albert bandura social learning experiment

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Social Learning Theory of Albert Bandura: A Complete Guide for Educators

Article 20 Oct 2024 598

Social Learning Theory of Albert Bandura: Understanding Learning Through Observation

Introduction

Have you ever wondered why children mimic the actions they see, even when no one explicitly teaches them? Or how a student can pick up a skill simply by watching a tutorial online? The answer to these questions lies in Albert Bandura's social learning theory.

This theory illuminates how we learn behaviors and skills by observing others. Understanding this concept can transform how educators teach, parents raise their children, and even how we interact in a digital world filled with influencers and role models.

In this article, we’ll explore the core principles of Bandura's social learning theory, delve into the famous Bobo Doll Experiment, and discuss practical applications in classrooms, parenting, and beyond.

By the end, you will have a clear understanding of how observational learning works and how to apply these insights in everyday life.

Overview of Albert Bandura and the Development of Social Learning Theory

Background on albert bandura..

Albert Bandura, a Canadian-American psychologist, is a pivotal figure in psychology. He is known for bridging the gap between behaviorism and cognitive psychology. His fascination with how people learn from their environment led him to develop the social learning theory .

Bandura believed that people don't just learn through direct experience but also by observing others, a perspective that challenged traditional behaviorist views.

His contributions are numerous, but the development of the social learning theory and the renowned Bobo Doll Experiment stand out. These achievements have made Bandura a cornerstone in understanding human behavior, especially in education and psychology.

The Evolution of Social Learning Theory

Social learning theory emerged from Bandura’s desire to understand how individuals acquire new behaviors without direct reinforcement. Unlike traditional behaviorism, which focused primarily on stimulus-response patterns, Bandura introduced the idea that cognitive processes like attention and retention play a crucial role in learning.

This shift highlighted that learning can happen by observing and mimicking others without direct rewards or punishments.

Critical Concepts of Social Learning Theory

Attention is the first step in observational learning. It involves focusing on a particular model’s behavior to understand the demonstration. Without attention, no learning can occur. For instance, a child watching their parent cook must pay attention to the steps involved before they can replicate the process.

Retention refers to the ability to remember observed behavior. This involves creating mental images or verbal descriptions of the observed actions, allowing the individual to store this information for later use. For example, a student might watch a teacher solve a math problem, remember the steps, and then apply the same method during a test.

Reproduction

The r eproduction is the ability to perform the behavior that was observed and retained. In this stage, the individual translates what they’ve seen into actual action. A child might learn to ride a bike by watching their older sibling, but they must practice and reproduce those movements to master the skill.

Motivation determines whether an individual will imitate the observed behavior. It can be influenced by direct or vicarious reinforcement—observing others being rewarded for a particular behavior can encourage imitation. For instance, if students see their classmates praised for raising their hands before speaking, they will likely adopt the same behavior.

The Bobo Doll Experiment and Its Significance

Overview of the experiment.

Bandura's Bobo Doll Experiment, conducted in the 1960s, is one of the most famous studies in psychology. In this experiment, children watched adults interact with a giant inflatable toy called a Bobo doll. Some adults behaved aggressively toward the doll, hitting and shouting at it, while others acted peacefully. The children were then given the opportunity to play with the same doll.

The findings were striking: children who observed aggressive behavior were likelier to mimic that aggression when interacting with the Bobo doll. This demonstrated that observation could lead to behavioral changes, even without direct reinforcement.

Impact on Psychology

The Bobo Doll Experiment challenged existing behavioral theories by demonstrating that learning could occur through observation. It highlighted the significant role of media and environment in shaping behavior, influencing how psychologists view aggression and the impact of media on children. Bandura's work opened new avenues in understanding how behavior can be learned indirectly, setting the foundation for social cognitive theory.

Practical Applications of Social Learning Theory

In education.

Educators can utilize social learning theory in the classroom by modeling positive behaviors, such as cooperation and respect; teachers can set an example for students to follow. Techniques like role-playing, group projects, and demonstration-based teaching methods allow students to learn through observation and interaction.

Example: A teacher demonstrating a science experiment allows students to observe and understand how to replicate the process, making learning more interactive and engaging .

In Parenting

For parents, modeling positive behaviors is crucial since children often imitate what they see at home. Actions like reading regularly, demonstrating empathy, or practicing proper manners are examples that children can observe and emulate.

Example: A parent who reads before bedtime might encourage a child to develop a love for reading simply by being a consistent role model.

In media and technology

In today’s digital age, social learning's influence extends to media and technology. Platforms like YouTube and TikTok have become avenues where people can learn new skills by watching others. Increased digital learning tools and online tutorials have made Bandura's theory more relevant than ever.

Example: A budding chef might learn a new recipe by watching a cooking video, observing techniques, and then trying them out in their kitchen.

Self-Efficacy and Role in Social Learning Theory:

Definition of self-efficacy.

This concept is about how much confidence a person has in their ability to succeed in specific tasks or situations. It is a critical component of Bandura’s social learning theory, as observing others can enhance or diminish an individual's self-efficacy.

When people see models successfully perform a task, they are more likely to believe they can achieve the same. This belief influences their willingness to take on new challenges and persist in facing difficulties.

Examples in education

In a classroom setting, a student who sees a peer confidently solving a math problem may gain the confidence to try similar issues. Similarly, a teacher's encouragement and demonstration of problem-solving techniques can boost students' belief in their abilities.

Comparisons with Other Learning Theories

Classical and operant conditioning.

Unlike classical conditioning, which focuses on associations between stimuli (Pavlov’s dogs), or operant conditioning, which emphasizes reinforcement and punishment (Skinner’s rats), Bandura’s theory gives more weight to cognitive processes.

Social learning theory considers the mental processes involved when people observe, remember, and replicate behaviors.

Cognitive Development Theories

Bandura's theory also differs from Piaget’s cognitive development theory, which emphasizes stages of individual growth. Bandura's approach is more fluid, focusing on how external factors and social interactions shape behavior throughout life.

Critical Takeaways for Practical Use

For educators.

• “Model the behaviors you wish to see in students—your actions are powerful teaching tools.”
• “Encourage peer learning through group activities and observation.”

For Parents

• “Remember, children learn from your behavior, not just your words. Be the example you wish them to follow.”
• “Use everyday moments as opportunities for teaching through observation.”

For psychology enthusiasts

• “Bandura’s work shows that we constantly learn from those around us, consciously or unconsciously. Use this knowledge to shape better interactions.”

Albert Bandura's social learning theory has reshaped our understanding of how learning occurs. It highlights the critical role of observation and social interactions in shaping behavior, offering valuable insights for educators, parents, and learners alike.

In a world where digital media plays a significant role, the principles of social learning are more relevant than ever. They guide how we learn from and influence one another.

By embracing these principles, you can better navigate social dynamics, encourage positive behaviors in those around you, and foster a more inclusive and effective learning environment. Whether you’re a teacher, a parent, or simply curious about human behavior, understanding the power of observational learning can change how you approach education and personal growth.

How has observation shaped your learning journey? Share your experiences in the comments below!

FAQ Section

What is Albert Bandura's social learning theory?

Bandura's social learning theory suggests that people can learn new behaviors by observing others, emphasizing the role of cognitive processes in learning.

Why is the Bobo Doll Experiment significant?

The experiment demonstrated that children could learn aggressive behaviors through observation, challenging traditional behaviorist views.

How can teachers use social learning theory in classrooms?

Teachers can use role models, demonstrations, and peer learning to encourage students to learn through observation.

What is self-efficacy, according to Bandura?

The self-efficacy refers to an individual’s belief in their ability to succeed in specific tasks, influenced by observing others.

How does social learning theory apply to digital learning environments?

Online tutorials and social media serve as modern tools where individuals can pick up new skills by watching and replicating digital influencers, demonstrating the theory’s relevance in today’s world.

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Bandura's Bobo Doll Experiment

Albert bandura's influential bobo doll experiments reveal how children imitate tv violence and the behavior of others..

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In 1961, the Canadian-American psychologist, Albert Bandura (1925-) conducted a controversial experiment examining the process by which new forms of behavior - and in particular, aggression - are learnt. The initial study, along with Bandura’s follow-up research, would later be known as the Bobo doll experiment . The experiment revealed that children imitate the aggressive behavior of adults. The findings support Bandura’s social learning theory , which emphasises the influence of observational learning on behavior.

Bandura also conducted a number of follow-up studies during the 1960s which examined how witnessing a third party being rewarded or punished for behaving in a particular manner can influence a bystander’s own actions. He concluded that vicarious reinforcement , as well as direct rewards and punishments, can impact on an observer’s behavior.

