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Albert Bandura
• Albert Bandrua was born December 4, 1925 in Canada.
• Professor Emeritus of Social Science in Psychology at Stanford University.
• His career spans almost six decades.
Bandura is responsible for groundbreaking
contributions to many fields of psychology
• Social cognitive theory
• Personality psychology
• Influential in the transition between behaviorism and cognitive psychology
• Originator of social learning theory and the theory of self-efficacy
• Responsible for the influential 1961 Bobo Doll experiment
• A 2002 survey ranked Bandura as the fourth most-frequently cited psychologist of all time, behind B.F. Skinner, Sigmund Freud, and Jean Piaget
• The most cited living psychologist
• Bandura is widely described as the greatest living psychologist and as one of the most influential psychologists of all time.
Publications• Bandura, A. (1997). Self-efficacy : the exercise of control. New York: W.H. Freeman.• Bandura, A. (1986). Social foundations of thought and action : a social cognitive
theory. Englewood Cliffs, N.J.: Prentice-Hall.• Bandura, A., & Walters, R.H. (1959). Adolescent Aggression. Ronald Press: New
York.• Bandura, A. (1962). Social Learning through Imitation. University of Nebraska Press:
Lincoln, NE.• Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart and
Winston.• Bandura, A. (1971). Psychological modeling: conflicting theories. Chicago:
Aldine·Atherton.• Bandura, A. (1973). Aggression: a social learning analysis. Englewood Cliffs, N.J.:
Prentice-Hall.• Bandura, A. (1975). Social Learning & Personality Development. Holt, Rinehart &
Winston, INC: NJ.• Bandura, A., & Ribes-Inesta, Emilio. (1976). Analysis of Delinquency and Aggression.
Lawrence Erlbaum Associates, INC: New Jersey• Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
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10Who is
Bandura?
Social Learning Theory
Pay
Attention!
In the Classroom
Models
Matter
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Team OneTeam One
Team TwoTeam Two
Team ThreeTeam Three
Team FourTeam Four
Team FiveTeam Five
Team SixTeam Six
Who is Albert Bandura?
for 5 Points
Albert Bandura is associated with Stanford ________ .
Show Answer
Who is Albert Bandura?
Answer for 5 Points
University
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Who is Albert Bandura?
Question for 10 Points
Bandura is well know for the ____ doll
experiment.
Show Answer
Who is Albert Bandura?
Answer for 10 Points
Bobo
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Who is Albert Bandura?
Question for 15 Points
Bandura’s work continues to be a force in studies of imitation
and m_______ .Show Answer
Who is Albert Bandura?
Answer for 15 Points
modeling
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Who is Albert Bandura?
Question for 20 Points
A frequently cited book of Bandura’s is
Principles of Behavior M______ (1969)
Show Answer
Who is Albert Bandura?
Answer for 20 Points
Modification
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Who is Albert Bandura?
Question for 25 Points
Bandura is considered the leading proponent
of ______ Learning Theory. Show Answer
Who is Albert Bandura?
Answer for 25 Points
Social
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Social Learning Theory
Question for 5 Points
Differing with behaviorists, Bandura
stressed that _____ played a role in
learning.Show Answer
Social Learning Theory
Answer for 5 Points
cognition (or thinking)
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Social Learning Theory
Question for 10 Points
Show Answer
Unlike ____________, social learning theorists believe that learning can occur without a change in behavior.
Social Learning Theory
Answer for 10 Points
Behaviorists
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Social Learning Theory
Question for 15 Points
Social Learning Theory states there is a continuous interaction between cognitive, behavioral, and e______ influences.
Show Answer
Social Learning Theory
Answer for 15 Points
environment
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Social Learning Theory
Question for 20 Points
Social Learning Theory encompasses a______, memory, and motivation.
Show Answer
Social Learning Theory
Answer for 20 Points
attention
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Social Learning Theory
Question for 25 Points
Bandura (1977) pointed out, the response and resulting reinforcement do not always appear immediately after the stimulus but may occur days or weeks later. This phenomenon is know as d_____ i______ .
Show Answer
Social Learning Theory
Answer for 25 Points
delayed imitation
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Pay Attention!
Question for 5 Points
Paying attention is a cognitive p_____ essential for learning to occur.
Show Answer
Pay Attention!
Answer for 5 Points
process
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Pay Attention!
Question for 10 Points
Reinforcement increases the likelihood of a r_____ only when an individual realizes which particular response has led to the reinforcement.
Show Answer
Pay Attention!
Answer for 10 Points
response
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Pay Attention!
Question for 15 Points
Social cognitive theory focuses on the ways in which people learn from o______ one another.
Show Answer
Pay Attention!
Answer for 15 Points
observing
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Pay Attention!
Question for 20 Points
Students are more likely to have mastery goals when they have high i______ in learning. (Bandura, 1997)
Show Answer
Pay Attention!
Answer for 20 Points
interest
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Pay Attention!
Question for 25 points.
Numerous research studies indicate that children become more a______ when they observe violent models.
Show Answer
Pay Attention!
Answer for 25 Points
aggressive
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In the Classroom
Question for 5 Points
A model is more likely to be effective if the model’s behavior is r_______ to the student’s needs.
Show Answer
.
In the Classroom
Answer for 5 Points
relevant
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In the Classroom
Question for 10 Points
Show Answer
Describing the consequences of behaviors can effectively increase appropriate behaviors and decrease __________ behaviors .
