To see the other types of publications on this topic, follow the link: Social learning theory.
Dissertations / Theses on the topic 'Social learning theory'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Social learning theory.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Zhang, Min. "Essays in social learning." Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3116/.
Full textAbstract:
This thesis contains two theoretical essays built upon the canonical models of social learning, and one that applies social learning theory to durable goods markets. The first chapter, "Non-Monotone Observational Learning", revisits the canonical social-learning model that rationalizes herding in the long run, to investigate the possibility of non-imitative behavior in the short run generated by non-monotone learning: ceteris paribus, when some predecessor(s) switch to actions revealing greater confidence in one state of the world, agents become less confident in that state. I characterize conditions on the underlying information structures that lead to non-monotone learning. In particular, in a general setting with continuous private signals, I provide a necessary condition for non-monotone learning with an argument for its plausibility, as well as two non-restrictive suffient conditions that do not rely on parametrization. The second chapter, "Does Public Information Disclosure Help Social Learning?", studies the effect of releasing exogenous public information in the canonical social-learning model that predicts incomplete learning. To improve social learning, I show that it is weakly better to postpone the disclosure of a public signal irrespective of its precision. However, such weak monotonicity no longer holds if the objective is to maximize the discounted sum of people's expected payoffs or if the model goes beyond the canonical binary setting. On the other hand, it is suboptimal to ever release a public signal less precise than people's private signals even if sophisticated releasing strategies are allowed. The last chapter, "Learning and Price Dynamics in Durable Goods Markets", is joint work with Francesco Palazzo. We study how markets for durable goods with unobservable and time-varying aggregate market conditions determine price dynamics with market participants constantly learning from public observations. We set up a dynamic auction model with two key features: first, agents enjoy heterogeneous private use values and later resell the asset; second, prices do not incorporate all available information dispersed in the economy. Informational frictions slow down learning and affect price movements asymmetrically across high and low aggregate demand states. Learning and the resale motive are the predominant force for durable goods with short resale horizons, slow time varying aggregate demand, and similar use values across agents.
2
Gyamerah, Jacquelyn. "Adolescent cigarette smoking and social learning theory /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487929745335807.
Full text
3
Stevenson, Geoffrey. "Learning to preach : social learning theory and the development of Christian preachers." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5469.
Full textAbstract:
In this thesis I investigate contemporary education theory as a way of understanding formative influences in the development of Christian preachers. I suggest that concepts of communities of practice and legitimate peripheral participation, along with recognition of role models and mentors, have a part to play in the life-long project that is learning to preach. In my Introduction I consider a definition of preaching for the purpose of the research and some historical approaches to developing preachers. I examine in Chapter 2 adult learning principles and cognitively-oriented concepts, such as learning styles and the theory of multiple intelligences. In Chapters 3 and 4 social learning theories that I examine include imitation, the effect of role models, and the influence of the mentor or the coach. Further, I ask to what extent the development of the preacher, as in many other professions with agreed standards of competency, does and should take place within communities of practice where legitimate peripheral participation (as developed in the work of Jean Lave and Etienne Wenger) marks the developing preacher‘s sense of his or her own learning trajectory. After a fifth chapter on methodologies, these concepts are tested in three field studies that use a range of sociological research methods. I conduct in Chapter 6 quantitative analysis of questionnaires returned by Church of Scotland ministers, in Chapter 7 qualitative analysis of the published testimony of fifteen experienced preachers, and in Chapter 8 qualitative analysis of interviews with twelve young Methodist preachers. In my conclusion I develop a theologically nuanced version of Lave and Wenger‘s concept which I term a community of agreed sermonic enterprise. Principal practical recommendations deriving from this centre on creating supportive networks of reflective preaching practitioners, enhancing the provision of mentor-mentee relationships, and educating congregations for their role in shaping preachers.
4
Jindani, Sam. "Social norms and learning in games." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:90268309-1920-4f1d-a769-f50783f435be.
Full textAbstract:
Duelling The norm of duelling endured for hundreds of years in Europe. In the United Kingdom it disappeared abruptly in the mid-nineteenth century, whereas in France it declined slowly. I present a simple model of social norms that explains these phenomena. The model predicts that the evolution of norms is characterised by tipping, whereby norms can shift suddenly due to shocks, and by a ratchet effect, whereby changes in parameters can cause norms to decline gradually. I show that the model can be supported by an equilibrium of a repeated game, with no special assumptions about preferences. Community enforcement using modal actions I prove two folk theorems for repeated games with random matching. A large group of players is rematched at random each period, so that players who deviate must be sanctioned by third parties. Previous analyses have either relied on strong assumptions about information transmission, or have been limited to equilibria that are not robust to noise or in which players are indifferent. I use a simple construction based on modal actions to obtain results for strict and robust equilibria. Learning repeated-game strategies The literature on boundedly rational learning has tended to focus on stagegame actions. I present a stochastic learning rule for repeated-game strategies. Players form beliefs about their opponentâs strategy based on past actions and best-respond. Occasionally, they make mistakes and experiment, and I show that the equilibrium selected depends on exactly how players make mistakes. Simple specifications of the learning rule yield intuitive selection results: the maxmin, or Rawlsian, outcome; the Nash bargaining solution; the maximum of the sum of payoffs; and a generalisation of risk dominance.
5
Youse, Keith. "LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT: INTEGRATING SOCIAL LEARNING THEORY AND EXPECTANCY-VALUE THEORY." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/161627.
Full textAbstract:
School PsychologyPh.D.
The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested through structural equation modeling. Consistent with earlier research, previous math achievement predicted both outcomes. Performance expectancies and task-specific self-concept respectively predicted math achievement and college graduation, although the contribution of task-specific self-concept was smaller than shown in previous research. The social learning theory concept of behavior potential was found to be a predictor of college graduation but not math achievement. Limitations and implications are discussed, with a focus on future research questions.
Temple University--Theses
6
Solakoglu, Ozgur. "Can Akers’ Social Structure and Social Learning Theory Explain Delinquent Behaviors Among Turkish Adolescents?" Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804850/.