Prior to Bandura’s experiments, conditioning dominated the behaviorist view of learning. During the 1890s, t he influential Russian physiologist Ivan Pavlov had found that dogs would learn new behavior through classical conditioning . When a single stimulus was repeatedly paired with a particular event, such as the ringing of a bell with feeding time, salivation would begin to occur in response to the sound. Behaviorist B. F. Skinner  further developed Pavlov’s theory, and proposed operant conditioning , whereby reinforcements lead to new forms of behavior being learnt.

Bandura viewed such conditioning as being reductionist in its understanding of human learning as a simple process of acquiring new ‘responses’ to stimuli. Instead, he turned his attention to the imitative behavior of children who watch, and then attempt to copy, the behavior of others.

Bandura et al (1961)

Bandura, Ross and Ross (1961) devised an experiment in which participants would observe an adult behaving in a violent manner towards a Bobo doll toy. The toys, which were popular during the 1960s, feature an image of a clown and were designed to self-right when pushed over.

The experiment took place at Stanford University , where Bandura was then working in a teaching position as a professor. The participants - children who attended the Stanford University nursery - were divided into groups. Children in one of these groups were placed in a room in which they witnessed an adult hitting a Bobo doll in an aggressive manner. They were later given the opportunity to play with the dolls for themselves.

The researchers found that the group of children who had observed an adult behaving violently towards the toy were more likely to act aggressively towards it themselves when given the opportunity. These findings indicate that learning takes place not only when individuals are rewarded or punished for their own behavior, but also when they observe another person exhibiting violent behavior - a process called observational learning .

In 1963, Bandura conducted a second experiment which replicated many aspects of the previous study. However, instead of observing an adult’s violent behavior firsthand, they watched a video of the Bobo doll being struck. As in the 1961 experiment, those participants who watched the film of a person being aggressive were more likely to behave violently towards the toy than participants in a control group. The study indicates that indirect exposure to violent behavior through film or television may lead to actions being imitated in a similar way to behavior observed in person ( Bandura et al, 1963 ).

In a third study, Bandura tested whether the types of reinforcement that Skinner had used to encourage and discourage behavior (operant conditioning) would influence the behavior of an observer who witnessed a third party being rewarded or punished for his or her actions.

Bandura shows a film to participants in which a person again beat the toy. One group watched as the person’s behavior was reinforced by way of a food reward, whilst a second group saw a video in which the person was criticised for their violent behavior. The researchers found that the children who watched the video in which positive reinforcements were given were more likely to subsequently behave violently themselves ( Bandura, 1965 ). This process of vicarious reinforcement suggests that learning takes place not just through direct observation, but also through the media that a person consumes.

Social Learning Theory

In 1977, drawing on his previous experimental research, Bandura outlined his social learning theory , which attempts to explain the effect of social interactions on learning. According to Bandura's theory, a person may observe the behavior of people around them.

At an early age, such people primarily consist of the parents or primary caregiver, siblings and later, classmates. A child may also observe the behavior of fictional characters on television and in films. Bandura argues that through observational learning, an individual may imitate the behavior of others. Furthermore, when a person sees another individual being punished or rewarded for their actions, their evaluation of the behavior will be further influenced, even if their own behavior has not been reinforced directly.

One area of focus of the Bobo doll studies was the way in which children imitate the aggressive behavior of an adult. However, as the dolls were designed to be hit and pushed, and to rebound after being knocked over, some have suggested that the participants were not exhibiting aggressive behavior, but merely playing with the toy as it was intended to be used. This has led critics of the study to consider its experiment design to be flawed, as its participants were conforming to the demand characteristics of the situation.

Nonetheless, studies carried out in the decades since Bandura’s initial research have lent further support to his observation that violent behavior on-screen can influence the actions of those viewing it.  Heuessman, Lagerspetz and Eron (1984) studied children’s behavior after they had watched television programs containing violence. The researchers found that the participants, and in particular males, were more likely to behave in an aggressive manner if they had seen such behavior on television.

The findings of Bandura’s Bobo doll experiments remain influential in the study of learning and aggression. His research furthered our understanding of how children learn from their parents, siblings and friends through imitation. It also provided early evidence that violence in films and other media can negatively influence viewers' behavior.

However, the Bobo doll studies have also drawn criticism for the methodology that Bandura and his colleagues used:

Selection bias : The sample that Bandura used in his studies attended the nursery school at Stanford University, and so the study has been criticised for its selection bias. Participants may be expected to be from a more privileged background in terms of family education and income than the general population. Therefore, it is difficult to generalise Bandura’s findings to individuals from more diverse backgrounds.

External validity : As the age of participants in Bandura’s experiments were in a narrow range (i.e. nursery school age), the findings lack high external validity. Whilst the observational learning that he identified may occur in children at an early age, it may be the case that the imitation of adults ceases as a person grows older. As a result, findings may not apply to the wider population.

Critics have also raised question regarding the ethics of the methodology used in the Bobo doll experiments. A sample of children observed an adult behaving aggressively towards an anthropomorphic toy, whilst the researchers would have been aware that this behavior might be imitated by at least a proportion of the participants.

• Bandura, A., Ross, D. and Ross, S. A. (1961). Transmission of Aggression Through Imitation of Aggressive Models. Journal of Abnormal and Social Psychology , 63 , 575-582.
• Bandura, A., Ross, D. and Ross, S. A. (1961). Imitation of Film-Mediated Aggressive Models. Journal of Abnormal and Social Psychology , 66 (1), 3-11.
• Bandura, A. (1965). Influence of Models’ Reinforcement Contingencies on the Acquisition of Imitative Responses. Journal of Personality and Social Psychology , 1 (6), 589.
• Huessmann, L. R., Lagerspetz, K. And Eron, L. D. (1984). Intervening Variables in the TV Violence-Aggression Relation: Evidence From Two Countries. Developmental Psychology , 20 (5), 746-775.

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Bobo Doll Experiment

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The original Bobo doll experiment was conducted by Bandura et al. ( 1961 ) using a 5-ft inflatable clown (the Bobo doll) to demonstrate that children can learn aggressive behavior in the absence of any rewards and solely by observing the behavior of an adult model.

Introduction

At the time the original Bobo doll experiment was conducted, learning was understood through behaviorism as conceptualized by Skinner ( 1953 ). Individuals were believed to learn through rewards and punishments. Rewards such as money, praise, or other desirable tangible and intangible reinforcements were believed to increase the likelihood that someone would behave in a particular way, whereas punishments were believed to decrease the likelihood that someone would behave in a particular way. For example, a boy who pushed a classmate off a swing and was rewarded by being allowed to swing right away would be more likely in the future to push a classmate off the swing when he wanted a turn. However, if the...

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Bandura, A. (1977). Social learning theory . New York: General Learning Press.

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Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63 , 575–582.

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Bandura, A., Ross, D., & Ross, S. A. (1963). Imitation of film-mediated aggressive models. Journal of Abnormal and Social Psychology, 66 , 3–11.

Miller, N. E., & Dollard, J. (1941). Social learning and imitation . New Haven: Yale University Press.

Skinner, B. F. (1953). Science and human behavior . New York: Macmillan.

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Social Learning Theory

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The basis of social learning theory is simple: People learn by watching other people. We can learn from anyone—teachers, parents, siblings, peers, co-workers, YouTube influencers, athletes, and even celebrities. We observe their behavior and we mimic that behavior. In short, we do what they do. This theory is also known as social cognitive theory.

• How We Observe and Learn
• What the Bobo Doll Taught Us
• Different Learning Theories

Social learning theory, developed by psychologist Albert Bandura, uses theories of classical and operant conditioning. But in this theory, the environment plays a large part in learning. We model the behavior of the people around us, especially if we find these models similar to ourselves or if we want to emulate them.

There are different parts to this theory. First, we learn by observing others . Second, our mental state is important in the learning process. Third, learning doesn’t mean there will be a change in behavior.

The YouTube influencer is a good case in point. If you like a particular influencer you may well want to model your behavior after hers. If she enjoys a certain brand of shampoo, then you may well imitate her by purchasing that brand.

Observational learning requires these four processes: attention , retention, reproduction, motivation . You have to pay attention to imitate behavior, retain or remember the behavior, reproduce the behavior, be motivated to reproduce it.

Bandura developed what famously became known as the Bobo Doll experiments. In these studies, children watched adults model either violent or passive behavior towards a toy, the Bobo Doll. What the children saw influenced how they themselves subsequently interacted with the doll. Specifically, children who observed violent behavior imitated this behavior and were verbally and physically aggressive toward the doll. Children who witnessed nonviolent behavior behaved less aggressively toward the doll. In recent years, some psychologists have called Bandura’s original findings into question, labeling his experiments as biased, poorly designed, or even unethical.