In the Classroom
Answer for 10 Points
inappropriate
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In the Classroom
Question for 15 Points
Teachers can promote
s________-e________ by having
students receive confidence-building
messages, watch others be successful,
and experience success on their own. .Show Answer
In the Classroom
Answer for 15 Points
self-efficacy
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In the Classroom
Question for 20 Points
Show Answer
Guiding students in developing s____ - r_______ is an effective method for improving student behavior.
In the Classroom
Answer for 20 Points
Self-regulation
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In the Classroom
Question for 25 Points
The nonoccurrence of expected consequences is an influential consequence and a form of punishment. The nonoccurrence of expected p________ can be reinforcing.
Show Answer
In the Classroom
Answer for 25 Points
punishment
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Models Matter
Question for 5 Points
Students often learn a great deal simply by
______ others .
Show Answer
Models Matter
Answer for 5 Points
observing
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Models Matter
Question for 10 Points
Two variables that affect an observer’s ability to retain in memory the modeled events
are covert and _____ rehearsals.
Show Answer
Models Matter
Answer for 10 Points
overt
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Models Matter
Question for 15 Points
Individuals are more likely to adopt a
modeled behavior if the model is _____ to the
observer.Show Answer
Models Matter
Answer for 15 Points
similar
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Models Matter
Question for 20 Points
When people see others misbehave without negative c__________, they are more likely to misbehave themselves.
Show Answer
Models Matter
Answer for 20 Points
consequences
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Models Matter
Question for 25 Point
Children can learn from watching a model being reinforced for a response. Bandura illustrated this with children watching a model hit the Bobo doll then receiving reinforcement. The children hit the doll without being reinforced. This is known as v_______ r_______ .
Show Answer
Models Matter
Answer for 25 Points
vicarious reinforcement
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Show Question
Albert Bandura and his twingrandsons Timmy and Andy in 1996.
Show question
“Big Points”
QuestionIn the video, conditions for
effective modeling were demonstrated. They are
1. A______ 2. R_______
3. Motor R_____ 4. M______
Show Answer
302928272625242322212019181716151413121110987654321
Big Points
Answer for Big Points1. Attention
2. Rehearsal (retention)
3. Motor Reproduction
4. Motivation
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References
• http://en.wikipedia.org/wiki/Albert Bandura– Haggbloom S.J. (2002). The 100 most eminent psychologists of the 20th century, Review of
General Psychology, 6 (2). 139-152.
• Jeanne Ellis Ormrod, Human Learning (5th ed) Pearson Prentice Hall 2007 ISBN 13: 978-0-12-232749-7
• http://eric.ed.gov/PDFS/ED091326.pdf Hartjen, Raymond, Implications of Bandura’s Observational Learning Theory for a Competency Based Teacher Education Model; April 1974
• http://www.des.emory.edu/mfp/bandurabio.html
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"To succeed, one cannot afford to be a realist." ~ Albert Bandura ~
Address before the American Psychological Association, 1998
http://www.des.emory.edu/mfp/banconversion.html
Albert Bandura sets the record straight (2007)
• "At the time of my graduate training, the entire field of psychology was behaviorally oriented with an almost exclusive focus on the phenomenon of learning. But I never really fit the behavioral orthodoxy. At the time virtually all of the theorizing and research centered on learning through the effects of reinforcing outcomes. In my first major program of research, I argued against the primacy of conditioning in favor of observational learning, in which people neither emit responses nor receive reinforcements during the process of learning. Indeed, my first major publication was a lengthy chapter on 'Social Learning Through Imitation' in the 1962 Nebraska Symposium on Motivation, in which I conceptualize observational learning as mediated through perceptual and cognitive processes. On pages 260-261 of this chapter, I present a parody on how trying to shape auto driving skills through operant conditioning would unshape the driver and the surrounding environment! I rejected Miller and Dollard's view of imitation as merely a special case of instrumental conditioning. While behaviorists were plotting learning curves as a function of number of reinforced trials, I published a chapter on 'No trial learning' in a volume edited by Berkowitz."
• "During this period, behaviorists were championing the shaping and control of human behavior by rewarding and punishing consequences. I began a second major program of research on the capacity for self-directedness to regulate one's own behavior through personal standards and self-reactive influences. The initial studies on the acquisition of self-evaluative standards for self-directedness were reported in the 1963 book with Richard Walters on Social Learning and Personality Development." "In the early writings I acknowledged the phenomena encompassed under the labels of conditioning and reinforcement. But what text writers and those relying on secondary sources were missing is that I conceptualized these phenomena as operating through cognitive processes. 'Reinforcement' affected behavior by instilling outcome expectations rather than by stamping in responses. See pages 16-22 in Social Learning Theory (1977). I also conceptualized instrumental and classical conditioning in terms of acquisition of expectancies rather than coupling responses to stimuli. See chapter 10 in Principles of Behavior Modification entitled, 'Symbolic Control of Behavioral Changes.'"
• "The theorizing that is currently in vogue attributes behavior to multilevel subpersonal neural networks devoid of any consciousness, subjectivity, or self-identity. While this line of theorizing views humans as high-level automatons, I have been emphasizing the exercise of human agency."
• "The explanatory issue of interest is not my transformation from behaviorism to sociocognitivism, but rather why authors of psychological texts continue to mischaracterize my approach as rooted in behaviorism. You ask how I would describe my early position? Social cognitivism. It emphasized that learning is embedded in social networks and that environmental influences are largely mediated through cognitive processes. To correct another error in many textbooks, I was not a student of Kenneth Spence. He was the dominant force in the Iowa Department, but Arthur Benton was my academic advisor."
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