Full textAbstract:
The aim of this study was to examine to what extent Social Structure and Social Learning Theory (SSSL) explains delinquent behaviors among Turkish adolescents. While Social Structure and Social Learning (SSSL) Theory have been examined quite frequently in the criminology and sociology literature, the present study is unique as it tests the theory in Turkey, a context with a mixed Islamic and Secular cultural structure. The data originates from a survey conducted in Istanbul in 2008 by the Icelandic Centre for Social Research and Analysis (ICSRA) under the auspices of their Youth in Europe project. The sample includes 2,445 Turkish high school students. The dependent variable includes a 13-item delinquency scale, and the independent variables consist of differential association, costs and rewards of differential reinforcement, definitions, imitation, differential location in the social structure, and differential social location of groups. The statistical analyses were conducted using a negative binomial regression approach. Results demonstrated that differential association (peer delinquency) is positively associated with delinquent behaviors among Turkish adolescents. In addition, there is a significant and positive relationship between norms/beliefs that favor delinquency and delinquent behaviors. Moreover, parental reaction, a measure of differential reinforcement, has a negative impact on delinquency. Imitation variables, which include witnessing an argument and witnessing violence in the family, also appear as significant predictors for delinquency. Gender is the only social structure variable significantly related to delinquent behaviors. Furthermore, results indicated that social learning variables mediated the relationship between social structure and delinquent behaviors. Policy implications and suggestions for further studies are also provided at the end of the dissertation.
7
Rasch, Dana. "Service-Learning and the Promotion of Social Responsibility." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/45.
Full textAbstract:
A number of scholars have identified a crisis in the field of education. Namely, students today are more self-absorbed and individualistic than ever before. In other words, they have few social commitments and lack a sense of community. This lack of social responsibility is particularly problematic in Colombia, where a privileged few enjoy all the spoils and the elite youth are groomed as the future leaders of the country. For many, hope is all but lost on these socially irresponsible students. On the other hand, some planners and critics believe that service-learning -- which connects community service to the classroom -- is a remedy for this lack of social solidarity. With this in mind, service-learning has become increasingly popular during the past decade all over the globe, and particularly in Latin American countries such as Colombia. This research project is an evaluation of the service-learning program at one of the most elite high schools in Colombia. The project has two specific aims: (1) to document the impact of the program on the attitudes and behaviors of the students and (2) to assess the quality of the implementation of the program. In order to achieve these aims, three data collection methods -questionnaires, interviews, and focus groups - were used to paint a holistic picture of the program. Furthermore, a theoretical model of service-learning was developed as a benchmark to evaluate the program. The results revealed that the service-learning program was having a minimal impact on students' attitudes and behaviors. In fact, the analysis showed that in many instances the program was simply reinforcing stereotypes and solidifying the social division in Colombia. The failure to achieve the desired outcomes may have been due to the fact that the program did not fulfill many of the required expectations of service-learning. In the final chapter, specific recommendations are given to improve the program.
8
Ghali, Fawaz. "Social personalized e-learning framework." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35247/.
Full textAbstract:
This thesis discusses the topic of how to improve adaptive and personalized e-learning in order to provide novel learning experiences. A recent literature review revealed that adaptive and personalized e-learning systems are not widely used. There is a lack of interoperability between adaptive systems and learning management systems, in addition to limited collaborative and social features. First of all, this thesis investigates the interoperability issue via two case studies. The first case study focuses on how to achieve interoperability between adaptive systems and learning management systems using e-learning standards and the second case study focuses on how to augment e-learning standards with adaptive features. Secondly, this thesis proposes a new social framework for personalized e-learning, in order to provide adaptive and personalized e-learning platforms with new social features. This is not just about creating learning content, but also about developing new ways of learning. For instance, in the presented vision, adaptive learning does not refer to individuals only, but also to groups. Furthermore, the boundaries between authors and learners become less distinct in the Web 2.0 context. Finally, a new social personalized prototype is introduced based on the new social framework for personalized e-learning in order to test and evaluate this framework. The implementation and evaluation of the new system were carried out through a number of case studies.
9
Cortese, Juliann. "A social cognitivist view of hypermedia learning." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117124538.
Full textAbstract:
Thesis (Ph.D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xv, 201 p.; also includes graphics. Includes bibliographical references (p. 191-201). Available online via OhioLINK's ETD Center
10
Riem, R. G. A. "Children learning to count : A social psychological reappraisal of cognitive theory." Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371143.
Full text
11
Ma, Mingye. "Studies on social learning and on motivated beliefs : theory and evidence." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31335.
Full textAbstract:
This thesis contains four chapters presenting theory and empirical evidence for two distinct aspects of human behaviour: social learning and motivated beliefs. I develop a simple theory to revisit the classical social learning models by challenging the assumption of freely available information. My model suggests that when it is costly to acquire information, social learning (herding) is prevalent, and people do not have incentives to acquire private information (e.g. to form their own judgements). Classical information cascade models suggest that although herding is observed, information aggregation is still possible with communication channels (e.g. a survey); however, my model indicates that information aggregation is unattainable because people in the herd do not acquire private information. We then test my model in a laboratory and find that, as predicted, subjects can learn from others successfully. Also, individual heterogeneity exists in: there are herd animals biased against private information, lone wolves who are biased toward it and subjects who behave optimally. In aggregate, there is no overall bias for or against private information. We also document a new cognitive bias involved in processing social information. Individual characteristics, especially the cognitive ability, seems to be a very good indicator of subjects' behaviour. Subjects with higher cognitive scores choose optimal information more frequently and follow information more frequently. Overconfidence can be driven by the consumption motive (e.g. savouring future payoff/self-image) and the instrumental motive (e.g. being optimistic about the outcome of effort for motivation). I develop a simple model incorporating these two motives and suggest that individuals hold a dynamic pattern of overconfidence. Then I conduct an online field experiment with students to test the theory. The experimental findings indicate that students are likely to adopt overconfident beliefs as a commitment device to deal with their self-control problem. However, I do not find evidence for the consumption motive of overconfidence.
12
Cardina, Catherine E. "Social Learning Theory as a Predictor of Adolescents' Physical Activity Behavior." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1225213360.
Full text
13
Schuster, Catherine Ann. "Using social learning theory to predict exercise in post-retirement adults." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392713634.
Full text
14
Haurin, Ruth Jean. "A model of educational attainment from a social learning theory perspective." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407139812.
Full text
15
Cardina, Catherine Elizabeth. "Social learning theory as a predictor of adolescents' physical activity behavior /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225213360.
