Albert Bandura

Biography Born in the province of Alberta, Canada. Attended the University of British Columbia, Vancouver Took psychology because of when it was offered. Was fascinated with it and went on for his doctoral degree at University of Iowa in 1953

Biography Met his wife at University of Iowa eventually having two daughters. Did a lot of work around adolescent aggression. In 1953, took a position at Stanford. President of APA in 1973 Continues at Stanford today.

Theory Observational Learning Vicarious learning and modeling Behavior is learned intentionally Can also be learned accidentally

Theory Involves four mechanisms (processes): Attention (Observing the behavior): Involves: Development of cognitive capacities and perceptual skills Certain arousal level Value of the behavior to the observer Characteristics of the model

Theory Involves four mechanisms (processes): Retention (Remembering the behavior): Remember in images and words Makes latent learning possible Involves cognitive organization

Theory Involves four mechanisms (processes): Reproduction (Doing the behavior) Must be able to do the behavior (No physical response can occur beyond our physical capability) Can be enhanced by imagination and practice

Theory Involves four mechanisms (processes): Motivation (Wanting to do the behavior) Unless motivated to do it, behavior will not be imitated Can include Past reinforcements or punishments Promised reinforcements or punishments Vicarious reinforcements or punishments

Theory Modeling Acquiring behavior that we have never performed by observing the behavior of someone else

Theory Factors that influence modeling: Characteristics of the model: Most influential if: Similar to us- Same sex Respected (status and prestige) - Same age Considered powerful- Simple behaviors Attractive- Hostile or aggressive (children)

Theory Factors that influence modeling: Characteristics of the observer: Person with low self esteem and confidence more likely to imitate than those with high self esteem and confidence Person who has been reinforced for behavior is more influenced than those who are not.

Theory Factors that influence modeling: The reward consequences associated with the behaviors Rewards must be meaningful Whether reinforced or punished

Theory Two other important contributors to personality Self-reinforcement (self-regulation) Self-efficacy

Theory Self-reinforcement (self- regulation) As important as external reinforcement Similar to conscience or ego

Theory Self-reinforcement (self-regulation) Involves: Internal standards of performance (self observation) Usually learned from models Reference points against which to evaluate behavior (judgmental processes) Self reactions (rewards and punishment) As important as external reinforcement

Theory Self-efficacy Our adequacy, efficiency, and competence in coping with life Perceived self-efficacy ---> our beliefs in the above Also involves our perception of control (locus of control)

Theory Self-efficacy based on: Performance attainment: History of success or failure Most influential Vicarious experiences Seeing those similar in ability succeed or fail

Theory Self-efficacy based on: Verbal persuasion Genuine encouragement or discouragement from self or others Physiological and emotional arousal Higher the response – the less self-efficacy Lower the response – the higher the self-efficacy

Theory Self-efficacy can be enhanced by: Exposing people to success experiences by arranging reachable goals Exposing people to appropriate models who perform successfully

Theory Self-efficacy can be enhanced by: Providing positive verbal persuasion Strengthening physiological arousal through: proper diet stress reduction exercise programs

Theory Warnings: Low self-efficacy can have physiological consequences (reduced immune system) Efficacy expectations should be grounded in experiences or they may not last

Theory Warnings: Unrealistically high efficacy can be harmful May expect to be able to do something and not be prepared for failure High efficacy expectations for undesirable behaviors will facilitate those behaviors

Theory Reciprocal Determinism Personality as the interaction of three things: Situation variables (The environment) Behavior Person variables (includes psychological processes such as images in our minds, language, and other internal events which effect perception)

Environment (Situation variables) Behavior Personal Variables (Psychological Processes) Reciprocal Determinism

Theory Self-Exonerating Mechanisms Defense mechanisms that allow individuals to act contrary to their moral principles

Theory Self-Exonerating Mechanisms Moral Justification Behavior becomes a means of higher purpose “I stole so I could provide for my family” Euphemistic Labeling Calling something other than what it really is We “waste” or “terminate” people rather than “kill” them.

Theory Self-Exonerating Mechanisms Advantageous Comparison Compare to a more heinous or reprehensible act “What I did was not as bad as …” Displacement of Responsibility Responsibility rests with recognized authority “I was just following orders”

Theory Self-Exonerating Mechanisms Diffusion of Responsibility Group decision Disregard or distortion of consequences Remove self from ill effects of actions “I just let the bombs go and they disappeared in the clouds”

Theory Self-Exonerating Mechanisms Dehumanization If looked at as subhuman, can treat inhumanly “Why not take their land, they are just savages w/o souls” Attribution of blame Victim caused the behavior “If they hadn’t…then I wouldn’t have”