Albert Bandura:Albert Bandura:Social / Observational Social / Observational LearningLearning

Basic PremiseBasic Premise

We learn behavior through We learn behavior through observationobservation

Vicarious reinforcement: Learn Vicarious reinforcement: Learn through observing consequences through observing consequences of behaviors of othersof behaviors of others

ModelingModeling

Observe behavior of others and Observe behavior of others and repeat the behaviorrepeat the behavior

Bobo doll studies (1963)Bobo doll studies (1963) Disinhibition: Weakening of Disinhibition: Weakening of

inhibition through exposure to a inhibition through exposure to a modelmodel

Factors Influencing Factors Influencing Modeling: Impact Modeling: Impact Tendency to ImitateTendency to Imitate Characteristics of the models: Characteristics of the models:

similarity, age, sex, status, prestige, similarity, age, sex, status, prestige, simple vs. complex behaviorsimple vs. complex behavior

Characteristics of observers: Low Characteristics of observers: Low self-confidence, low self-esteem, self-confidence, low self-esteem, reinforcement for imitationreinforcement for imitation

Reward consequences of behavior: Reward consequences of behavior: Directly witnessing associated Directly witnessing associated rewardsrewards

The Observational The Observational Learning Process: 4 Learning Process: 4 StepsSteps Attentional processesAttentional processes Retention processesRetention processes Production processesProduction processes Incentive and motivational Incentive and motivational

processesprocesses

Step 1: Attentional Step 1: Attentional ProcessesProcesses Developing cognitive processes to Developing cognitive processes to

pay attention to a model- more pay attention to a model- more developed processes allow for developed processes allow for better attentionbetter attention

Must observe the model Must observe the model accurately enough to imitate accurately enough to imitate behaviorbehavior

Step 2: Retention Step 2: Retention ProcessesProcesses To later imitate behavior, must To later imitate behavior, must

remember aspects of the behaviorremember aspects of the behavior Retain information in 2 ways:Retain information in 2 ways:

– Imaginal internal representation: Imaginal internal representation: Visual image Ex: Forming a mental Visual image Ex: Forming a mental picturepicture

– Verbal system: Verbal description of Verbal system: Verbal description of behavior Ex: Silently rehearsing steps behavior Ex: Silently rehearsing steps in behaviorin behavior

Step 3: Production Step 3: Production ProcessesProcesses

Taking imaginal and verbal Taking imaginal and verbal representations and translating into representations and translating into overt behavior- practice behaviorsovert behavior- practice behaviors

Receive feedback on accuracy of Receive feedback on accuracy of behavior- how well have you behavior- how well have you imitated the modeled behavior?imitated the modeled behavior?

Important in mastering difficult skillsImportant in mastering difficult skills– Ex: Driving a carEx: Driving a car

Step 4: Incentive and Step 4: Incentive and Motivational ProcessesMotivational Processes With incentives, observation more With incentives, observation more

quickly becomes action, pay more quickly becomes action, pay more attention, retain more informationattention, retain more information

Incentive to learn influenced by Incentive to learn influenced by anticipated reinforcementsanticipated reinforcements

Aspects of the Self: Self-Aspects of the Self: Self-reinforcement and Self-reinforcement and Self-efficacyefficacy Self-reinforcement: Rewards or Self-reinforcement: Rewards or

punishments given to oneself for punishments given to oneself for reaching, exceeding or falling short of reaching, exceeding or falling short of personal expectationspersonal expectations– Ex: Pride, shame, guiltEx: Pride, shame, guilt

Self-efficacy: Belief in ability to cope Self-efficacy: Belief in ability to cope with lifewith life– Meeting standards: Enhances self-efficacyMeeting standards: Enhances self-efficacy– Failure to meet standards: Reduces self-Failure to meet standards: Reduces self-

efficacyefficacy

Self-EfficacySelf-Efficacy

High self-efficacyHigh self-efficacy– Believe can deal effectively with life Believe can deal effectively with life

eventsevents– Confident in abilitiesConfident in abilities– Expect to overcome obstacles effectivelyExpect to overcome obstacles effectively