Full text
16
Steinberg, Jacqueline. "The Social Construction of Beauty| Body Modification Examined Through the Lens of Social Learning Theory." Thesis, Pacifica Graduate Institute, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1692046.
Full textAbstract:
This thesis examines the psychosocial and cultural factors behind body modification practices of breast augmentation, female circumcision, and foot binding in order to understand the growing trend of cosmetic surgery. Body modification is examined through the lens of Albert Bandura’s social learning theory using hermeneutic methodology that analyzes quantitative and qualitative data. Cross-cultural research on breast augmentation, female circumcision, and foot binding provides insight into how body modification practices are internalized through observational learning. The findings demonstrate that women are faced with social pressures to conform to physical ideals that often require modification of the body. Bandura’s theory of self-efficacy provides insights into how women can exercise choice, personal agency, and self-direction to guide personal decisions pertaining to cosmetic surgery within the context of social pressures.
17
Shakoor, Khurram, and Arif Sohail. "Social Networking Sites, E Learning & Students Perceptions." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-31425.
Full textAbstract:
The role of Social Networking Sites (SNSs) is coming under increased scrutiny as their online prowess grows. The objective of this research work is to investigate the students’ perception of this reality and try to understand their understanding of the SNSs potential for learning. The theory of Social Presence provides the academic impetus as the main conceptual framework for the study. Students of the Virtual University, Pakistan, were interviewed to understand their sense making of the SNSs role as platforms for learning in a virtual setting. The results highlight the importance of social presence dependent on myriad other factors, significant in their own right but extremely potent when they act together and thus influence the role of SNSs as virtual online conduits. It also indicates that our understanding of these networks, in the context of online learning especially in a developing country environment is still in its infancy and the numerous external environmental factors equally play a significant impact on the students’ perception of the role of these SNSs.
18
Price, Alan Charles. "Action research in outdoor learning : promoting social and emotional learning in young people with social emotional and behavioural difficulties." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7428/.
Full textAbstract:
This research applies a non-typical action research approach to design, implementation and monitoring of an outdoor learning intervention situated within a UK special school for learners with social emotional and behavioural difficulties (SEBD). The rationale for the research is based upon practitioner assumptions that an earlier skills orientated outdoor learning curriculum was inappropriate and that change was required to incorporate opportunities for the learners to develop their social and emotional learning (SEL) skills. The thesis describes the historical role of outdoor learning in relation to SEBD intervention and applies structuration theory (Giddens, 1984) to gain an understanding of previous outdoor learning interventions. The theory has also been used to create a narrative from which to describe the augmentation of SEL skills within the participant group. It was found that SEL augmentation in individuals contributed toward the production of improved social structures within the participant group. Participant attendance on the outdoor learning intervention is also reviewed in the context of alternative curriculum discourse. It was found that participants had improved attendance, punctuality and motivation on intervention days.
19
Izquierdo, Luis R. "Advancing learning and evolutionary game theory with an application to social dilemmas." Thesis, Manchester Metropolitan University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444030.
Full text
20
Nahapiet, Janine Elizabeth. "Towards a theory of the dynamic firm : knowledge, learning and social relationships." Thesis, London Business School (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405963.
Full text
21
Tighe, Mary Beth. "Use of Social Learning Theory to Predict Interpersonal Violent Behaviors Among Adolescents." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392797519.
Full text
22
Brauer, Jonathan Richard. "Examining the Empirical Status of Akers? Social Learning Theory: A Review of Literature on Human Reinforcement Learning." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03192007-124842/.
Full textAbstract:
Proponents of social learning theory suggest that decades of empirical criminological research have validated the core propositions of social learning theory, and that future efforts should be directed toward further theoretical elaboration and integration (see Akers 1998; Akers and Jensen 2006). In response, some critics have suggested that empirical research has failed to isolate the causal mechanisms underlying the correlates of crime and deviance, and, as a result, existing ?data are seemingly consistent with several theories at once? (Sampson 1999:443). In this paper, I outline the causal importance of differential reinforcement in Akers? social learning theory, and I provide a systematic review of a sample of psychological and criminological literature on human reinforcement learning in an attempt to evaluate the current empirical status of Akers? social learning theory. I find that the empirical evidence supporting human reinforcement learning processes found in the behavioral psychology literature may not be directly generalizable to social learning theory, and that measurement difficulties have led criminology researchers to use indirect measures or to simply leave the concept of differential reinforcement out of empirical analyses altogether. As a result, many of social learning theory?s hypothesized causal linkages remain unexamined. I conclude that future research should be directed toward testing social learning theory?s central hypotheses regarding differential reinforcement before moving on to expand and test the theory?s macro-level implications.
23
Estes, Linda 1957. "SOCIAL LEARNING THEORY AND CREATIVITY: THE EFFECTS OF MODELING ON DIVERGENT THOUGHT PRODUCTION." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291697.
Full textAbstract:
The effects over time of written divergent and convergent models on subjects' creative responses to Guilford's Alternate Uses and Consequences were examined, using forty-eight undergraduate students at the University of Arizona. Subjects were divided equally into divergent model, convergent model, and control groups, and were tested and retested one week later. A multivariate analysis of variance (MANOVA) subjects' scores for flexibility, fluency, and originality, was found to be significant. Univariate F tests, discriminant function analysis, and Tukey's tests were performed to clarify the nature of significant effects. Results were found for scores on flexibility and originality, but only for the convergent group. Convergent modeling significantly increased the number of convergent responses given by subjects, and the convergent group gave significantly more original responses than the other two groups. The effects of modeling on the convergent group persisted over time, and a significant practice effect was noted.
24
Williams, Edward. "Vocational training & recidivism in Missouri state prisons : a social learning theory examination /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052232.
Full text
25
Chu, Chi-keung. "The study of the application of social learning theory in parent management training." [Hong Kong] : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12505195.
Full text
26
Gámiz, Sanfeliu María. "Increasing Forgiveness: design of two brief techniques based on the Social Learning Theory." Doctoral thesis, Universitat Internacional de Catalunya, 2017. http://hdl.handle.net/10803/456378.
Full textAbstract:
Forgiveness is a human strength mainly helpful for the wellbeing of social relationships. Research has showed the potential benefits of forgiving for physical and mental health as well as for restoring relationships. As a result and linked to the upsurge of Positive Psychology a variety of interventions seeking to improve forgiving have been successfully developed.