Albert Bandura concluded that children learn aggression , violence, and other social behaviors through observation learning , or watching the behaviors of others. On the opposite end, kindness and compassion can be imitated as well.

Despite the criticisms , Bandura’s larger theory is still applied by psychologists seeking to understand the roots of behavior and mood, the importance of role models, and to glean insight into consumer purchasing decisions.

Learning theory tells us how we take in and process information and knowledge. A person’s environment influences his learning. In the case of Pavlov’s dog, for example, the physiologist Ivan Pavlov found that the sound of a metronome produced saliva in a dog’s mouth. The dog was conditioned to hear the sound and associate that sound with food, hence the salivation. This is called classical conditioning .

In operant conditioning, coined by B.F. Skinner, we learn through reinforcement or punishment . We avoid touching a pot of boiling water, for example, because we will burn our fingertips. Skinner developed the operant conditioning chamber, later known as the Skinner Box, to study animal behavior . The chamber or box has a key or bar that can be pressed so that the animal obtains a reward like food or water. Manipulating the key meant food, that is the premise of reinforcement in learning.

Food poisoning is a good example of such conditioning . If your first experience of eating a burrito ended in nausea and other contaminated food symptoms, you will likely gag at the smell of future similar dishes.

The sales incentive is positive reinforcement in operant conditioning . The quarterly bonus, for instance, is offered to the sales agent who reaches his target goal. And he will likely strive to reach his future goals with such a stimulus.

Is it possible for individuals to adopt new behaviors after hearing about the behavior in a fictionalized story? According to Albert Bandura, and social learning theory, it is.

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Albert Bandura’s Social Cognitive Theory

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Key Takeaways

• Social cognitive theory emphasizes the learning that occurs within a social context. In this view, people are active agents who can both influence and are influenced by their environment.
• The theory was founded most prominently by Albert Bandura, who is also known for his work on observational learning, self-efficacy, and reciprocal determinism.
• One assumption of social learning is that we learn new behaviors by observing the behavior of others and the consequences of their behavior.
• If the behavior is rewarded (positive or negative reinforcement), we are likely to imitate it; however, if the behavior is punished, imitation is less likely. For example, in Bandura and Walters’ experiment,  the children imitated more the aggressive behavior of the model who was praised for being aggressive to the Bobo doll.
• Social cognitive theory has been used to explain a wide range of human behavior, ranging from positive to negative social behaviors such as aggression, substance abuse, and mental health problems.

How We Learn From the Behavior of Others

Social cognitive theory views people as active agents who can both influence and are influenced by their environment.

The theory is an extension of social learning that includes the effects of cognitive processes — such as conceptions, judgment, and motivation — on an individual’s behavior and on the environment that influences them.

Rather than passively absorbing knowledge from environmental inputs, social cognitive theory argues that people actively influence their learning by interpreting the outcomes of their actions, which, in turn, affects their environments and personal factors, informing and altering subsequent behavior (Schunk, 2012).

By including thought processes in human psychology, social cognitive theory is able to avoid the assumption made by radical behaviorism that all human behavior is learned through trial and error. Instead, Bandura highlights the role of observational learning and imitation in human behavior.

Numerous psychologists, such as Julian Rotter and the American personality psychologist Walter Mischel, have proposed different social-cognitive perspectives.

Albert Bandura (1989) introduced the most prominent perspective on social cognitive theory.

Bandura’s perspective has been applied to a wide range of topics, such as personality development and functioning, the understanding and treatment of psychological disorders, organizational training programs, education, health promotion strategies, advertising and marketing, and more.

The central tenet of Bandura’s social-cognitive theory is that people seek to develop a sense of agency and exert control over the important events in their lives.

This sense of agency and control is affected by factors such as self-efficacy, outcome expectations, goals, and self-evaluation (Schunk, 2012).

Origins: The Bobo Doll Experiments

Social cognitive theory can trace its origins to Bandura and his colleagues, in particular, a series of well-known studies on observational learning known as the Bobo Doll experiments .

In these experiments, researchers exposed young, preschool-aged children to videos of an adult acting violently toward a large, inflatable doll.

This aggressive behavior included verbal insults and physical violence, such as slapping and punching. At the end of the video, the children either witnessed the aggressor being rewarded, or punished or received no consequences for his behavior (Schunk, 2012).

After being exposed to this model, the children were placed in a room where they were given the same inflatable Bobo doll.

The researchers found that those who had watched the model either received positive reinforcement or no consequences for attacking the doll were more likely to show aggressive behavior toward the doll (Schunk, 2012).

This experiment was notable for being one that introduced the concept of observational learning to humans.

Bandura’s ideas about observational learning were in stark contrast to those of previous behaviorists, such as B.F. Skinner.

According to Skinner (1950), learning can only be achieved through individual action.

However, Bandura claimed that people and animals can also learn by watching and imitating the models they encounter in their environment, enabling them to acquire information more quickly.

Observational Learning

Bandura agreed with the behaviorists that behavior is learned through experience. However, he proposed a different mechanism than conditioning.

He argued that we learn through observation and imitation of others’ behavior.

This theory focuses not only on the behavior itself but also on the mental processes involved in learning, so it is not a pure behaviorist theory.

Stages of the Social Learning Theory (SLT)

Not all observed behaviors are learned effectively. There are several factors involving both the model and the observer that determine whether or not a behavior is learned. These include attention, retention, motor reproduction, and motivation (Bandura & Walters, 1963).

The individual needs to pay attention to the behavior and its consequences and form a mental representation of the behavior. Some of the things that influence attention involve characteristics of the model.

This means that the model must be salient or noticeable. If the model is attractive, prestigious, or appears to be particularly competent, you will pay more attention. And if the model seems more like yourself, you pay more attention.

Storing the observed behavior in LTM where it can stay for a long period of time. Imitation is not always immediate. This process is often mediated by symbols. Symbols are “anything that stands for something else” (Bandura, 1998).

They can be words, pictures, or even gestures. For symbols to be effective, they must be related to the behavior being learned and must be understood by the observer.

Motor Reproduction

The individual must be able (have the ability and skills) to physically reproduce the observed behavior. This means that the behavior must be within their capability. If it is not, they will not be able to learn it (Bandura, 1998).

The observer must be motivated to perform the behavior. This motivation can come from a variety of sources, such as a desire to achieve a goal or avoid punishment.

Bandura (1977) proposed that motivation has three main components: expectancy, value, and affective reaction. Firstly, expectancy refers to the belief that one can successfully perform the behavior. Secondly, value refers to the importance of the goal that the behavior is meant to achieve.

The last of these, Affective reaction, refers to the emotions associated with the behavior.

If behavior is associated with positive emotions, it is more likely to be learned than a behavior associated with negative emotions. Reinforcement and punishment each play an important role in motivation.

Individuals must expect to receive the same positive reinforcement (vicarious reinforcement) for imitating the observed behavior that they have seen the model receiving.

Imitation is more likely to occur if the model (the person who performs the behavior) is positively reinforced. This is called vicarious reinforcement.

Imitation is also more likely if we identify with the model. We see them as sharing some characteristics with us, i.e., similar age, gender, and social status, as we identify with them.

Features of Social Cognitive Theory

The goal of social cognitive theory is to explain how people regulate their behavior through control and reinforcement in order to achieve goal-directed behavior that can be maintained over time.

Bandura, in his original formulation of the related social learning theory, included five constructs, adding self-efficacy to his final social cognitive theory (Bandura, 1986).

Reciprocal Determinism

Reciprocal determinism is the central concept of social cognitive theory and refers to the dynamic and reciprocal interaction of people — individuals with a set of learned experiences — the environment, external social context, and behavior — the response to stimuli to achieve goals.

Its main tenet is that people seek to develop a sense of agency and exert control over the important events in their lives.

This sense of agency and control is affected by factors such as self-efficacy, outcome expectations, goals, and self-evaluation (Bandura, 1989).

To illustrate the concept of reciprocal determinism, Consider A student who believes they have the ability to succeed on an exam (self-efficacy) is more likely to put forth the necessary effort to study (behavior).

If they do not believe they can pass the exam, they are less likely to study. As a result, their beliefs about their abilities (self-efficacy) will be affirmed or disconfirmed by their actual performance on the exam (outcome).

This, in turn, will affect future beliefs and behavior. If the student passes the exam, they are likely to believe they can do well on future exams and put forth the effort to study.

If they fail, they may doubt their abilities (Bandura, 1989).

Behavioral Capability

Behavioral capability, meanwhile, refers to a person’s ability to perform a behavior by means of using their own knowledge and skills.

That is to say, in order to carry out any behavior, a person must know what to do and how to do it. People learn from the consequences of their behavior, further affecting the environment in which they live (Bandura, 1989).