Low self-efficacyLow self-efficacy– Feel unable to exercise control over lifeFeel unable to exercise control over life– Low confidence, believe all efforts are Low confidence, believe all efforts are

futilefutile

Sources of Information Sources of Information in Determining Self-in Determining Self-efficacyefficacy Performance attainmentPerformance attainment

– Most influentialMost influential– Role of feedbackRole of feedback– More we achieve, more we believe More we achieve, more we believe

we can achievewe can achieve– Leads to feelings of competency and Leads to feelings of competency and

controlcontrol

Sources of Information Sources of Information in Determining Self-in Determining Self-efficacyefficacy Vicarious experienceVicarious experience

– Seeing others perform successfullySeeing others perform successfully– If they can, I can tooIf they can, I can too

Verbal persuasionVerbal persuasion– Verbal reminders of abilitiesVerbal reminders of abilities

Physiological and emotional arousalPhysiological and emotional arousal– Related to perceived ability to copeRelated to perceived ability to cope– Calm, composed feelings: Higher self-efficacyCalm, composed feelings: Higher self-efficacy– Nervous, agitated feelings: Lower self-efficacyNervous, agitated feelings: Lower self-efficacy

Developmental Stages of Developmental Stages of Modeling and Self-Modeling and Self-efficacyefficacy ChildhoodChildhood

– Infancy: Direct modeling Infancy: Direct modeling immediately following observation, immediately following observation, develop self-efficacy with control develop self-efficacy with control over environmentover environment

– By age 2: Developed attentional, By age 2: Developed attentional, retention and production processes retention and production processes to model behavior some time after to model behavior some time after observation, not immediatelyobservation, not immediately

Developmental Stages of Developmental Stages of Modeling and Self-Modeling and Self-efficacyefficacy AdolescenceAdolescence

– Involves coping with new demandsInvolves coping with new demands– Success depends on level of self-Success depends on level of self-

efficacy established during efficacy established during childhoodchildhood

Developmental Stages of Developmental Stages of Modeling and Self-Modeling and Self-efficacyefficacy Adulthood: 2 PeriodsAdulthood: 2 Periods

– Young adulthood:Young adulthood: Adjustments: Career, marriage, Adjustments: Career, marriage,

parenthoodparenthood High self-efficacy to adjust successfullyHigh self-efficacy to adjust successfully

– Middle adulthood:Middle adulthood: Adjustment: Reevaluate career, family lifeAdjustment: Reevaluate career, family life Need to find opportunities to continue to Need to find opportunities to continue to

enhance self-efficacyenhance self-efficacy

Developmental Stages of Developmental Stages of Modeling and Self-Modeling and Self-efficacyefficacy Old age:Old age:

– Decline in mental/physical function, Decline in mental/physical function, retirementretirement

– Requires reappraisal of abilitiesRequires reappraisal of abilities– Belief in ability to perform a task is Belief in ability to perform a task is

key throughout the lifespankey throughout the lifespan

Application of Social Application of Social Learning Theory: Learning Theory: Behavior ModificationBehavior Modification Fears and phobiasFears and phobias

– Guided participation: Observe and Guided participation: Observe and imitateimitate

– Covert modeling: ImaginalCovert modeling: Imaginal AnxietyAnxiety

– Fear of medical treatmentFear of medical treatment– Test anxietyTest anxiety

Assessment of Assessment of Bandura’s Theory: Bandura’s Theory: Self-efficacySelf-efficacy Age and gender differencesAge and gender differences Physical appearancePhysical appearance Academic performanceAcademic performance Career choice and job performanceCareer choice and job performance Physical healthPhysical health Mental healthMental health Coping with stressCoping with stress

Assessment of Bandura’s Assessment of Bandura’s Theory: Television and Theory: Television and Aggressive BehaviorsAggressive Behaviors Relationship between watching Relationship between watching

violence and imitating violenceviolence and imitating violence

Assessment of Assessment of Bandura’s TheoryBandura’s Theory Strengths:Strengths:

– Focus on observable behavior- Focus on observable behavior- research supportresearch support

– Practical application to real-world Practical application to real-world problemsproblems

– Large-scale changesLarge-scale changes