The main goal of the dissertation presented here is to test the effectiveness of two brief self- designed techniques in the promotion of episodic and dispositional forgiveness. Both techniques were designed based on the Social Learning Theory, particularly on the idea of Modeling, and assuming that forgiveness is a human strength that might be susceptible of being enhanced thru observational learning.
To accomplish our goal we conducted two experimental studies. In the first one, we assessed the efficiency of an Observational Learning Technique in facilitating forgiveness of a concrete offense and/or the general disposition to forgive. In the second study, we investigated whether a Reading Testimony Technique also enhances forgiveness. Participants in both studies were undergraduate or graduate students recruited from the Ludwig-Maximilians-Universität München (Study 1) and the Universitat Internacional de Catalunya (Study 1 and 2).
Results indicated that both techniques were useful to promote forgiveness of a specific offense but not to significantly raise disposition to forgive. The main contribution into the research of forgiveness’ interventions is the proposing of two new techniques that could be included in wider processes of forgiveness’ interventions and the demonstration that effectiveness of a technique might be not contrary to briefness.
27
Easterbrook, Adam. "A critique of parental monitoring using Bandura's social cognitive learning theory as framework." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31613.
Full textAbstract:
This study tests competing hypotheses that examine the relationship between adolescents' perception of disclosure of information in the parent-adolescent relationship and adolescents' perception of their friends as prosocial or deviant. The first hypotheses are based on previous research on monitoring. They posit that parental efforts to obtain information about adolescents' activities, whereabouts and friends will influence adolescents' choice of either prosocial or deviant friends. The competing hypotheses are developed using Bandura's (2001) social cognitive learning theory as a framework. These hypotheses argue that adolescents' perception of their friends as either prosocial or deviant may determine how much information adolescents' will give to parents regarding activities, whereabouts and friends. To test the hypotheses, data was used from waves one and two of a three-year longitudinal study that is exploring adolescent life among high school students. Results offer partial support for the monitoring hypotheses. Maternal desire to know about adolescents' activities, whereabouts and friends is positively associated with adolescents' perception of friends as prosocial, but is not associated with adolescents' perception of friends as deviant. In contrast, paternal desire to know about adolescents' activities, whereabouts and friends is negatively associated with adolescents' perception of friends as deviant, but is not associated with adolescents' perception of friends as prosocial. The competing hypotheses developed using Bandura's (2001) social cognitive learning theory as a framework, were supported. Adolescents' perception of friends as prosocial is positively associated with adolescents' willingness to give information regarding activities, whereabouts and friends to parents, whereas adolescents' perception of friends as deviant is negatively associated with adolescents' willingness to give information to parents regarding activities, whereabouts and friends. These findings contribute to a growing body of literature (e.g., Kerr & Stattin, 2000; Stattin & Kerr, 2000) that questions monitoring as a useful and effective strategy for parental peer management. These results also underscore the need to examine adolescents as agentic beings who work to balance parent and peer relationships.Arts, Faculty of
Sociology, Department of
Graduate
28
Rivera, Michelle S. "Evaluating a Social Learning Theory of Dating Aggression: The Role of Relational Aggression." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/RiveraM2008.pdf.
Full text
29
朱志強 and Chi-keung Chu. "The study of the application of social learning theory in parent management training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31975318.
Full text
30
Payne, Charles A. "Does Social Learning Theory Predict Delinquency Differently Across Urban, Rural, and Suburban Areas?" OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1971.
Full textAbstract:
AN ABSTRACT OF THE THESIS OF CHARLES ALAN PAYNE II, for the Masters of Arts degree in Criminology and Criminal Justice, presented on April 29, 2016, at Southern Illinois University Carbondale. TITLE: DOES SOCIAL LEARNING THEORY PREDICT DELINQUNECY DIFFERENTLY ACROSS URBAN, RURAL, AND SUBURBAN AREAS? MAJOR PROFESSOR: Dr. GEORGE BURRUSS The purpose of this study is to examine whether social learning theory predicts delinquency differently across urban, rural, and suburban areas. The lack of research in this area is problematic because while there are known differences between urban, rural, and suburban offending patterns, there is a lack of evidence to suggest why these patterns occur. The results of the study show that differential association, definitions, and differential reinforcement were significant across all three geographic locations. However, when analyzed by geographic location, differential reinforcement was only significant in suburban areas. In fact, differential reinforcement was the strongest predictor of delinquency in suburban areas, when differential association was the strongest in urban and rural.
31
Scaggs, Anne Marie. "Student Perspectives on Application of Theory to Practice in Field Practicums." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6112.
Full textAbstract:
The field practicum is designed to offer students the opportunity to integrate knowledge and practice prior to graduation; however, students continue to lack the ability to connect theory to practice within the field practicum. The purpose of this qualitative case study was to explore the beliefs, attitudes, and perspectives of social work students regarding the application of theory to practice within the field practicum. The conceptual framework included concepts of empowerment, empowerment theory, and social constructivism. The research question addressed how social work students at a local university described the issues related to connecting theory to practice within the field practicum. Data collection involved interviews with 6 social work practicum students, observations, and document analysis. Data were coded and analyzed to identify 4 themes: learned theories, concerns, theory to practice, and student beliefs related to theory and practice. Findings confirmed students' inability to connect theory to practice. Findings were used to develop a project incorporating simulated learning environments in social work curricula to increase the connection of theory to practice. Findings may be used to enhance students' ability to integrate theory into practice, which may strengthen the profession of social work through improved service delivery at local, state, national, and global levels.
32
Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.
Full textAbstract:
Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today?
This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own.
This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies.
The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom.
We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.
33
Mattos, Guilherme. "Análise sobre a aprendizagem dos empreendedores sociais brasileiros : uma pesquisa à luz da Experiental Learning Theory." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/171362.
