modelling desired behaviours and
providing positive reinforcement, they can influence the workplace culture and employee
performance (Mukhalalati et al., 2022).

3.2 Applications of Cognitive Learning Theory

Education: Cognitive learning theory informs instructional design by emphasizing the
importance of mental processes (Kester et al., 2010). Educators use strategies like concept
mapping, problem-based learning, and metacognitive techniques to help students understand
complex concepts and improve memory and problem-solving skills.

Training and Skill Development: Cognitive learning theory is applied in various professional
training programs (Kim & Lee, 2021). For example, pilots and healthcare professionals
undergo simulation-based training that emphasizes cognitive skills like decision-making,
problem-solving, and situational awareness.

Memory Enhancement: Cognitive learning theory informs techniques to improve memory

retention (Kester et al., 2010), such as spaced repetition, elaborative encoding, and mnemonic
devices.

Problem Solving: In everyday life, people apply cognitive learning theory when they
approach complex problems (Kim & Lee, 2021). They break problems down into manageable
parts, analyse information, generate solutions, and evaluate the outcomes.

Information Retrieval: When individuals search for information online or in libraries, they
often use cognitive strategies like keyword searches, concept mapping, and summarization to
locate and remember relevant information (Mukhalalati et al., 2022).

4.0 Critique and Debate

4.1 Strengths of Social Learning Theory
Cultural Influences
Social learning theory is applicable across cultures because it highlights the importance of
social context and the role of cultural norms and values in shaping behaviours (Spitzley,
2010). It acknowledges that behaviours are influenced by cultural factors and can vary across
different cultural settings.

Individual Differences
Social learning theory is flexible and can accommodate individual differences in learning
styles, cognitive abilities, and social backgrounds. It recognizes that not all individuals learn
in the same way or at the same pace (Morris, 2013).

Ethical Considerations
Social learning theory provides a framework for promoting ethical behaviour by emphasizing
the influence of positive role models and the consequences of behaviour. By presenting
prosocial models and reinforcing ethical conduct, it can contribute to the development of
moral and ethical individuals (Morris, 2013).

4.2 Limitations of Social learning theory

Cultural Influences
While social learning theory is applicable across cultures, the extent to which it applies may
vary. Cultural norms and values can significantly influence what behaviours are observed,
modelled, and reinforced, leading to variations in the theory's applicability (Horan & Phillips,
2017).

Individual Differences
Social learning theory focuses primarily on observable behaviours and may not fully account
for the role of individual cognitive processes, such as cognitive abilities, attitudes, and
motivations. These factors can significantly impact the learning and imitation of behaviours
(Morris, 2013).

Ethical Considerations
Social learning theory tends to assume a deterministic outlook, implying that individuals will
automatically imitate observed behaviours. In reality, individuals have agency and can choose
whether or not to emulate modelled behaviours based on their personal values and decision-
making processes (MSW, 2022).

While the theory acknowledges that individuals have some control over their learning and
behaviour, it may not sufficiently emphasize individual agency and the capacity for self-
regulation and self-determination.

4.3 Strengths of Cognitive Learning Theory

Cultural Influence
Cognitive learning theory is relatively culture-neutral. It emphasizes universal cognitive
processes like memory, attention, and problem-solving, which apply across cultures. This
allows it to be adaptable to various cultural contexts (Kirschner, 2002).

Individual Differences
Cognitive learning theory is flexible and can accommodate individual differences in cognitive
abilities, learning styles, and prior knowledge. It recognizes that learners bring unique
characteristics to the learning process and can tailor instructional approaches accordingly
(Pretz et al., 2014).

Ethical Considerations
Cognitive learning theory encourages critical thinking and problem-solving, which can
contribute to ethical decision-making. Learners are encouraged to analyse information,
consider consequences, and make informed choices (Vick, 2023).

4.4 Limitations of Cognitive Learning theory

Cultural Influence
Cognitive assessments and tests may reflect cultural biases, potentially disadvantaging
individuals from culturally diverse backgrounds. This can lead to misinterpretation of
cognitive abilities based on cultural differences (Kirschner, 2002).

Individual Differences
Cognitive learning theory tends to downplay the role of emotions in learning. However,
emotions can significantly impact learning, memory, and problem-solving, and the theory
may not adequately address these factors (Pretz et al., 2014).
Ethical Considerations
Cognitive learning theory primarily focuses on cognitive processes and may not adequately
address ethical considerations related to behaviour, attitudes, and values. Ethical decision-
making involves more than just cognitive reasoning; it also involves moral values and
emotional factors.
This theory often does not give sufficient attention to motivational factors that can
significantly influence learning outcomes. Motivation and self-regulation are critical for
successful learning, but they may not be adequately addressed (Vick, 2023).

5.0 Conclusion
Social Learning Theory's emphasizes on the influence of social context and modelling on
behaviour, offers insights into the acquisition of behaviours through observation, and
addresses the impact of reinforcement and punishment on behaviour. Cognitive Learning
Theory's focuses on the cognitive processes involved in information processing and problem-
solving, accounts for individual differences in cognition and learning styles and emphasizes
on critical thinking, decision-making, and metacognitive skills. Ultimately, a comprehensive
understanding of human behaviour may involve integrating aspects of both theories. Human
behaviour is complex and multifaceted, influenced by a range of factors, including cognitive
processes, social interactions, cultural context, individual differences, and ethical
considerations. Therefore, a holistic approach that draws from both social learning theory and
cognitive learning theory, as well as other relevant psychological perspectives, can provide a
more complete and nuanced understanding of human behaviour. Researchers and
practitioners often use a combination of theories and approaches to address the richness and
diversity of human behaviour in different contexts.