Reinforcements

Reinforcements refer to the internal or external responses to a person’s behavior that affect the likelihood of continuing or discontinuing the behavior.

These reinforcements can be self-initiated or in one’s environment either positive or negative. Positive reinforcements increase the likelihood of a behavior being repeated, while negative reinforcers decrease the likelihood of a behavior being repeated.

Reinforcements can also be either direct or indirect. Direct reinforcements are an immediate consequence of a behavior that affects its likelihood, such as getting a paycheck for working (positive reinforcement).

Indirect reinforcements are not immediate consequences of behavior but may affect its likelihood in the future, such as studying hard in school to get into a good college (positive reinforcement) (Bandura, 1989).

Expectations

Expectations, meanwhile, refer to the anticipated consequences that a person has of their behavior.

Outcome expectations, for example, could relate to the consequences that someone foresees an action having on their health.

As people anticipate the consequences of their actions before engaging in a behavior, these expectations can influence whether or not someone completes the behavior successfully (Bandura, 1989).

Expectations largely come from someone’s previous experience. Nonetheless, expectancies also focus on the value that is placed on the outcome, something that is subjective from individual to individual.

For example, a student who may not be motivated to achieve high grades may place a lower value on taking the steps necessary to achieve them than someone who strives to be a high performer.

Self-Efficacy

Self-efficacy refers to the level of a person’s confidence in their ability to successfully perform a behavior.

Self-efficacy is influenced by a person’s own capabilities as well as other individual and environmental factors.

These factors are called barriers and facilitators (Bandura, 1989). Self-efficacy is often said to be task-specific, meaning that people can feel confident in their ability to perform one task but not another.

For example, a student may feel confident in their ability to do well on an exam but not feel as confident in their ability to make friends.

This is because self-efficacy is based on past experience and beliefs. If a student has never made friends before, they are less likely to believe that they will do so in the future.

Modeling Media and Social Cognitive Theory

Learning would be both laborious and hazardous in a world that relied exclusively on direct experience.

Social modeling provides a way for people to observe the successes and failures of others with little or no risk.

This modeling can take place on a massive scale. Modeling media is defined as “any type of mass communication—television, movies, magazines, music, etc.—that serves as a model for observing and imitating behavior” (Bandura, 1998).

In other words, it is a means by which people can learn new behaviors. Modeling media is often used in the fashion and taste industries to influence the behavior of consumers.

This is because modeling provides a reference point for observers to imitate. When done effectively, modeling can prompt individuals to adopt certain behaviors that they may not have otherwise engaged in.

Additionally, modeling media can provide reinforcement for desired behaviors.

For example, if someone sees a model wearing a certain type of clothing and receives compliments for doing so themselves, they may be more likely to purchase clothing like that of the model.

Observational Learning Examples

There are numerous examples of observational learning in everyday life for people of all ages.

Nonetheless, observational learning is especially prevalent in the socialization of children. For example:

• A newer employee avoids being late to work after seeing a colleague be fired for being late.
• A new store customer learns the process of lining up and checking out by watching other customers.
• A traveler to a foreign country learning how to buy a ticket for a train and enter the gates by witnessing others do the same.
• A customer in a clothing store learns the procedure for trying on clothes by watching others.
• A person in a coffee shop learns where to find cream and sugar by watching other coffee drinkers locate the area.
•  A new car salesperson learning how to approach potential customers by watching others.
•  Someone moving to a new climate and learning how to properly remove snow from his car and driveway by seeing his neighbors do the same.
•  A tenant learning to pay rent on time as a result of seeing a neighbor evicted for late payment.
•  An inexperienced salesperson becomes successful at a sales meeting or in giving a presentation after observing the behaviors and statements of other salespeople.
•  A viewer watches an online video to learn how to contour and shape their eyebrows and then goes to the store to do so themselves.
•  Drivers slow down after seeing that another driver has been pulled over by a police officer.
•  A bank teller watches their more efficient colleague in order to learn a more efficient way of counting money.
•  A shy party guest watching someone more popular talk to different people in the crowd, later allowing them to do the same thing.
• Adult children behave in the same way that their parents did when they were young.
• A lost student navigating a school campus after seeing others do it on their own.

Social Learning vs. Social Cognitive Theory

Social learning theory and Social Cognitive Theory are both theories of learning that place an emphasis on the role of observational learning.

However, there are several key differences between the two theories. Social learning theory focuses on the idea of reinforcement, while Social Cognitive Theory emphasizes the role of cognitive processes.

Additionally, social learning theory posits that all behavior is learned through observation, while Social Cognitive Theory allows for the possibility of learning through other means, such as direct experience.

Finally, social learning theory focuses on individualistic learning, while Social Cognitive Theory takes a more holistic view, acknowledging the importance of environmental factors.

Though they are similar in many ways, the differences between social learning theory and Social Cognitive Theory are important to understand. These theories provide different frameworks for understanding how learning takes place.

As such, they have different implications in all facets of their applications (Reed et al., 2010).

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory . Prentice-Hall, Inc.

Bandura, A. (1977). Social learning theory . Englewood Cliffs, NJ: Prentice Hall.

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191.

 Bandura, A. (1986). Fearful expectations and avoidant actions as coeffects of perceived self-inefficacy.

Bandura, A. (1989). Human agency in social cognitive theory. American psychologist, 44 (9), 1175.

Bandura, A. (1998). Health promotion from the perspective of social cognitive theory. Psychology and health, 13 (4), 623-649.

Bandura, A. (2003). Social cognitive theory for personal and social change by enabling media. In Entertainment-education and social change (pp. 97-118). Routledge.

Bandura, A. Ross, D., & Ross, S. A. (1961). Transmission of aggression through the imitation of aggressive models. Journal of Abnormal and Social Psychology , 63, 575-582.

LaMort, W. (2019). The Social Cognitive Theory. Boston University.

Reed, M. S., Evely, A. C., Cundill, G., Fazey, I., Glass, J., Laing, A., … & Stringer, L. C. (2010). What is social learning?. Ecology and society, 15 (4).

Schunk, D. H. (2012). Social cognitive theory .

Skinner, B. F. (1950). Are theories of learning necessary?. Psychological Review, 57 (4), 193.

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Albert Bandura Biography, Theories, and Impact

Albert Bandura was an influential Canadian-American psychologist known for his social learning theory, the Bobo doll experiment, observational learning, and self-efficacy. Throughout his long career, he left an indelible mark on the field of psychology and influenced other areas such as education and psychotherapy. In this article, learn more about Albert Bandura, including his early…

Albert Bandura was an influential Canadian-American psychologist known for his social learning theory, the Bobo doll experiment, observational learning, and self-efficacy. Throughout his long career, he left an indelible mark on the field of psychology and influenced other areas such as education and psychotherapy.

In this article, learn more about Albert Bandura, including his early life, research, and impact on psychology.

In this article

Albert Bandura Biography

Albert Bandura was born in Mundare, Canada, a small town in Alberta, on December 4, 1925. He was the youngest of six siblings born to his parents, who immigrated to Canada as teens, his father was from Poland, and his mother was from Ukraine. Two of his older siblings died in childhood—one due to the flu and the other in a hunting accident.

While his parents were not formally educated, they instilled in him a love for learning. He attended a tiny school with only two teachers and few educational materials. As a result, he found that he had to direct much of his own educational pursuits through his own efforts and curiosity.

It was when he started school at the University of British Columbia that he became fascinated with psychology. He had started taking electives to fill extra time, which was how he started with his first psychology course.

After completing his degree in 1949, he went to the University of Iowa for graduate school. He completed his master’s degree in 1951 and his doctorate in clinical psychology in 1952. In 1953, he began teaching at Stanford University, where he would continue to teach for the rest of his career.

Albert Bandura’s Theories

No Albert Bandura biography would be complete without taking a closer look at his influential theories. He developed a social learning theory that emphasized the importance of social learning theory as part of the learning process. During much of the first half of the 20th century, behaviorism dominated the field of psychology.

Bandura believed that conditioning processes, including association and reinforcement , were important, but they couldn’t account for all learning on their own, as behaviorists such as B. F. Skinner suggested.

Among Bandura’s most influential theories, ideas, and research include:

Bandura’s Bobo Doll Experiments

These experiments involved children observing adults behaving aggressively toward a toy Bobo doll. When the children later played with the same doll, they imitated the violent actions the adults previously modeled.

Observational Learning

Observational learning describes the process of observing and imitating others as a way of learning. As Bandura’s experiments demonstrated, this can involve direct and indirect demonstrations.

Social Learning Theory

Social learning theory describes how people learn by observing and imitating others. Bandura later renamed his approach social cognitive theory to emphasize the cognitive factors, including attention and memory, that play a role in social learning.