Full textAbstract:
Os empreendedores sociais são protagonistas na abordagem de problemas sociais no Brasil. Contudo, mesmo com esse destaque, pouco ainda se sabe sobre as particularidades desses profissionais. A aprendizagem desses indivíduos é um dos assuntos que carecem da atenção dos acadêmicos. Desse modo, uma das teorias que oportuniza análises a respeito da aprendizagem desses indivíduos é a Experiential Learning Theory (ELT) de Kolb (1984), que relata que a aprendizagem é o processo de criação de conhecimentos a partir da transformação das experiências do indivíduo. Um dos subprodutos da ELT é o conceito dos estilos de aprendizagem: traços pessoais que servem como indicadores de como os indivíduos percebem, interagem e respondem aos ambientes de aprendizagem. Para Alonso et al. (1997), existem quatro diferentes tipos de estilos de aprendizagem: o pragmático, o teórico, o ativo e o reflexivo. Assim, os autores elaboraram o instrumento Cuestionario Honey y Alonso sobre Estilos de Aprendizaje (CHAEA) para verificarem os estilos de aprendizagem dos indivíduos e realizarem análises relativas ao assunto. Dessa forma, a presente pesquisa se propôs a analisar a aprendizagem dos empreendedores sociais brasileiros à luz da Experiential Learning Theory, utilizando, para isso, o instrumento CHAEA. Primeiramente, os 90 empreendedores sociais brasileiros pesquisados tiveram seus estilos de aprendizagem verificados e os resultados foram analisados por meio de análises estatísticas univariadas e bivariadas. Assim, foi constatado que o estilo pragmático, o estilo teórico, o estilo ativo e o estilo reflexivo somam, respectivamente, 36,7%, 31,1%, 24,4%, e 7,8% da preferência geral dos pesquisados. Num segundo momento, particularidades e tendências relativas à aprendizagem desses indivíduos foram discutidas, e hipóteses foram produzidas. Essas hipóteses oferecem margem para o desenvolvimento de novos estudos relacionados ao tema. É indicado que as futuras pesquisas procurem trabalhar com amostras mais numerosas e com outros tipos de análises estatísticas. À parte das descobertas em relação à aprendizagem dos pesquisados e das hipóteses desenvolvidas, esta pesquisa também teve outro desdobramento relacionado ao estudo do empreendedorismo social no Brasil: o delineamento do perfil do empreendedor social brasileiro. Foi encontrado que esse indivíduo se caracteriza, majoritariamente, por ser identificado com o gênero masculino, ser jovem, declarar-se da raça ou cor branca, possuir alto grau de escolaridade e estar envolvido há pouco tempo com iniciativas sociais. O perfil constatado corrobora o perfil encontrado por outros autores e traz maior solidez para a discussão do tema. De forma geral, esta pesquisa colaborou para o avanço das pesquisas relativas ao empreendedorismo social e à aprendizagem experiencial no Brasil. Também foi viabilizada para os empreendedores sociais brasileiros participantes a oportunidade de verificarem seus estilos de aprendizagem e, assim, entenderem melhor suas próprias particularidades quanto à aprendizagem. Por último, destaca-se a contribuição para com instituições voltadas à educação, que por meio dos resultados desta pesquisa poderão aprimorar seus cursos direcionados aos empreendedores sociais.Social entrepreneurs are central figures in addressing societal problems in Brazil. Nevertheless, despite the spotlights being pointed on these individuals, little is known about their particularities. Their learning process, for instance, is a subject lacking academic research. Therefore, one way to analyze their learning process is through the Experiential Learning Theory (ELT) present by Kolb (1984), which says that learning is the process whereby knowledge is created through the transformation of experience. One of the ELT's sub-products is the learning styles concept, which suggests that personal traits work as indicators of how someone perceives, interacts and responds to learning environments. Alonso et al. (1997) proposed four different learning styles: pragmatist, theorist, activist and reflector. As a result, the authors created the survey Cuestionario Honey y Alonso sobre Estilos de Aprendizaje (CHAEA) to verify someone's learning style and to carry out analysis about their learning process. Thus, the present research aims to analyze Brazilian social entrepreneurs' learning process in the light of the Experiential Learning Theory, using, to that end, the CHAEA survey. Primarily, the 90 Brazilian social entrepreneurs studied in this research had their learning styles verified and their results analyzed through univariate and bivariate techniques. Thus, it was determined that the pragmatist style, the theorist style, the activist style and the reflector style represented, respectively, 36.7%, 31.1%, 24.4%, and 7.8% of the participant’s general preference. Secondly, particularities and tendencies regarding the Brazilian social entrepreneurs studied were discussed, and hypotheses were produced. This hypotheses offer a clear research path to anyone interested in developing new studies about the subject. It is indicated for future researches to work with larger samples and with other types of statistical analysis. Besides the discoveries regarding the participant's learning process and the hypotheses developed, this research also presented other outcome related to social entrepreneurship studies in Brazil: the establishment of the Brazilian social entrepreneur profile. It was found that these individuals are characterized, mostly, by recognizing themselves as males, by being young, by declaring themselves as white individuals, by possessing a high schooling level and by getting involved recently with social enterprises. The profile formed supports profiles described by other authors in their researches and brings a meaningful consolidation regarding the subject discussion. In general, this research contributed to the advance of researches related to social entrepreneurship and to experiential learning in Brazil. In a practical viewpoint, it was made possible for the Brazilian social entrepreneurs which were part of this research to verify their learning styles and, thus, understand better their own particularities regarding their learning processes. Lastly, the contribution to educational institutions needs to be addressed. Through the results of this research it will be possible for these establishments to improve their courses designed for social entrepreneurs.
34
Henderson, Brandy Barenna. "Exploring the Interactive Effects of Social Learning Theory and Psychopathy on Serious Juvenile Delinquency." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5854.
Full textAbstract:
Social learning theory continues to be one of the most enduring theories of crime. Psychological criminology, on the other hand, tends to explain crime in terms of behavioral propensities. This research is specifically focused on the generality of social learning theory as it varies across a measure of criminal propensity- in this case, psychopathy. Prior studies have tested various theories with the use of measures of propensity, but the theory is rarely social learning, and the measure of propensity has never been psychopathy. The current study examines three components of social learning theory (definitions, differential association, and differential reinforcement) to determine whether or not its influence is dependent on an individual's level of psychopathy. Data used in this research is from the Pathways to Desistance Project, a serious juvenile delinquent sample. Standard ordinary least-squares and Tobit regressions (a method of analyses designed to correct for linear relationships between variables when there is censoring in the dependent variable) are modeled. Results indicate that definitions, differential association, differential reinforcement, and both measures of psychopathy exerted significant main effects on antisocial behavior. In addition, the social learning variables interacted differently across varying levels of psychopathy. Conclusions and policy implications for future social science research are discussed within.
