Essay Sample on Social Cognition Theory

Introduction

Social cognition theory (SCT) as used in communication, psychology, and education asserts that the acquisition of knowledge is directly related to the observation of others during the process of social interaction, experience or outside the influence of media. SCT is an extension of the social learning theory as advanced by Albert Bandura. The theory postulates that when a person observes a model performing a particular behavior and its repercussions, he or she learns the series of the proceedings and utilizes the information to guide future action. By observing a model in practice, one may also get prompted to participate in a previously learned behavior. Such entails that individuals do not acquire new knowledge by only trial and error but rather the replication actions perpetrated by others in society. The cognition is, however, dependent on whether the people are either punished or rewarded for their efforts or the outcome that determines whether to replicate the behavior learned. This paper focuses on the relationship between social cognitive theory and cognitive comprehension taking into consideration the interactions that influence cognitive comprehension.

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Interactions Influencing Cognitive Comprehension

A critical goal in cognitive psychology is the explanation of the processes in the brain that allow human beings to perceive the environment (Samuels, 1983). To accomplish the goal, a psychologist is required to determine the environmental as well as mental factors and their interaction with each other. Taking an example of reading a textbook, the external factors to the reader includes the text structure and topic. Internal factors include the structures awareness as well as the background experiences. An examination of both elements can be used as an explanation for the reason behind readers failing or succeeding in the comprehension and acquisition of the read.

External factors in reading are those related to the text and the environment of reading. Such factors include the tangible features of the text, readability, and style, theme as well as the aim enforced by an external force to the reader. The characteristics related to physical and environmental attributes the format, font, and illumination. In a typical reading situation, an optimal level in one factor such as illumination will have little influence if another element such as font size is kept unstable. All the factors should be held at a moderate amount to eliminate the adverse effects during the reading of a text (Samuels, 1983).

Internal factors that affect cognitive function in reading include the level of intelligence, perception, and self-esteem (Kheidher, 2013). Such factors come from within the individual or explicitly from the brain. Intelligence may refer to the ability to recall specific tests that form the basis of success in school. Intelligence may also apply to the inherent abilities that make some people better than others. Other people see language as the foundation of intelligence as well as a linkage between intellectual development and society Kreider, 2013. Knowledge is, therefore, an important factor in learning. Self-esteem, on the other hand, is the motivation towards achieving the comprehension while perception is the attitude toward learning such as reading of a text.

The interaction between the external and internal factors in learning is the basis of comprehension. Similarly, social cognition utilizes external and internal factors to make an individual learn the environment or experiences. By using external factors such as actions by other people, the internal factors allow attainment of knowledge. The acquired knowledge may also be enhanced by the external factors impacting a direct influence by rewarding or punishing the recipient of the experience. Such aspects are the basis of learning a language such as the English.

In the process acquiring the knowledge in a comprehension, learners are faced with difficulties such as technical new words in the content. The tenacities resulting to problems in conceptualizing the comprehension may include factors such as poor financial backgrounds of the novices, lack of appropriate learning materials, hardships in the school atmosphere, unavailability of quality teachers, poor inspirations, instructions by another language rather than the first one as well as lack of appropriate introduction. Such issues are evident in many situations such as in students entering the universities. On the other hand, well-structured thoughts enable the learner to recollect, make connections and associations as well as exchanging thoughts utilizing their past learned approaches. Such students also emphasize on getting deep in the subject matter and acquiring ideas. The students disregard poor techniques and standards normally utilized by the underqualified tutors.

Taking an example of studying and reading English as a second language. The language of English unlike other dialects such as Hindu or Chinese comprise of unpredictable letters. The best way to learn English therefore comes from the environment where the students interact with others who are already familiar with the language. Such social interactions sow the relationship between social cognition application and cognitive comprehension. Such exposures normally happen early in the learning stages such as in the kindergarten.

In case a young learner is exposed to a poor environment in the process of learning early in life, it is necessary to intervene in improper comprehension by utilizing the right teaching methods. This is because comprehension problems can be detected early in life and the proper mechanisms adopted to rectify the situation. In the same way, young learners with double problems in arithmetic and reading have more significant issues in attaining knowledge than those with single issues. Speech is particularly essential in performing baseline cognition abilities such as memory, accuracy, rhyme, IQ that are correlated with essential skills for prediction abilities.

References

Samuels, S. J. (1983). A cognitive approach to factors influencing reading comprehension. The Journal of Educational Research, 76(5), 261-266.

Kheidher, M. (2013).An Analysis of Some Internal and External Factors Influencing Learners' Success in EFL. People's Democratic Republic of Algeria Ministry of Higher Education and Scientific Research. 28-34. Retrieved from http://dspace.univbiskra.dz:8080/jspui/bitstream/123456789/4768/1/SE%20185.pdf