Self-Efficacy

Self-efficacy is a person’s belief in their own ability to succeed. Bandura was the first to demonstrate that a person’s self-belief influenced what people are close to doing, how they feel about what they do, and how much effort they put in.

His work on self-efficacy had notable parallels to his own life.

“Self-directedness has really served me very well throughout my whole career,” he suggested in a 2012 episode of Inside the Psychologist’s Studio .

“In a way, my psychological theory is founded on human agency, which means that people have a hand in determining the course their lives take, and in many respects, my theory is really a reflection of my life path.”

Albert Bandura’s Impact 

Bandura is widely regarded as one of the most influential psychologists of the 20th century. In a 2002 survey published in the General Review of Psychology , Bandura was named the fourth most influential psychologist of the 20th century.

The other psychologists who ranked ahead of him were Sigmund Freud, Jean Piaget, and B.F. Skinner. 

Throughout his almost 60-year career, Bandura wrote hundreds of scientific papers, and several books, and influenced thousands of students.

His many awards and honors included:

• The Outstanding Lifetime Contribution to Psychology Award from the American Psychological Association
• The James McKeen Cattell Award from the American Psychological Society 
• The Gold Medal Award for Distinguished Lifetime Contribution to Psychological Science from the American Psychological Foundation

He was also made an Officer of the Order of Canada in 2014. In 2016, President Barack Obama presented Bandura with the National Medal of Science.

Bandura died on July 26, 2021, at the age of 95. 

Haggbloom SJ. The 100 Most Eminent Psychologists of the Twentieth Century . PsycEXTRA Dataset. 2001. doi:10.1037/e413802005-787

Maccormick HA. Stanford psychology professor Albert Bandura has died . Published July 30, 2021.

Editor-in-Chief

Kendra Cherry, MS.Ed., is a writer, editor, psychosocial therapist, and founder of Explore Psychology, an online psychology resource. She is a Senior Writer for Verywell Mind and is the author of the Everything Psychology Book (Adams Media).

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Albert Bandura's Biography (1925-2021)

Bandura Was Best-Known for His Bobo Doll Experiments

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Amanda Tust is an editor, fact-checker, and writer with a Master of Science in Journalism from Northwestern University's Medill School of Journalism.

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• Bandura's Career
• Bandura's Bobo Doll Study

Was Albert Bandura a Behaviorist?

• Selected Publications
• Contributions

Albert Bandura was an influential social cognitive psychologist who was perhaps best known for his social learning theory, the concept of self-efficacy, and his famous Bobo doll experiments. Until his death on July 26, 2021, he was a Professor Emeritus at Stanford University and was widely regarded as one of the most influential psychologists in history.

One 2002 survey ranked him as the fourth most influential psychologist of the twentieth century, behind only B.F. Skinner, Sigmund Freud, and Jean Piaget.

Albert Bandura Was Best Known For:

Albert Bandura is best known for his work in the following areas:

• Bobo doll studies
• Observational learning
• Self-efficacy
• Social learning theory

Basic Principles of Social Learning Theory

Albert bandura's early life.

Albert Bandura was born on December 4, 1925, in a small Canadian town located approximately 50 miles from Edmonton. The last of six children, Bandura's early education consisted of one small school with only two teachers for high school. According to Bandura, because of this limited access to educational resources, "The students had to take charge of their own education."

He realized that while "the content of most textbooks is perishable...the tools of self-directedness serve one well over time." These early experiences may have contributed to his later emphasis on the importance of personal agency.

Bandura soon became fascinated by psychology after enrolling at the University of British Columbia. He had started out as a biological sciences major and his interest in psychology formed by accident. While working nights and commuting to school with a group of students, he found himself arriving at school earlier than his courses started.

To pass the time, he began taking "filler classes" during these early morning hours, which led him to eventually stumble upon psychology.

Bandura explained, "One morning, I was wasting time in the library. Someone had forgotten to return a course catalog and I thumbed through it attempting to find a filler course to occupy the early time slot. I noticed a course in psychology that would serve as an excellent filler. It sparked my interest and I found my career."

He earned his degree from the University of British Columbia in 1949 after just three years of study and then went on to graduate school at the University of Iowa. The school had been home to Kenneth Spence, who collaborated with his mentor  Clark Hull  at Yale University, and other psychologists including  Kurt Lewin .

While the program took an interest in social learning theory, Bandura felt that it was too focused on  behaviorist  explanations. Bandura earned his MA degree in 1951 and his PhD in clinical psychology in 1952.

Bandura's Career

After earning his PhD, he was offered a position at Stanford University and accepted it. He began working at Stanford in 1953 and continued to work at the university until his retirement. It was during his studies on adolescent aggression that Bandura became increasingly interested in vicarious learning, modeling, and imitation.

Albert Bandura's social learning theory stressed the importance of observational learning, imitation, and modeling. "Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do," Bandura explained in his 1977 book on the subject.

There are three key concepts in Bandura's theory. His theory of reciprocal determinism integrated a continuous interaction between behaviors, cognitions, and the environment.

Bandura's Bobo Doll Study

Bandura's most famous experiment was the 1961 Bobo doll study. In the experiment, he made a film in which an adult model was shown beating up a Bobo doll and shouting aggressive words.

The film was then shown to a group of children. Afterward, the children were allowed to play in a room that held a Bobo doll. Those who had seen the film with the violent model were more likely to beat the doll, imitating the actions and words of the adult in the film clip.

The Bobo doll study was significant because it departed from behaviorism’s insistence that all behavior is directed by reinforcement or rewards. The children received no encouragement or incentives to beat up the doll; they were simply imitating the behavior they had observed.

Bandura termed this phenomenon observational learning and characterized the elements of effective observational learning as attention, retention, reciprocation, and motivation.

Bandura's work emphasizes the importance of social influences, but also a belief in personal control. "People with high assurance in their capabilities approach difficult tasks as challenges to be mastered rather than as threats to be avoided," he has suggested.

While most psychology textbooks place Bandura’s theory with those of the behaviorists, Bandura himself noted that he "...never really fit the behavioral orthodoxy."

Even in his earliest work, Bandura argued that reducing behavior to a stimulus-response cycle was too simplistic. While his work used behavioral terminology such as 'conditioning' and 'reinforcement,' Bandura explained, "...I conceptualized these phenomena as operating through cognitive processes."

"Authors of psychological texts continue to mischaracterize my approach as rooted in behaviorism," Bandura has explained, describing his own perspective as 'social cognitivism.'

Bandura's Selected Publications

Bandura was a prolific author of books and journal articles over the course of his career. Until his death in 2021, Bandura held the title of the most widely cited living psychologist.

Some of Bandura's best-known books and journal articles have become classics within psychology and continue to be widely cited today. His first professional publication was a 1953 paper titled "'Primary' and 'Secondary' Suggestibility" that appeared in the Journal of Abnormal and Social Psychology .

In 1973, Bandura published Aggression: A Social Learning Analysis , which focused on the origins of aggression. His 1977 book Social Learning Theory presented the basics of his theory of how people learn through observation and modeling.

His 1977 article entitled "Self-Efficacy: Toward a Unifying Theory of Behavioral Change" was published in Psychological Review and introduced his concept of self-efficacy. The article also became an instant classic in psychology.

Bandura's Contributions to Psychology

Bandura’s work is considered part of the cognitive revolution in psychology that began in the late 1960s. His theories had a tremendous impact on  personality psychology ,  cognitive psychology , education, and  psychotherapy .

In 1974, Bandura was elected president of the American Psychological Association . The APA awarded him for his distinguished scientific contributions in 1980 and again in 2004 for his outstanding lifetime contributions to psychology.

Today, Bandura is often identified as the greatest living psychology as well as one of the most influential psychologists of all time. In 2014, Bandura was awarded the National Medal of Science by President Barack Obama.

A Word From Verywell

Albert Bandura died on July 26, 2021 in Stanford, California of congestive heart failure at the age of 95. Throughout his long career, Bandura revolutionized the field of psychology and reshape our understanding of human behavior. His work will continue to exert an influence on the future of psychology and how we understand topics including personal agency, self-efficacy, and social learning.

Albert Bandura. Biography .

National Science Foundation. The President's National Medal of Science: Recipient Details .

Bandura, A. Autobiography. M. G. Lindzey & W. M. Runyan (Eds.), A History of Psychology in Autobiography (Vol. IX) . Washington, D.C.: American Psychological Association; 2006.

Lawson, RB, Graham, JE, & Baker, KM. A History of Psychology . New York: Routledge; 2015.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Albert Bandura (Biography + Experiments)

Albert Bandura is perhaps one of the greatest psychologists of all time. He spent most of his career studying and teaching social psychology at Stanford University.

