2. Life of Bandura
1925 – Born in Alberta, Canada
Parents: Polish immigrants; stressed education
1980 APA’s Distinguished Scientific Contribution
Award
2006 APA’s Gold Medal Award for Life
Achievement
3. Introduction: Social Cognitive Learning
Theory (SCT)
Social Cognitive Theory (SCT) started as the
social learning theory (SLT) in the 1960s by
Albert Bandura.
It developed into the SCT in 1986 and posits
that learning occurs in a social context with a
dynamic and reciprocal interaction of the
person, environment, and behavior.
4. shape
personality
• Personal factors: knowledge, expectations, attitudes
etc.
• Environmental factors: social norms, influence on
others(ability to change own environment) etc.
• Behavioural factors: skills, practice, self-efficacy etc.
5. Albert Bandura Social Learning Theory
The process of observational learning has been
extensively researched by Albert Bandura.
6. Observational Learning Theory /
Social Learning Theory
Learning by observing others
Modelling- the process of observing and imitating a
specific behavior.
The person being observed = model
Consequently, OL is often referred to as
“modeling”.
Vicarious conditioning- a type of observational
learning – a person learns new behaviors by
observing the consequences (reinforcement or
punishment) of another’s behavior
7. OBSERVATIONAL LEARNING
When someone uses observation of another
person’s (model) actions and their consequences to
guide their future actions - called modelling
MODELS
Real-life: Those we come in direct contact with.
E.g. parents, siblings, teachers, friends2)
Symbolic: Presented to us through media such as
TV, movies, magazines, books etc.
Schultz & Schultz Theories of Personality and Development, 9th Edition
Copyright 2009 Wadsworth, a division of Cengage Learning. All rights reserved.
8. The Bobo Doll Experiment (Bandura, Ross &
Ross (1961)
9. The Bobo Experiment
RESULTS:
Bandura, Ross and Ross (1961) found out that, at the
absence of the models:
Children who were exposed to the aggressive model
performed aggressive behaviours towards the Bobo
doll while those in the non-aggressive model played
with the doll.
The girls in the aggressive model showed more
physical aggressive responses if the model was a male
but more verbal aggressive response if the model was
female.
Boys imitated more physical aggressive acts than girls
10. Bandura’s Experiments
Experiments were conducted in 1965 by Albert
Bandura.
Subjects required to sit and watch a ‘model’
performing some action on TV, and then they
were given the opportunity to imitate the model.
3 groups of children.
Each group shown one of three films. Each film
showed an adult punching, kicking and verbally
abusing a large rubber doll - named Bobo the
clown.
11. Modeling / OL
Film #1:
Aggressive model
rewarded with
lollies, soft drink
and praised by
another adult.
Film #2:
Aggressive
model punished
by spankings
and verbal
criticism
12. Following film, each child was placed
individually in a room with one-way mirror and
observed.
Some children were offered rewards for
imitating the aggressive behaviour; others were
not.
13. RESULTS:
The results indicated that children who watched the
aggressive model either being reinforced or experiencing
no consequences, imitated aggressive behaviour more
than the children who watched the aggressive model being
punished did.
However, when a reward was offered, even those who saw
the model punished, tended to imitate the model’s
behaviour.
14. Role of the Learner
The learner plays an active role in the learning process.
There are four criteria that must be met for observational
learning to occur. The learner must...
15. Elements for observational learning
4 elements that account for observational learning
1. ATTENTION
2. RETENTION (memory)
3. (RE)PRODUCTION
4. REIFORCEMENT & MOTIVATION
16. 1. ATTENTIONAL
Pay sufficient attention to a model to imitate displayed
behavior
E.g.: Staying awake during driving class / activity
17. 2. RETENTION
Retaining or remembering the model’s behavior so that we
can imitate or repeat it later or,
Mentally represent and retain what has been observed.
E.g.: Taking notes on the lecture material or the video of a
person driving a car
18. 3. (RE)PRODUCTION
Physically producing the responses and receiving feedback
on the accuracy of our continued practice
E.g.: Getting in a car with an instructor to practice shifting
gears in the school parking lot
19. 4. REINFORCEMENT & MOTIVATIONAL
Reinforcement influences the learner’s motivation to perform
the learned behaviour.