35
Bowskill, Nicholas William David. "A social identity approach to learning with classroom technologies." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4459/.
Full textAbstract:
This inter-disciplinary study develops a group level approach to learning design and practice in the classroom. This is supported by the use of technology to support learners in their collaborative development of questions. General use of these technologies has tended to focus on tutors setting questions and students responding. This thesis explores a more sophisticated view of these technologies using a student-generated perspective. Five case studies are presented including induction, professional development and placement review. These cases are each in different contexts. This study also develops a group-level concept of learning design. This approach has a structural view of group learning which consists of different ways of organising interaction amongst the whole class. In addition, it also has a psychological view of group learning based around the psychological impact of group membership and different group-level perspectives. This is in contrast with conventional instructional design approaches to pedagogy which are based on representative individuals. In response to this group-level approach, this study reviews individual and socio-cultural theories of learning on order to understand the interaction between individual and whole-group perspectives which are a feature of this practice. Social Identity theory is added to this as a potential bridge between these different theoretical frameworks. Shared Thinking, the name given to this group-level practice, completes the design, theory and practice framework of this study. This practice points to the pedagogical complexity implied by new uses of classroom technologies discussed in this study. The combination of an instrumentalist and a social psychological aspect of pedagogy illustrate this complexity based around the development and manipulation of a shared sense of identity. The tutor’s role therefore combines management of the process with the curation of social identity.
36
Koseoglu, Gamze. "Even Sherlock needs a Dr. Watson: A theory of creativity catalysts." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53545.
Full textAbstract:
In this dissertation I seek to answer the research question of who are those people that have the ability and motivation to facilitate other people’s creative thinking. Actors who are in the creator’s social environment, such as her coworkers and family members, can potentially enhance the creator’s level of creativity. Although these contacts can be active collaborators of the creator’s thinking processes and can eventually have a significant impact on organizational creativity, so far their role in organizational life has been overlooked by researchers. Consequently, in my dissertation I develop a theory of “creativity catalysts”, and define a creativity catalyst as an employee who helps to improve the usefulness and novelty (i.e. creativity) of the ideas and products produced by another employee (i.e. the creator) through direct interpersonal interaction with the creator. I examine two aspects of serving as a catalyst to another’s creativity: the intensity of a creativity catalyst’s contribution and the span of a creativity catalyst’s contribution. Intensity of contribution is conceptualized as the extent to which the creativity catalyst can improve the output generated by the creators to be more novel and useful. Span on the other hand, is the number of people that perceive an individual as a catalyst for her own creative performance.
To answer the research question, I develop and empirically test a theory of creativity catalysts by integrating a social capital theory lens (i.e. structural social capital and relational social capital) with a stable motivational orientation (i.e., learning goal orientation). First, I argue that a catalyst’s relational social capital (i.e., quality of relationships with her coworkers) in the organizational communication network determines her motivation to take the role of a creativity catalyst. Second, I argue that the catalyst’s structural social capital (i.e., the extent to which she can connect with the disconnected others in her network structure) underlines her ability to contribute to others’ creativity. Integrating these two arguments, I hypothesize that the catalyst’s relational social capital (i.e., the motivation to become a creativity catalyst) interacts with her structural social capital (i.e., the ability of a creativity catalyst) in predicting both the intensity and span of the catalyst’s contribution to her coworkers’ creativity. Second, I hypothesized that learning goal orientation, a stable motivational orientation, interacts with the situational motivational characteristic of relational social capital in predicting both the span and intensity of a catalyst’s contribution to her coworkers’ creativity. To test my hypotheses, I first ran a pilot study on a sample of full-time MBA students in order to validate the creativity catalyst measure; and then tested my hypothesized model on employees from two companies, using multiple data sources over multiple phases of data collection. Consequently, I found support for both of these interaction hypotheses on the intensity and span of a creativity catalyst’s contribution to her coworkers’ creativity. Theoretical and practical implications of these findings, and future research directions are discussed.
37
Brahams, Yvonne Rae. "Development of a social studies curriculum reflecting Howard Gardner's theory of multiple intelligences." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1424.
Full text
38
Killorin, Jamesine Marsden. "Learning About Money in the Family Business| Financial Literacy Through the Lens of Strong Structuration Theory." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10252776.
Full textAbstract:
This case study researched the learning of financial literacy in a five-generation family business. Stones’s (2005) strong structuration methodological framework was used to explore the external structures of context and the internal structures of disposition or habitus and knowledge in the social learning of financial literacy defined as a combination of awareness, knowledge, skills, attitudes, and behaviors. Case study data were collected from two-part life history interviews, historical records, documents, websites, video, and observations. The research participants included 10 members from two generations of the family.
Through the theoretical lens of Stones’s (2005) strong structuration theory, the study identified meso-level structural features and patterns of interactions across three generations that shaped the five dimensions of financial literacy of agents at the micro level. Bandura’s (1986) social cognitive theory supplemented strong structuration to consider the interactions, generative conceptions, anticipatory capabilities, and self-efficacy of agents- in-situ.
The study concluded that regional or locally implicit norms became family financial norms through patterns of social structuring. Strongly reinforced family norms were salient in financial attitudes and behaviors throughout the life course. Structuring patterns of interaction, including traditional family roles for men and women, were found to influence agents’ general dispositions and generative conceptions of their capabilities. Case evidence suggested that differences in enactive experiences influenced the financial self-efficacy of agents.
Power in position-practice relations was found to reinforce information asymmetries among agents, which can affect financial attitudes and financial decision behaviors. Altruism and agents’ risk dispositions can lead to firm-level inertia and lead to risk exposure for individuals.
The sociological approach of this study demonstrated that to gain an understanding of the applied nature of financial literacy as active agency at the micro level, inquiry focused solely on financial outcomes is insufficient. The research showed that the five dimensions of financial literacy arise in dynamic combinations in the shaping of external and internal structures through social interactions.
39
Laflamme, Denise Marie. "The brain-based theory of learning and multimedia." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/1002.
Full textAbstract:
For this project the brain-based theory of learning, an eclectic theory that incorporates the cognitive and humanistic views was researched. Multimedia, a technology which supports the principles of brain-based learning, was then selected as the vehicle to present historical materials to students.
40
Wu, Pi-Chu. "Social networks, language learning and language school student sojourners : a qualitative study." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/2132/.