Who is Albert Bandura?

Albert Bandura is best known for developing social learning theory (later called social cognitive theory), his in-depth research on self-efficacy, the Bobo doll experiments, and his groundbreaking books. He is also widely regarded as one of the most influential psychologists of all time.

Bandura’s Early Years

Albert Bandura was born on December 4, 1925, in Mundare, Alberta. Bandura’s father was from Poland and his mother was from Ukraine. He also had five sisters who were all older than him.

Bandura’s parents came to Canada when they were teenagers. His father worked for the local railroad company and his mother was employed at the town’s general store. Once the couple had saved enough money, they bought a homestead on a heavily wooded piece of land. In time, they developed a workable farm after removing enough trees and boulders from the property.

Neither Bandura’s father nor his mother received formal schooling. Nevertheless, they both viewed education as very important. In addition to English, Bandura’s father taught himself to read Polish, German, and Russian. He also played the violin and served on the district school board.

Although Bandura’s family faced many financial struggles during his childhood, they had a very positive outlook on life. They were known to be hardworking, helpful, and festive people.

Bandura’s Educational Background

During Bandura’s early years, there was only one school in town—the Mundare Public School. This single institution provided him with both his elementary and high school education. As you may expect, the school had very limited resources. Nevertheless, Bandura made the most of his circumstances until he graduated in 1946.

At the Mundare Public School, there were a total of eight classrooms that served all the students from grades 1 to 12. The lack of space meant some teachers had to teach two different grades in one room. The high school math syllabus was taught from the school’s single math textbook. The entire high school curriculum was taught by just two teachers.

Although the lack of books and teachers may not have been ideal, it did lead to some positive developments. The students at the Mundare Public School were required to take charge of their own education. For Bandura and many of the other students, the situation actually served them quite well. Bandura himself stated, “very often we developed a better grasp of the subjects than the overworked teachers."

Bandura was often encouraged by his parents to travel outside their small town in the summertime so that he could learn new things. During one summer holiday, he developed carpentry skills after working in a furniture factory in Edmonton. After completing their high school education, almost all of the students from the Mundare Public School were accepted at various universities around the world. Looking back on his school days in Mundare, Bandura was moved to say "the content of most textbooks is perishable, but the tools of self-directedness serve one well over time."

The summer after Bandura left high school, he flew north to the city of Whitehorse in Canada’s Yukon territory. He went there to fill holes in the Alaska Highway, which at the time, was slowly sinking into the surrounding swamp. During his time in the Yukon, Bandura worked alongside many men who had issues with the law. They exposed him to drinking, gambling and new life perspectives. As time went by, Bandura developed a keen interest in the mental health issues that affected the men who were working up north.

After Bandura went home, his parents again encouraged him to broaden his experiences. They gave him two options: (1) stay home, work the farm, and drink at the local bar, or (2) get a higher level of education. After the summer of 1946, Bandura enrolled at the University of British Columbia in Vancouver. He supported himself through school by using his carpentry skills at a woodwork plant in the afternoons.

Bandura’s interest in psychology was sparked by accident. When he first arrived at the university, his intention was to major in one of the biological sciences. While wasting time in the library one morning, he casually flipped through a course catalog to find a class to fill his early morning time slot. He chose a course in psychology and after going to his first class, was immediately enthralled by the field.

Where Did Albert Bandura Receive His Bachelor's Degree?

In 1949, just three years after he arrived, Bandura graduated from the University of British Columbia. At his graduation, he was presented with the Bolocan Award in Psychology. As Bandura was eager to pursue graduate studies in psychology, he asked his academic advisor what his next step should be. His advisor encouraged him to enroll at the University of Iowa, which at the time, was considered the epicenter of theoretical psychology.

Before Bandura departed for the University of Iowa, his advisor warned him that many previous candidates had found the doctoral program to be difficult. He encouraged Bandura to show toughness and resilience. At the time, the Department of Psychology was under the direction of Kenneth Spence, a protege of Clark Hull. When Bandura enrolled, he found the Department of Psychology to be challenging, but also hospitable and supportive.

Bandura was interested in social learning. But although the psychology program was focused on social learning, he thought it was too heavily influenced by behaviorism . Bandura completed his Master’s Degree in 1951. He earned his Ph.D in clinical psychology in 1952.

After he received his doctoral degree, Bandura was offered a teaching position at Stanford University in 1953. He accepted the offer, although it meant he had to resign from another position he had previously agreed to fill. Much of his early work on social learning theory and aggression was conducted with the help of Richard Walters—his first doctoral student. Bandura continued to work at Stanford University until his death.

Social Learning Theory

Social Learning Theory was developed by Albert Bandura during his years at Stanford University. It refers to the idea that people learn from each other in three ways: (1) observation, (2) imitation, and (3) modeling. Social Learning Theory is often considered as a bridge between behaviorist learning theories and cognitive learning theories because it involves observable behaviors as well as cognitive processes such as attention, motivation, and memory.

Social Learning Theory suggests that individuals learn by observing other people’s behaviors, attitudes, and the consequences of those behaviors. In fact, Bandura believes most human behavior is learned observationally through modeling. This involves watching another person to get an idea of how to do a particular behavior. The information is then coded and stored by the observer as a guide for future action.

There are three basic types of modeling stimuli—live models, verbal instructions, and symbolic models. Live models involve real people doing the desired behavior. Verbal instructions are detailed descriptions of the desired behavior with steps explaining how to do it. Symbolic modeling uses the media and includes the internet, movies, television, books, or radio.

Modeling is dependent on four factors: (1) attention, (2) retention, (3) reproduction, and (4) motivation. All four factors need to be at a high level for modeling to be effective. This means an individual is more likely to learn if he or she:

• Pays more attention to the model
• Retains or remembers most or all of what was learned
• Is able to reproduce what was learned, depending on his or her cognitive and physical limitations
• Has a good reason to imitate the behavior

When Bandura first began his research, the dominant learning theories at the time were based on a form of psychology called behaviorism. Behaviorists believe all human behaviors are influenced by the environment. However, Bandura claimed this explanation was too simplistic. He agreed that the environment can affect behavior, but behavior can also affect the environment.

Bandura eventually developed a concept called “reciprocal determinism.” This theory suggests there are three factors that influence behavior: (1) the environment, (2) the individual’s cognitive processes, and (3) the behavior itself. These three factors are always interacting with each other. So while it is true that society can influence behavior, a person’s actions, thoughts, feelings, and personal characteristics can also impact the way he or she interacts with society.

To get a better idea of what reciprocal determinism means, it may be helpful to think of a young boy who loves to play soccer. He plays because he believes the sport is fun or soccer may be a popular sport in his community. After a while, he asks his close friends and family members to play soccer and have fun with him. This in turn, encourages him to play soccer even more.

Bandura refined the concept of Social Learning Theory over the course of many years. An important part of his research on Social Learning Theory were the Bobo Doll Experiments (outlined below). By 1977, Bandura had settled on five key principles of Social Learning Theory:

• Learning involves behavioral and cognitive processes in a social context.
• Learning can occur by observing a behavior and the consequences of the behavior.
• Learning involves observation, data processing, and making decisions about the behavior (modeling). This means people can learn new things quite well without ever changing their observable behaviors.
• While reinforcement is important, it is not the only factor that causes learning.
• People are not passive during the learning process. Their environment, cognitions, and behaviors all interact and influence each other (reciprocal determinism).

The Bobo Doll Experiments

Behaviorists claim people learn only after being rewarded or punished for a behavior. However, Bandura did not believe the reward and punishment framework was a good explanation for many common human behaviors. Social Learning Theory suggests people learn mainly from observing, imitating, and modeling. Rather than perform a behavior themselves, Bandura thought people can learn by simply watching someone else get rewarded or punished.

In 1961 and 1963, Bandura conducted a series of studies called the Bobo Doll Experiments to test his Social Learning Theory. He noted how children responded after they watched an adult punch, kick, throw, hit, and scream at a Bobo doll. A Bobo doll is a large, light-weight toy with a round bottom that gets back up after it is knocked down. One notable version of the experiment measured the children’s behavior after they saw the adult get rewarded, get punished, or experience no consequence for abusing the Bobo doll.

Bandura and Walters worked with a total of 72 children—36 boys and 36 girls between the ages of 3 to 6 years old.  Twenty-four children were paired with an aggressive adult; the second group of 24 children was paired with a non-aggressive adult, and the remaining 24 children served as the control group. Each group was made up of 12 boys and 12 girls. However, each child was studied individually so that he or she would not be distracted or influenced by the other children in the group.

