Albert Bandura

• Albert Bandura was born on December 4, 1925, in Mundane, small town on the plains of Albert.
• He learnt to be self-reliant and independent from a very young age, and also, he is self directive.
• Working on a Yukon Highway in Alaska, he was able to make contact with his colleagues, most of which has psychopathology, which kindled him to be interested in Clinical Psychology.
• His decision to become a psychologist is an accidental fruit of a fortuitous event.
• He enrolled in University of British Columbia in Vancouver.
• Graduated in only a span of 3 years, and then immediately looked for a graduate program in Clinical Psychology that had strong learning theory base.
• Enrolled in University of Iowa, and finished his master’s degree in 1951, and got his PhD degree in Clinical Psychology the following year.
• Joined the faculty at Stanford University in 1953, where he stayed for the majority of his life.
• Most influential books are SOCIAL LEARNING THEORY (1977), SOCIAL FOUNDATIONS OF THOUGHTS AND ACTION (1986), and SELF-EFFICACY: THE EXERCISE OF CONTROL (1997).
• President of APA (1974), President of Western Psychological Association (1980), and Honorary President of Canadian Psychological Association (1999).
• Died from Congestive Heart Failure on July 26, 2021.
• SOCIAL COGNITIVE THEORY’S BASIC ASSUMPTIONS

  1.Outstanding characteristic of humans is PLASTICITY.

  2.Through TRIADIC RECIPROCAL CAUSATION that includes behavioral, environmental, and personal factors, people have the capacity to regulate their lives.

  3.Social Cognitive Theory takes an AGENTIC PERSPECTIVE, meaning that humans have the capacity to control over nature and quality of their life.

  4.People regulate their conduct through both external and internal factors.

  5.People in ambiguous situation typically attempt to regulate themselves through MORAL AGENCY.
•   “If knowledge could be acquired only through the effects of one’s own actions, the process of cognitive and social development would be greatly retarded, not to mention exceedingly tedious.” – Bandura (1986)
• OBSERVATIONAL LEARNING (Vicarious Leaning)
• OBSERVATIONAL LEARNING (Vicarious Leaning)

    - Allows people to learn without performing any behavior.
• Bandura differs from Skinner in that Bandura believes that enactive behavior is a basic datum in psychological science
• Reinforcement is not necessary in learning
• MODELING

  •  The core of observational learning
  • Involves cognitive processes, and is not simply a mimicry or imitation of others.
• Modeling - Representing information and storing it for use at a future time

    1. Characteristics of model

    2. Characteristics of the observer

    3. Consequence of the behavior
• PROCESS GOVERNING OBSERVATIONAL LEARNING

  • Attention
  • Representation
  • Behavioral Reproduction
  • Motivation
• ATTENTION – The nature of the behavior being modeled to us affects our attention – that is, we observe behavior and pay attention to the behavior it we think that it is beneficial to us.
• REPRESENTATION – The behavior that is being modeled should be represented symbolically.

  • Verbal Coding
  • Rehearsal
• BEHAVIORAL PRODUCTION - After attending to the behavior that was modeled, we retain it, and later on, we should be able to reproduce such behavior when we needed it
• MOTIVATION - Observational learning must entail motivation in order to ensure that the behavior is produced frequently and rightfully.
• Verbal Coding – Using language to easily understand what is being modeled.
• Rehearsal – Actual performance of the behavior that is being shown and modeled
• Several questions under behavioral production - “How can I do this?”, “What am I doing?”, “Am I doing this right?”
• Enactive Learning -   Every response a human does is followed by some consequences. Some of the consequences are satisfying, some are dissatisfying, and others are simply not cognitively attended, hence has little effect.
• THREE FUNCTIONS OF RESPONSE:

  1. Informs us of the effects of our response.
  2. The consequences of our responses motivate our anticipatory behavior.
  3. The consequences of our behavior  serve to reinforce our behavior
• 1. We can retain the information about the consequences or effects of our behaviors, and use it for future references as guide for our actions
  2. Being able to judge whether what we do would cause something good or bad, then we could anticipate future outcomes then we can act accordingly.
  3. Our reinforce are partially reinforced by reinforcements.
• Triadic Reciprocal Causation

  • Triadic
  • Reciprocal
  • Causation
• Triadic – Meaning, there are three sources, behavior, environment, and personal factors.
• Reciprocal – Meaning, they are interacting with each other, and need not to give equal amounts of force.
• Causation – The reciprocity of force from each factor influence the behavior that will be produced, the personal factor that will be change after the behavior was produced, and the effect of our behavior to the environment
• Human action is a result of the interplay among the three variables.
• Behavior–Actions (response), and decisions that individuals make that can be observed and measured.
• • Environment Factors – External social and physical environments that can affect a person’s behavior, such as social norms, influences from family or peers, etc.
  • Personal Factors–Cognitive, affective, and biological events such as beliefs, attitudes, expectations, self-efficacy, and emotions
• Chance Encounters -   An unintended meeting of persons unfamiliar to each other
• Fortuitous Events -   Environmental experience that is not expected and unintended.
• Human Agency - Every response a human has a capacity to exercise control over their own lives.