Full textAbstract:
This thesis investigates individual language school student sojourners’ learning experiences in the UK. It takes into account the importance of learners learning through interaction with others in the target language community and recognises how learners’ social networks affect their language learning and use. There are many studies about students who study abroad for academic purposes and immigrant learners, but not many relating to individual language learners in private language schools. In order to fill this gap, this study focused on individual language school learners. With the intention of understanding how the social networks and language learning interact over time as part of their sojourner experience, I utilised different theoretical frameworks that have been applied to other groups of language learners and concluded that these frameworks are also applicable to private language school students. I recognised that in order to understand my participants’ learning experiences I needed to interact with them and also observe how they interacted with their social world. Therefore, formal interviews (semi-structured) and informal interviews (informal group meeting or chat) were the main methods for my study together with observation of interaction in various situations. This study identified the expectations that learners had with regard to the target language community, host families and native speakers’ attitudes towards foreign students, and the realisation that these expectations were higher than what was actually encountered. It also identified the steps the individual language learners took to overcome these disappointments and how they reconstructed their relationships with the target language and community respectively. In contrast with many previous studies which only focused on learning from native speakers, my study recognised that learners sometimes can have more interpersonal contact with their fellow students than native speakers. And consequently they benefit more from these contacts, in terms of language learning, than from native speakers. This thesis also helps language learners and language educators recognise basic theoretical frameworks which could help them evaluate the benefits and problems related to learning through interpersonal contact. And with this understanding learners will be able to facilitate their autonomous learning in the target language community.
41
Hobby, Kristina Lee. "Metaphoric Interpretations of a Social Issue." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/15.
Full textAbstract:
This thesis presents a study on how fourth graders can learn and use metaphor to create meaningful and expressive artworks. It is intended to investigate how students can understand the idea of metaphor and how they can use it to illustrate their own thoughts and ideas within their artworks. Jean Piaget believes much abstract thinking does not occur until the Formal Operations Stage of eleven to thirteen years of age. This study sought to question the ideas of Piaget by introducing the abstract thought of metaphor to fourth graders who are at the approximate age of nine. It set out to demonstrate that students may understand the idea of metaphor while applying it to create meaningful artworks that demonstrate their own opinions, thoughts and beliefs. Concepts about metaphor were introduced to the students through a number of interactive lessons to develop their ability to implement metaphor into their own artworks. This unit taught students how to interpret metaphor and apply the use of metaphor to their own artworks.
42
Senich, Samantha. "Mother's social cognitions and discipline responses differences between physical and relational aggression /." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Spring2006/S%5FSenich%5F030306.pdf.
Full text
43
Clore, Christine W. "Social skills use of adolescents with learning disabilities: An application of Bandura's theory of reciprocal interaction." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5291/.
Full textAbstract:
This was a mixed methods study designed to investigate the social skills use of adolescents with learning disabilities through an application of Albert Bandura's theory of reciprocal interaction. Data were collected through ranking surveys, observations, interviews, and school records. Three questions were investigated. The first question was to determine whether the language deficits of LD students contributed to their general decreased social competency. Through data from the Social Skills Rating System, the seventh grade participants were considered socially competent to some degree by self report, their teachers, and their parents. Factor analysis revealed students were the best predictors of their social skills use from all data sources. In ranking participants' social skills use, students and teachers were more strongly correlated than were students and parents, or teachers and parents. No relationship of any strength existed between the participants' cognitive ability and their social competence. A use of Bandura's determinants indicated that a relationship existed between some subtypes of learning disabilities and some types of social skills misuse. The participants diagnosed with reading disability, auditory processing disability, receptive/expressive language disability, or nonverbal learning disability all made the majority of their observed social skills errors in the environmental determinant of Bandura's triad of reciprocal interaction. The participants in the four subtypes experienced their information processing deficits in attending to environmental stimuli, or in attending to inappropriate environmental stimuli. The area of the subtype of information processing deficit aligned with the determinant in which the participants in that subtype's social errors were experienced. Bandura's triad of cognition, environment, and behavior was not equilateral because the balance did not exist between the three determinants in participants with learning disabilities.
44
Pagnotta, Murillo. "Living and learning together : integrating developmental systems theory, radical embodied cognitive science, and relational thinking in the study of social learning." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/16386.
Full textAbstract:
Behavioural scientists argue that ‘social learning' provides the link between biological phenomena and cultural phenomena because of its role in the ‘cultural transmission' of knowledge among individuals within and across generations. However, leading authors within the social sciences have proposed alternative ways of thinking about social life not founded on the Modern oppositions including nature-culture, biology-culture, body-mind, and individual-society. Similarly, the distinction between a domain of nature and a domain of nurture has also been extensively criticized within biology. Finally, advocates of ‘radical embodied cognitive science' offer an alternative to the representational-computational view of the mind which supports the conventional notion of culture and cultural information. This thesis attempts to integrate developmental systems theory, radical embodied cognitive science, and relational thinking, with the goal to bring the field of social learning closer to these critical theoretical developments. In Chapter 2, I find no justification for the claim that the genome carries information in the sense of specification of biological form. Chapter 3 presents a view of ontogeny as a historical, relational, constructive and contingent process. Chapter 4 uses the notions of environmental information, abilities, affordances, and intentions to make sense of behaviour and learning. In Chapter 5, I argue that the notion of social learning can be understood in terms of relational histories of development rather than in terms of transmission of information. I then report empirical studies investigating behavioural coordination and social learning consistent with this theoretical framework. Chapter 6 presents evidence that dyads in a joint making activity synchronize their attention constrained by their changing situation and that coordination of attention is predictive of implicit and explicit learning. Chapter 7 presents evidence that joint attention does not require gaze following and that attentional coordination is predictive of learning a manual task. Together, these theoretical and empirical studies suggest a new way of thinking about how humans and other animals live and learn socially, one that is consistent with critical theoretical and philosophical developments that are currently neglected in the literature on social learning.
45
Pradelski, Bary S. R. "Distributed dynamics and learning in games." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:37185594-633c-4d78-a408-dfe4978bacb7.