Results of the Bobo Doll Experiment

What did Bandura’s Bobo doll experiments reveal? Children who observed an aggressive model were more likely to show aggressive behavior toward the Bobo doll. Boys were much more likely to imitate physical aggressive behaviors such as punching and kicking than girls. Children were more strongly influenced by models of the same gender. The kids who were exposed to an aggressive model were more likely to show verbal aggression than those who were not paired with an aggressive model.

The experiments clearly highlighted that the behavior of young children is strongly influenced by the actions of adults. They also showed that young children are able to learn by observing the behavior of other people and the consequences of those behaviors. When the aggressive models were rewarded, the children were more likely to abuse the Bobo doll. But when the aggressive models were punished, the children stopped hitting the doll immediately.

Criticism and Praise of Bobo Doll Experiment

Of course, a number of criticisms have been aimed at the Bobo Doll Experiments. Some people question its validity because the majority of the children were from high-class, white families. Other people questioned the ethics of intentionally exposing young children to violence. But despite these controversies, most people laud the Bobo Doll Experiments as one of the most important psychological studies in history. Albert Bandura was awarded the National Medal of Science from President Barack Obama in 2016 for the experiment.

Social Cognitive Theory and Bandura’s Impact on Education

At 60 years old, Bandura was still heavily involved in groundbreaking research. By the mid-1980s he had begun to focus more on the role of human cognition in social learning. In 1986, he changed the name of the Social Learning Theory to Social Cognitive Theory. By applying some of the principles of Social Cognitive Theory, Bandura was able to help many people in the field of education.

A few of the key elements of Social Cognitive Theory that are applied in education include self-efficacy, observational learning, self-regulation, and reciprocal determinism. In an educational or school setting, self-efficacy is the confidence a teacher or student has to do what it takes to reach his or her academic goals. Bandura believes that seeing other people work hard to complete a task raises self-efficacy. According to Bandura, observers will reason if these other people can work hard and find success, I can work hard and be successful too.

Applications of Social Cognitive Theory

Bandura’s work on Social Cognitive Theory has been applied to many other fields besides education. Some of the more popular applications include:

• Psychotherapy - to increase confidence and treat anxiety issues
• Management - to increase motivation in employees
• Criminology - to explain the emergence of aggressive and deviant behaviors
• Media - to influence viewers to perform a desired behavior or to explain how certain types of entertainment may contribute to problem behaviors.
• Developmental Psychology - to help children with gender-role development
• Technology - to optimize computer learning algorithms

Albert Bandura’s Awards and Achievements

Albert Bandura has accomplished much in his long and distinguished career in psychology. In addition to the doctoral degree he earned at the University of Iowa, he has also been awarded more than sixteen honorary degrees from institutions around the world. These institutions include:

• The University of British Columbia
• Alfred University
• The University of Ottawa
• The University of Athens
• The University of Rome
• The University of New Brunswick
• Leiden University
• The University of Alberta
• The Graduate Center of the City University of New York
• Freie Universität Berlin
• The University of Lethbridge
• University of Catania
• Universitat Jaume I
• Penn State University
• The University of Salamanca
• Indiana University

Other notable awards and accomplishments include:

• 1974 - Elected president of the American Psychological Association
• 1980 - Elected a Fellow of the American Academy of Arts and Sciences
• 1980 - Award for Distinguished Scientific Contributions from the American Psychological Association
• 1980 - Distinguished Contribution Award from the International Society for Research on Aggression
• 1986 - Scientific Achievement Award in the Field of Behavioral Medicine from the Society of Behavioral Medicine
• 1989 - William James Award from the American Psychological Society
• 1989 - Elected to the National Academy of Medicine
• 1998 - Distinguished Lifetime Contributions Award from the California Psychological Association
• 1999 - Thorndike Award for Distinguished Contributions of Psychology to Education from the American Psychological Association
• 2001 - Lifetime Achievement Award from the Association for the Advancement of Behavior Therapy
• 2002 - Healthtrac Award for Distinguished Contributions to Health Promotion
• 2003 - Lifetime Achievement Award from the Western Psychological Association
• 2004 - Outstanding Lifetime Contribution to Psychology Award from the American Psychological Association
• 2004 - James McKeen Cattell Award for Distinguished Achievements in Psychological Science from the American Psychological Society
• 2004 - McGovern Medal for Distinguished Contribution to Health Promotion Science
• 2004 - Honorary Fellow of the World Innovation Foundation
• 2005 - Distinguished Achievement Alumni Award from the University of Iowa
• 2005 - Award for Distinguished Health Behavior Research from the American Academy of Health Behavior
• 2006 - Gold Medal Award for Distinguished Lifetime Contribution to Psychological Science from the American Psychological Foundation
• 2006 - Distinguished Lifetime Achievement Award for Advancement of Health Promotion through Health Promotion Research from the American Academy of Health Behavior
• 2007 - Everett M. Rogers Award from the Norman Lear Center for Entertainment and Society
• 2008 - Grawemeyer Award from the Grawemeyer Foundation
• 2009 - Interamerican Psychology Award from the Interamerican Society of Psychology
• 2012 - Lifetime Career Award from the International Union of Psychological Science
• 2015 - Order of Canada from the Governor-General of Canada
• 2015 - Sustained Distinguished Contributions Award from the Association for Behavioral and Cognitive Therapies
• 2016 - National Medal of Science, bestowed by President Barack Obama

Albert Bandura's Books and Publications

Albert Bandura was a prolific author of books and articles throughout his career. His first paper  was published in the Journal of Abnormal and Social Psychology in 1953. It was titled "'Primary' and 'Secondary' Suggestibility." Many of his publications are considered as classics in the field psychology. Some of his most impactful books and articles are listed below:

Social Learning Theory (1977) - This book has been credited as changing the direction of psychology from a behavioral focus to a cognitive focus. It highlighted how people learn through observation and modeling.

Self-Efficacy: Toward a Unifying Theory of Behavioral Change (1977) - This article introduced the concept of self-efficacy. It was published in Psychological Review and became an instant classic.

Social Foundations of Thought and Action: A Social Cognitive Theory (1986) - A landmark book that expands upon Social Learning Theory and introduces Social Cognitive Theory.

Self-Efficacy: The Exercise of Control. (1997) - This book has been published in English, French, Chinese, Italian and Korean. It is widely cited in the professional literature of sociology, psychology, medicine, and management.

Bandura’s other books include:

• Adolescent Aggression (1959)
• Social Learning through Imitation (1962)
• Social Learning and Personality Development (1963)
• Principles of Behavior Modification (1969)
• Psychological Modeling: Conflicting Theories (1971)
• Aggression: A Social Learning Analysis (1973)
• Analysis of Delinquency and Aggression (1976)
• Moral Disengagement : How People Do Harm and Live with Themselves (2015)

Albert Bandura is the most cited psychologist alive today. He is also the fourth most cited psychologist of all time, behind only B.F. Skinner, Sigmund Freud, and Jean Piaget.

Personal Life

Albert Bandura married his wife, Virginia, in 1952. They first met at the University of Iowa, where Virginia was an instructor at the College of Nursing. They have two daughters, Carol and Mary, and identical twin grandsons named Timmy and Andy. In 2011, Virginia Bandura passed away peacefully at the age of 89.

Is Albert Bandura Alive Today?

Albert Bandura died from congestive heart failure in 2021 at the age of 95. Up until his death, Bandura enjoyed hiking in the Sierra Mountains, walking through the coastal regions of California, dining at restaurants, going to the San Francisco Opera, and drinking a good bottle of wine.

Related posts:

• Albert Bandura's Bobo Doll Experiment (Explained)
• 40+ Famous Psychologists (Images + Biographies)
• Observational Learning
• Albert Ellis Biography - Contributions To Psychology
• The Little Albert Experiment

Reference this article:

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G. Stanley Hall

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Teoría del Aprendizaje Social de Albert Bandura: Conceptos clave y aplicaciones prácticas

La Teoría del Aprendizaje Social de Albert Bandura es como abrir una ventana al fascinante mundo de la influencia recíproca entre la conducta, el entorno y los procesos psicológicos. ¡Imagina poder comprender cómo aprendemos observando a los demás y cómo modelar nuestra conducta a partir de esas observaciones!

Bandura nos introduce en un universo donde el observador y el entorno interactúan constantemente, moldeándose mutuamente. ¡Es como un baile donde las acciones de unos y otros se complementan y transforman!

Con esta teoría, Bandura nos invita a reflexionar sobre cómo las experiencias cotidianas, la observación de modelos y la retroalimentación moldean nuestro comportamiento. ¡Es un viaje emocionante hacia la comprensión de cómo aprendemos, cambiamos y crecemos en sociedad!

¡Prepárate para sumergirte en un mundo donde el aprendizaje va más allá de las paredes de un aula y se convierte en una danza constante entre lo que vemos, lo que hacemos y lo que somos! ¡Bienvenido al apasionante universo de la Teoría del Aprendizaje Social!

