Albert Bandura's Life and Theories

The process of increasing the likelihood of a behavior by providing a consequence, like a reward or punishment, after the behavior occurs.

The process of changing behavior based on the consequences of that behavior, according to Bandura, reinforcement is not a mechanical response strengthener, but rather an informative and motivational process.

A person who was born in Mundare, Alberta, Canada on December 4, 1925, who studied psychology and received his Ph.D. from the University of Iowa.

A psychological theory that emphasizes learning by observing and imitating the behaviors of others, and the influence of social factors on learning.

The process of learning by observing the behaviors of others, and then imitating those behaviors. This can involve both direct observation and symbolic observation, like watching movies or reading books.

A model of human behavior that proposes that behavior, personal factors (such as beliefs, attitudes, and skills), and environmental factors interact in a complex and reciprocal way to shape an individual's development and behavior.

The part of our personality that is responsible for self-regulation, self-awareness, and self-evaluation. It influences our thoughts, feelings, and actions.

The process of evaluating our own behavior and making judgments about our own effectiveness.

This describes when a learned behavior is performed because it leads to a desired outcome.

This describes when a learned behavior is performed because it has been observed to be effective in others.

This describes when a learned behavior is performed because it is self-satisfying.

Observational learning suggests that individuals can translate observed behaviors into new patterns of behavior. This happens through observation and cognitive processing.

The individual's tendency to perform a previously learned behavior is strengthened when they observe a model being punished for performing the behavior.

The individual's tendency to perform a previously learned behavior is weakened when they observe a model being rewarded for performing the behavior.

Exposure to models' emotional reactions can lead observers to experience similar emotions, and even start responding emotionally to stimuli that triggered those reactions in the model.

This is the process by which individuals learn new behaviors by observing and imitating others.

In Observational Learning, a reinforcer acts as a motivator before the behavior is performed, influencing the learner's attention and motivation to observe and imitate.

In Skinnerian learning, reinforcement follows a behavior, strengthening its occurrence. In Observational Learning, reinforcement acts before the behavior, guiding the learner's attention and motivation.

When a learner compares their own behavior to internal standards and judges their performance. Meeting internal standards leads to pride, while failing to meet them leads to guilt, shame, or dissatisfaction.

When a viewer observes someone else experiencing reinforcing or punishing consequences for their behavior, the observer then anticipates similar consequences if they perform the same behavior.

The learner must accurately perceive and pay attention to the key features of the behavior being modeled. This is influenced by the model's characteristics, the observer's knowledge, and the repetition of the behavior.

The learner must encode and store the observed behavior in memory, using images and verbal descriptions. Rehearsal enhances memory.

The learner must be able to physically reproduce the observed behavior, requiring appropriate skills and abilities.

The learner's motivation to both observe and perform the behavior is essential. Factors like the model's attractiveness, competency, and the potential rewards or consequences for performing the behavior influence motivation.

Observational Learning is also known as "Modeling" because it involves learning by observing and imitating others.

A way to see how individuals and their surroundings influence each other, where both are considered separate entities and their combination leads to behavior. Think of a puzzle where pieces (person and situation) fit together to create the whole picture (behavior).

A view that recognizes the interplay between a person and their environment, with each influencing the other. But, the focus remains on the outcome (behavior) as a result, not a part of the dynamic interaction itself.

This approach centers on the individual's characteristics and traits, like personality types, values, and beliefs, as the main factors influencing their behavior.

This approach prioritizes environmental aspects in shaping behavior. Here, rewards and punishments play a key role in molding actions by influencing their likelihood.

The process of making judgments about our own behavior by comparing it to personal standards, social norms, and past performance.

This approach recognizes the interplay between the individual and their environment as key in driving behavior. It considers how the person's traits and the surrounding situation contribute to actions.

Comparing our performance to the achievements of others to judge our own progress.

The belief that we can successfully complete a task by using our effort and abilities.

The continuous process of observing one's actions and behaviors. This includes paying attention to factors like quality, quantity, and uniqueness, as well as the context in which the behavior occurs.

This involves making judgments about our observed behavior, assessing its effectiveness, and comparing it to our standards. It helps us determine if we're meeting our own expectations.

Our emotional response to our self-judgments, ranging from positive to negative.

Distancing ourselves from negative consequences of our actions by justifying, minimizing, or blaming others.

This involves our reactions to our self-evaluations. It includes feelings like pride, shame, or motivation, which can further influence subsequent actions.

The process of evaluating our own behavior based on personal standards we have set for ourselves.

The degree to which our standards are clearly defined and communicated.