Albert Bandura

Albert Bandrua was born December 4, 1925 in Canada. Professor Emeritus of Social Science in Psychology at Stanford University. His career spans almost six decades.

Bandura is responsible for groundbreaking contributions to many fields of psychology Social cognitive theory Personality psychology Influential in the transition between behaviorism and cognitive psychology Originator of social learning theory and the theory of self-efficacy Responsible for the influential 1961 Bobo Doll experiment

A 2002 survey ranked Bandura as the fourth most-frequently cited psychologist of all time, behind B.F. Skinner, Sigmund Freud, and Jean Piaget The most cited living psychologist Bandura is widely described as the greatest living psychologist and as one of the most influential psychologists of all time.

Publications Bandura, A. (1997). Self-efficacy : the exercise of control. New York: W.H. Freeman. Bandura, A. (1986). Social foundations of thought and action : a social cognitive theory. Englewood Cliffs, N.J.: Prentice-Hall. Bandura, A., & Walters, R.H. (1959). Adolescent Aggression. Ronald Press: New York. Bandura, A. (1962). Social Learning through Imitation. University of Nebraska Press: Lincoln, NE. Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart and Winston. Bandura, A. (1971). Psychological modeling: conflicting theories. Chicago: Aldine·Atherton. Bandura, A. (1973). Aggression: a social learning analysis. Englewood Cliffs, N.J.: Prentice-Hall. Bandura, A. (1975). Social Learning & Personality Development. Holt, Rinehart & Winston, INC: NJ. Bandura, A., & Ribes-Inesta, Emilio. (1976). Analysis of Delinquency and Aggression. Lawrence Erlbaum Associates, INC: New Jersey Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

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Who is Bandura? Social Learning Theory Pay Attention! In the Classroom Models Matter Team One Team Two Team Three Team Four Team Five Team Six

Who is Albert Bandura? for 5 Points Albert Bandura is associated with Stanford ________. Show Answer

Who is Albert Bandura? Answer for 5 Points University Back to Board

Who is Albert Bandura? Question for 10 Points Bandura is well know for the ____ doll experiment. Show Answer

Who is Albert Bandura? Answer for 10 Points Bobo Back to Board

Who is Albert Bandura? Question for 15 Points Bandura’s work continues to be a force in studies of imitation and m_______. Show Answer

Who is Albert Bandura? Answer for 15 Points modeling Back to Board

Who is Albert Bandura? Question for 20 Points A frequently cited book of Bandura’s is Principles of Behavior M______ (1969) Show Answer

Who is Albert Bandura? Answer for 20 Points Modification Back to Board

Who is Albert Bandura? Question for 25 Points Bandura is considered the leading proponent of ______ Learning Theory. Show Answer

Who is Albert Bandura? Answer for 25 Points Social Back to Board

Social Learning Theory Question for 5 Points Differing with behaviorists, Bandura stressed that _____ played a role in learning. Show Answer

Social Learning Theory Answer for 5 Points cognition (or thinking) Back to Board

Social Learning Theory Question for 10 Points Show Answer Unlike ____________, social learning theorists believe that learning can occur without a change in behavior.

Social Learning Theory Answer for 10 Points Behaviorists Back to Board

Social Learning Theory Question for 15 Points Social Learning Theory states there is a continuous interaction between cognitive, behavioral, and e______ influences. Show Answer

Social Learning Theory Answer for 15 Points environment Back to Board

Social Learning Theory Question for 20 Points Social Learning Theory encompasses a______, memory, and motivation. Show Answer

Social Learning Theory Answer for 20 Points attention Back to Board

Social Learning Theory Question for 25 Points Bandura (1977) pointed out, the response and resulting reinforcement do not always appear immediately after the stimulus but may occur days or weeks later. This phenomenon is know as d_____ i______. Show Answer

Social Learning Theory Answer for 25 Points delayed imitation Back to Board

Pay Attention! Question for 5 Points Paying attention is a cognitive p_____ essential for learning to occur. Show Answer

Pay Attention! Answer for 5 Points process Back to Board

Pay Attention! Question for 10 Points Reinforcement increases the likelihood of a r_____ only when an individual realizes which particular response has led to the reinforcement. Show Answer

Pay Attention! Answer for 10 Points response Back to Board

Pay Attention! Question for 15 Points Social cognitive theory focuses on the ways in which people learn from o______ one another. Show Answer

Pay Attention! Answer for 15 Points observing Back to Board

Pay Attention! Question for 20 Points Students are more likely to have mastery goals when they have high i______ in learning. (Bandura, 1997) Show Answer

Pay Attention! Answer for 20 Points interest Back to Board

Pay Attention! Question for 25 points. Numerous research studies indicate that children become more a______ when they observe violent models. Show Answer

Pay Attention! Answer for 25 Points aggressive Back to Board

In the Classroom Question for 5 Points A model is more likely to be effective if the model’s behavior is r_______ to the student’s needs. Show Answer.

In the Classroom Answer for 5 Points relevant Back to Board

In the Classroom Question for 10 Points Show Answer Describing the consequences of behaviors can effectively increase appropriate behaviors and decrease __________ behaviors.