Full textAbstract:
In this thesis we study decentralized dynamics for non-cooperative and cooperative games. The dynamics are behaviorally motivated and assume that very little information is available about other players' preferences, actions, or payoffs. For example, this is the case in markets where exchanges are frequent and the sheer size of the market hinders participants from learning about others' preferences. We consider learning dynamics that are based on trial-and-error and aspiration-based heuristics. Players occasionally try to increase their performance given their current payoffs. If successful they stick to the new action, otherwise they revert to their old action. We also study a dynamic model of social influence based on findings in sociology and psychology that people have a propensity to conform to others' behavior irrespective of the payoff consequences. We analyze the dynamics with a particular focus on two questions: How long does it take to reach equilibrium and what are the stability and welfare properties of the equilibria that the process selects? These questions are at the core of understanding which equilibrium concepts are robust in environments where players have little information about the game and the high rationality assumptions of standard game theory are not very realistic. Methodologically, this thesis builds on game theoretic techniques and prominent solution concepts such as the Nash equilibrium for non-cooperative games and the core for cooperative games, as well as refinement concepts like stochastic stability. The proofs rely on mathematical techniques from random walk theory and integer programming.
46
Hultren, Louise, and Erica Kozma. "Wordless picturebooks - in practice and theory." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31600.
Full textAbstract:
In the year of 2015, 35.000 refugee children arrived to Sweden. In Sweden education is a matter of right, every child has the right to attend school no matter if s/he is a citizen or a refugee. According to the Swedish Curriculum for Compulsory school, all teaching should be adapted to the individual student’s circumstances and needs. The aim of this degree project is to investigate how wordless picturebooks (Silent Books) could be used as a language learning tool in order to promote language acquisition among newly arrived children in Sweden. Firstly, this paper provides an overview of background knowledge, theories and concepts about wordless picturebooks and second language learning. The literature review indicates that the content of the books and the social context is important while learning a language. It also shows that picturebooks can be used in order to grow a cultural understanding among young learners with different cultural backgrounds. In the empirical study we employed semi-structured interviews with people from Sweden, Italy and England. We also carried out field research on Lampedusa, Italy, which included observations and interviews. The major conclusions of this study are that Silent Books is one tool of many, which could be used while learning a language. Silent Books is particular good since it lets the student base her/his language learning in one’s earlier knowledge and experiences as well as language level. The pictures are the starting point, and the learning process starts with what you see in the picture.
47
Whittle, Patrick J. "The relationship between scramble competition and social learning, a novel approach to testing adaptive specialization theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0002/MQ29809.pdf.
Full text
48
Whittle, Patrick J. "The relationship between scramble competition and social learning : a novel approach to testing adaptive specialization theory." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27434.
Full textAbstract:
This thesis examines whether scramble competition is associated with social learning. The question is explored via a comparative study involving two species of grassfinches, Amadina fasciata, and Taenopygia guttata. These finches vary in the degree to which they employ scramble competition while foraging, but are otherwise similar behaviourally and morphologically. General problems associated with the application of the comparative method to the testing of learning specializations are discussed. Functional improvements to previously employed approaches are proposed, and then implemented in a novel methodology and statistical approach to analysing the data, the Manova approach. The results of the study suggest that there is no link between scramble competition and social learning in these two species. When the effects of confounding variables are removed from the interspecific comparison, the species do not appear to differ in their social learning abilities. The results also indirectly suggest that some forms of social learning occur through the mechanisms of general learning.
49
Johnson, Craig Laurence. "Standing on the toes of giants : social movement theory and the case of the learning organisation." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/5143.
Full textAbstract:
The thesis examines two interrelated topics; the perception of management theory in general, and the efficacy of the learning organisation in particular. The purpose of this thesis, therefore, is to compare the rhetoric espoused in the learning organisation literature with a survey of senior managers in large, commercial organisations. The results revealed a positive disposition towards business and management theory in general. The survey also demonstrated that leadership is considered the most important variable in the success of a company. This is facilitated through the attraction and retention of the appropriate staff and creating sufficient space for them to operate. Learning is embedded by anticipating the future, learning from the past and enabling good communication. However, the latter is balanced through change management. This is derived through legitimate authority and a reliance on planning. Finally, a strategy of experimentation is balanced by challenging industry rules. Themes involving politics, corporate alignment and corporate longevity were found to have relatively little convergent validity. The third section of the questionnaire reveals a positive disposition towards the learning organisation. The contribution of this thesis is in three areas. First, it is the only work to evaluate the anti-guru school. Second is the development of a syncretic model of learning organisation concept using structural equation modelling. Finally, it explains and examines the largely misunderstood concept of management fashions.
50
Chan, Heng Choon. "What Propels Sexual Homicide Offenders? Testing an Integrated Theory of Social Learning and Routine Activities Theories." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4002.
Full textAbstract:
Sexual homicide is a rare occurrence. Little is known about the offending perspective of sexual homicide from a criminological standpoint. Recently, Chan, Heide, and Beauregard (2011) proposed an integrative theoretical framework using concepts and propositions of Social Learning Theory (differential association, definitions, differential reinforcement or punishment, and imitation) and Routine Activities Theory (a motivated offender, an attractive and suitable target, and the absence of a capable guardian or guardianship) to elucidate the sexual homicide offending dynamics. According to this integrative model, the individual-level view of the sexual murderers is explained by the social learning principles, while the offending process is complemented by the routine activities propositions from a micro-level to provide a better explained sexual homicide offending model. However, this model has yet to be tested empirically. In addition to testing the Chan et al.'s model, this study proposes and tests an alternative model by incorporating the construct of pre-crime precipitators to better explain the motivating factor of an offender to commit a sexual homicide. To empirically test both models, this study utilizes the dataset collected by a group of Canadian researchers on 230 incarcerated non-serial homicidal (N = 55) and non-homicidal (N = 175) sex offenders in the province of Quebec, Canada for the period between 1995 and 2005. Using step-wise logistic regression, four regression models are tested to examine the offending process of sexual homicide by investigating the effects of the offender's motivation, the target suitability and attractiveness, the absence of a capable guardian or guardianship, and the pre-crime precipitating factors in deciding the lethal outcome of a sexual offense. The theoretical model proposed by Chan and colleagues received some support. Consistent with Chan et al.'s theoretical propositions, findings suggest that the sex offender's sexually deviant behaviors and attitudes serve as a motivating factor, and the presence/absence of a capable guardian or guardianship at the immediate crime surroundings are significant factors in deciding the survival rate of the victim. Methodological limitations of the study, practical implications for offender profiling and crime preventive measures, and suggestions for future research are discussed.