Theory thatelaborated onbehaviorism byincluding enactivelearning andlearning throughmodeling Our beliefsabout ourabilities in agiven areaExercisinginfluenceover one’sown lifeHow wejudge ourown self-worthDirectreinforcement,vicariousreinforcement,and self-reinforcementOur owndirectexperiencesDynamic systemof interplay amongthree kinds ofinfluence that isdescribed bysocial cognitivetheoryTransitional phaseduring which thestudents graduallyappropriate andinternalize self-regulated learningand skillsA teacher’s beliefin their own abilityto reach even themost difficultstudent in theirclassroomDirecting attention,fine-tuning alreadylearned behaviors,strengthening orweakening inhibitions,teaching newbehaviors, andarousing emotionsOld-fashionedword forwill-powerTheory that includedmore attention tocognitive factors suchas expectations andbeliefs while retainingemphasis on the role ofothers serving asmodels and teachersPsychologist whodemonstrated thatpeople can learnby observingothers' actionsand theirconsequencesDevelopmental status,model prestige andcompetence, self-efficacy, vicariousconsequences,outcome expectations,and goal settingThis happens whenstudents worktogether to regulateeach other throughreminders, prompts,and other guidance.Theory thatelaborated onbehaviorism byincluding enactivelearning andlearning throughmodelingOur beliefsabout ourabilities in agiven areaExercisinginfluenceover one’sown lifeHow wejudge ourown self-worthDirectreinforcement,vicariousreinforcement,and self-reinforcementOur owndirectexperiencesDynamic systemof interplay amongthree kinds ofinfluence that isdescribed bysocial cognitivetheoryTransitional phaseduring which thestudents graduallyappropriate andinternalize self-regulated learningand skillsA teacher’s beliefin their own abilityto reach even themost difficultstudent in theirclassroomDirecting attention,fine-tuning alreadylearned behaviors,strengthening orweakening inhibitions,teaching newbehaviors, andarousing emotionsOld-fashionedword forwill-powerTheory that includedmore attention tocognitive factors suchas expectations andbeliefs while retainingemphasis on the role ofothers serving asmodels and teachersPsychologist whodemonstrated thatpeople can learnby observingothers' actionsand theirconsequencesDevelopmental status,model prestige andcompetence, self-efficacy, vicariousconsequences,outcome expectations,and goal settingThis happens whenstudents worktogether to regulateeach other throughreminders, prompts,and other guidance.

Social Cognition Bingo - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. Theory that elaborated on behaviorism by including enactive learning and learning through modeling
  2. Our beliefs about our abilities in a given area
  3. Exercising influence over one’s own life
  4. How we judge our own self-worth
  5. Direct reinforcement, vicarious reinforcement, and self-reinforcement
  6. Our own direct experiences
  7. Dynamic system of interplay among three kinds of influence that is described by social cognitive theory
  8. Transitional phase during which the students gradually appropriate and internalize self-regulated learning and skills
  9. A teacher’s belief in their own ability to reach even the most difficult student in their classroom
  10. Directing attention, fine-tuning already learned behaviors, strengthening or weakening inhibitions, teaching new behaviors, and arousing emotions
  11. Old-fashioned word for will-power
  12. Theory that included more attention to cognitive factors such as expectations and beliefs while retaining emphasis on the role of others serving as models and teachers
  13. Psychologist who demonstrated that people can learn by observing others' actions and their consequences
  14. Developmental status, model prestige and competence, self-efficacy, vicarious consequences, outcome expectations, and goal setting
  15. This happens when students work together to regulate each other through reminders, prompts, and other guidance.