In the Classroom Answer for 10 Points inappropriate Back to Board

In the Classroom Question for 15 Points Teachers can promote s________-e________ by having students receive confidence-building messages, watch others be successful, and experience success on their own.. Show Answer

In the Classroom Answer for 15 Points self-efficacy Back to Board

In the Classroom Question for 20 Points Show Answer Guiding students in developing s____ - r_______ is an effective method for improving student behavior.

In the Classroom Answer for 20 Points Self-regulation Back to Board

In the Classroom Question for 25 Points The nonoccurrence of expected consequences is an influential consequence and a form of punishment. The nonoccurrence of expected p________ can be reinforcing. Show Answer

In the Classroom Answer for 25 Points punishment Back to Board

Models Matter Question for 5 Points Students often learn a great deal simply by ______ others. Show Answer

Models Matter Answer for 5 Points observing Back to Board

Models Matter Question for 10 Points Two variables that affect an observer’s ability to retain in memory the modeled events are covert and _____ rehearsals. Show Answer

Models Matter Answer for 10 Points overt Back to Board

Models Matter Question for 15 Points Individuals are more likely to adopt a modeled behavior if the model is _____ to the observer. Show Answer

Models Matter Answer for 15 Points similar Back to Board

Models Matter Question for 20 Points When people see others misbehave without negative c__________, they are more likely to misbehave themselves. Show Answer

Models Matter Answer for 20 Points consequences Back to Board

Models Matter Question for 25 Point Children can learn from watching a model being reinforced for a response. Bandura illustrated this with children watching a model hit the Bobo doll then receiving reinforcement. The children hit the doll without being reinforced. This is known as v_______ r_______. Show Answer

Models Matter Answer for 25 Points vicarious reinforcement Back to Board

Show Question Albert Bandura and his twin grandsons Timmy and Andy in 1996.

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“Big Points” Question In the video, conditions for effective modeling were demonstrated. They are 1. A______ 2. R_______ 3. Motor R_____ 4. M______ Show Answer

Big Points Answer for Big Points 1. Attention 2. Rehearsal (retention) 3. Motor Reproduction 4. Motivation Back to Board

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References Bandura –Haggbloom S.J. (2002). The 100 most eminent psychologists of the 20th century, Review of General Psychology, 6 (2) Jeanne Ellis Ormrod, Human Learning (5 th ed) Pearson Prentice Hall 2007 ISBN 13: Hartjen, Raymond, Implications of Bandura’s Observational Learning Theory for a Competency Based Teacher Education Model; April Back to Game Board

"To succeed, one cannot afford to be a realist." ~ Albert Bandura ~ Address before the American Psychological Association, 1998

Albert Bandura sets the record straight (2007) "At the time of my graduate training, the entire field of psychology was behaviorally oriented with an almost exclusive focus on the phenomenon of learning. But I never really fit the behavioral orthodoxy. At the time virtually all of the theorizing and research centered on learning through the effects of reinforcing outcomes. In my first major program of research, I argued against the primacy of conditioning in favor of observational learning, in which people neither emit responses nor receive reinforcements during the process of learning. Indeed, my first major publication was a lengthy chapter on 'Social Learning Through Imitation' in the 1962 Nebraska Symposium on Motivation, in which I conceptualize observational learning as mediated through perceptual and cognitive processes. On pages of this chapter, I present a parody on how trying to shape auto driving skills through operant conditioning would unshape the driver and the surrounding environment! I rejected Miller and Dollard's view of imitation as merely a special case of instrumental conditioning. While behaviorists were plotting learning curves as a function of number of reinforced trials, I published a chapter on 'No trial learning' in a volume edited by Berkowitz." "During this period, behaviorists were championing the shaping and control of human behavior by rewarding and punishing consequences. I began a second major program of research on the capacity for self-directedness to regulate one's own behavior through personal standards and self-reactive influences. The initial studies on the acquisition of self-evaluative standards for self-directedness were reported in the 1963 book with Richard Walters on Social Learning and Personality Development." "In the early writings I acknowledged the phenomena encompassed under the labels of conditioning and reinforcement. But what text writers and those relying on secondary sources were missing is that I conceptualized these phenomena as operating through cognitive processes. 'Reinforcement' affected behavior by instilling outcome expectations rather than by stamping in responses. See pages in Social Learning Theory (1977). I also conceptualized instrumental and classical conditioning in terms of acquisition of expectancies rather than coupling responses to stimuli. See chapter 10 in Principles of Behavior Modification entitled, 'Symbolic Control of Behavioral Changes.'" "The theorizing that is currently in vogue attributes behavior to multilevel subpersonal neural networks devoid of any consciousness, subjectivity, or self-identity. While this line of theorizing views humans as high-level automatons, I have been emphasizing the exercise of human agency." "The explanatory issue of interest is not my transformation from behaviorism to sociocognitivism, but rather why authors of psychological texts continue to mischaracterize my approach as rooted in behaviorism. You ask how I would describe my early position? Social cognitivism. It emphasized that learning is embedded in social networks and that environmental influences are largely mediated through cognitive processes. To correct another error in many textbooks, I was not a student of Kenneth Spence. He was the dominant force in the Iowa Department, but Arthur Benton was my academic advisor."