Las 4 etapas del desarrollo según Albert Bandura: Conócelas y comprende su importancia

Albert Bandura, psicólogo canadiense conocido por su teoría del aprendizaje social, propuso un modelo de desarrollo humano que consta de cuatro etapas clave. Estas etapas son fundamentales para comprender cómo las personas adquieren nuevas habilidades y comportamientos a lo largo de sus vidas.

1. Etapa de la adquisición de habilidades: En esta primera etapa, las personas observan y absorben información del entorno que les rodea. A través de la observación de modelos significativos, como padres, maestros o figuras de autoridad, los individuos comienzan a adquirir nuevas habilidades y comportamientos. Por ejemplo, un niño puede aprender a cocinar observando a su madre en la cocina.

2. Etapa de la retención: Una vez que se ha adquirido la información, entra en juego la etapa de retención. En este punto, las personas almacenan mentalmente lo que han observado y aprendido. La capacidad de retener esta información es crucial para poder reproducir posteriormente las habilidades adquiridas. Por ejemplo, un estudiante que ha observado cómo resolver un problema matemático debe retener esa información para poder aplicarla en el futuro.

3. Etapa de reproducción: En la tercera etapa, las personas ponen en práctica las habilidades que han adquirido a través de la observación y la retención. Este proceso implica probar y experimentar con el nuevo conocimiento para poder interiorizarlo. Por ejemplo, un deportista que ha observado la técnica de un experto en su deporte debe reproducir esa técnica en sus propios entrenamientos para mejorar.

4. Etapa de motivación y refuerzo: La última etapa del modelo de Bandura se centra en la motivación y el refuerzo. Una vez que una persona ha adquirido, retenido y reproducido una habilidad, es importante que reciba un feedback positivo que refuerce su comportamiento. Este refuerzo puede tomar la forma de elogios, recompensas o cualquier tipo de reconocimiento que motive a la persona a continuar desarrollando esa habilidad.

En resumen, las cuatro etapas del desarrollo según Albert Bandura nos muestran cómo las personas adquieren nuevas habilidades a través de la observación, la retención, la reproducción y el refuerzo. Comprender este proceso es esencial para potenciar el aprendizaje y el crecimiento personal en distintas áreas de la vida.

Descubre el legado de Bandura y su influencia en el aprendizaje: una mirada a su impacto en la psicología educativa.

La Teoría del Aprendizaje Social de Albert Bandura es un enfoque influyente en la psicología educativa que ha marcado un antes y un después en la comprensión del proceso de aprendizaje. Bandura, psicólogo reconocido mundialmente, propuso un modelo que destaca la importancia de la observación y la imitación en el desarrollo de habilidades y comportamientos. A continuación, exploraremos los conceptos clave de esta teoría y su relevancia en el ámbito educativo:

• Aprendizaje Observacional: Uno de los pilares fundamentales de la teoría de Bandura es el concepto de aprendizaje observacional. Según este principio, las personas pueden adquirir nuevas habilidades y conocimientos al observar a otros y replicar sus acciones. Por ejemplo, un estudiante puede aprender a resolver un problema matemático al observar cómo su compañero aborda la situación.
• Imitación: La imitación juega un papel crucial en el proceso de aprendizaje social. Bandura destacó que las personas tienden a imitar a aquellos modelos que perciben como exitosos o recompensados. Por ejemplo, los niños pueden imitar el comportamiento de sus maestros si son elogiados por ello, lo que refuerza la imitación.
• Refuerzo: En la teoría de Bandura, el refuerzo juega un papel importante en la adquisición y mantenimiento de conductas aprendidas. Los refuerzos positivos aumentan la probabilidad de que una conducta sea repetida, mientras que los refuerzos negativos disminuyen dicha probabilidad. Por ejemplo, si un estudiante recibe elogios por participar en clase, es más probable que continúe haciéndolo en el futuro.
• Autoeficacia: Bandura introdujo el concepto de autoeficacia para referirse a la creencia de una persona en su capacidad para llevar a cabo una tarea específica. La autoeficacia influye en el esfuerzo que se invierte en una tarea y en la persistencia ante los desafíos. Por ejemplo, un estudiante con alta autoeficacia en matemáticas se sentirá más motivado para abordar problemas complejos.

Descubre las 4 etapas esenciales del aprendizaje vicario: guía completa

Teoría del Aprendizaje Social de Albert Bandura: Conceptos clave y aplicaciones prácticas

La Teoría del Aprendizaje Social de Albert Bandura es una de las teorías más influyentes en psicología. Se centra en cómo las personas aprenden observando a otros y cómo este aprendizaje afecta su comportamiento. Uno de los conceptos fundamentales de esta teoría es el aprendizaje vicario, que se refiere a aprender a través de la observación de las acciones y consecuencias de los demás.

A continuación, presentaremos las 4 etapas esenciales del aprendizaje vicario :

• Atención : La primera etapa consiste en prestar atención al modelo. Es crucial que la persona esté enfocada en el modelo y en lo que está haciendo para poder aprender de él. Por ejemplo, un niño observando a un adulto resolver un rompecabezas.
• Retención : En esta etapa, la persona retiene en su memoria lo que ha observado. Es importante que pueda recordar las acciones del modelo para replicarlas más adelante. Por ejemplo, recordar los pasos necesarios para resolver el rompecabezas.
• Reproducción : En esta etapa, la persona pone en práctica lo que ha observado. Intenta imitar las acciones del modelo y ver si puede lograr los mismos resultados. Por ejemplo, el niño intentando resolver el rompecabezas siguiendo los pasos del adulto.
• Motivación : La última etapa involucra la motivación para llevar a cabo las acciones aprendidas. La persona debe sentirse motivada para seguir practicando y mejorando basada en las consecuencias que observó en el modelo. Por ejemplo, sentirse satisfecho al resolver el rompecabezas con éxito.

Comprender estas etapas esenciales del aprendizaje vicario puede ser útil para mejorar nuestro propio aprendizaje y comprender cómo las influencias externas pueden afectar nuestro comportamiento. La Teoría del Aprendizaje Social de Bandura nos recuerda la importancia de la observación y la imitación en nuestro desarrollo.

La Teoría del Aprendizaje Social de Albert Bandura es un marco teórico que ha sido fundamental en el campo de la psicología y la educación. Este enfoque propone que las personas aprenden no solo a través de la experiencia directa, sino también observando a otros y tomando como referencia sus acciones y consecuencias.

### Conceptos Clave:

• Modelado: Uno de los conceptos centrales de la teoría de Bandura es el modelado, que se refiere al proceso de aprendizaje a través de la observación y la imitación de las conductas de los demás.
• Aprendizaje Vicario: Bandura introdujo el concepto de aprendizaje vicario, que es la adquisición de nuevos comportamientos al observar las consecuencias de las acciones de los demás.
• Refuerzo y Castigo: Según esta teoría, las personas también aprenden a través del refuerzo positivo y negativo observando las consecuencias de las acciones de los demás.
• Autorregulación: Bandura destacó la importancia de la autorregulación, es decir, la capacidad de las personas para regular su propio comportamiento a través de procesos cognitivos como la planificación y la autoevaluación.

### Aplicaciones Prácticas: La Teoría del Aprendizaje Social de Bandura tiene importantes implicaciones en diversos campos, como la educación, la psicología clínica y la psicología organizacional. En el ámbito educativo, por ejemplo, los docentes pueden utilizar el modelado y el refuerzo positivo para fomentar conductas deseables en los estudiantes. En psicología clínica, esta teoría se aplica en terapias basadas en el modelado de conductas saludables. En el contexto laboral, las organizaciones pueden utilizar los principios del aprendizaje social para promover conductas éticas y productivas entre sus empleados.

### Verificación y Contraste: Es importante recordar a los lectores que la información presentada en este artículo es meramente informativa y no sustituye en ningún caso el consejo o tratamiento profesional. Si necesitas ayuda o asesoramiento sobre cualquier tema relacionado con la psicología o la medicina, te recomiendo encarecidamente que consultes a un profesional cualificado en la materia. La verificación y contraste de la información es fundamental para asegurarse de obtener datos precisos y actualizados.

En conclusión, la Teoría del Aprendizaje Social de Albert Bandura es un marco teórico relevante que ha contribuido significativamente al entendimiento del proceso de aprendizaje humano. Su aplicación práctica en diversos contextos demuestra su utilidad y pertinencia en la actualidad. No obstante, es fundamental recordar que este contenido tiene fines informativos y no debe ser considerado como consejo profesional especializado. Si necesitas ayuda, no dudes en buscar el apoyo de un profesional capacitado.

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