Albert

Bandura
 Born on December 4, 1925 in
a small town called Mundare
in northern Alberta, Canada
(50 miles east of Edmonton).

 He was the youngest and only

boy of six children.

 Bandura graduated in 1949

from the University of British
Columbia.

 It took him three years to

graduate.
 While employed at Stanford,
Bandura met the renowned
psychologist Robert Sears who
was exploring the familial
antecedents of social behavior
and learning and aggression in
collaboration with Richard
Walters.
 This research led to a program
of laboratory research into
observational learning.
 This led Bandura to write his
first book, entitled Adolescent
Aggression.
 His early work on  Later on, Bandura focused
learning was grounded on cognitive factors such as
in the behavioral beliefs, self-perceptions,
and expectations, his
principles of
theory is now called Social
reinforcement and Cognitive Theory.
punishment, but he
added a focus on  Social Cognitive Theory
learning from expands social learning
observing others. theory to include
 This was labeled Social cognitive factors.
Learning Theory.
 Stop & Think
 Does the violence that children observe on
television, movies, and video games lead
them to behave aggressively?

 This is a hot question today, but it was also of

great interest years ago when Bandura led an
experiment to determine how kids learn
aggression through observation.
 In a famous and influential experiment known as
the Bobo doll experiment, Albert Bandura and
his colleagues were able to demonstrate one of
the ways in which children learn aggression.

 The experiment involved exposing children to

two different adult models; an aggressive model
and a non-aggressive one.

 After witnessing the adult's behavior, the

children would then be placed in a room without
the model and were observed to see if they
would imitate the behavior they had witnessed
earlier.
 The participants for the experiment were 36 boys and 36 girls enrolled at the
Stanford University Nursery School. The children ranged in age between 3
and almost 6 years, and the average participant age was 4 years 4 months.
 There were a total of eight experimental groups. Out of these participants,
24 were assigned to a control group that received no treatment. The rest of
the children were then divided into two groups of 24 participants each. One
of the experimental groups was then exposed to aggressive models, while
the other 24 children were exposed to non-aggressive models.
 Finally, these groups were divided again into groups of boys and girls. Each
of these groups was then divided so that half of the participants were
exposed to a same-sex adult model and the other half was exposed to an
opposite-sex adult model.
 Before conducting the experiment, Bandura also assessed the children's
existing levels of aggression. Groups were then matched equally so that
they had an average level of aggression.
 Children exposed to the violent model
tended to imitate the exact
behavior they had observed
when the adult was no longer present.
 Bandura and his colleagues had also
predicted that children in the non-
aggressive group would behave less
aggressively than those in the control
group.
 The researchers were also correct in
their prediction that boys would
behave more aggressively than girls.
Boys engaged in more than twice as
many acts of aggression than the girls.
 Boys who observed an adult male
behaving violently were more
influenced than those who had
observed a female model behavior
aggressively.

 Interestingly, the experimenters found

in the same-sex aggressive groups,
boys were more likely to imitate
physical acts of violence while girls
were more likely to imitate verbal
aggression.

 Bandura and his colleagues
believed that the experiment
demonstrates how specific
behaviors can be learned through
observation and imitation.
 In a follow-up study conducted in
1965, Bandura found that children
were more likely to imitate
aggressive behavior if the adult
model was rewarded for his or her
actions
 They were far less likely to
imitate if they saw the adult
model being punished or
reprimanded for their hostile
behavior.
 Several studies involving
television commercials and
videos containing violent
scenes have supported this
theory of modeling.
 Albert Bandura believed
television was a source of
behavior modeling.
Enactive Learning Vicarious Learning

 is learning by  is learning by
doing and observing others.
 if people can learn by
experiencing the
watching, they must be
consequences of your focusing their attention,
actions. constructing images,
remembering, analyzing,
and making decisions that
affect learning.
1. Attention
 In order to learn through observation, we have to pay
attention.
 In teaching, you will have to ensure students’ attention to
the critical features of the lesson by making clear
presentations and highlighting important points.

2. Retention
 In order to imitate the behavior of a model, you have to
remember it.
 Retention can be improved by mental rehearsal or by
actual practice.
3. Production
 Once we “know” how a behavior should look and remember the
elements or steps, we still may not perform it smoothly.
 In the production phase, practice makes the behavior
smoother and more expert.

4. Motivation and Reinforcement

 We may acquire a new skill or behavior through observation, but
we may not perform that behavior until there is some motivation
or incentive to do so.
 If we anticipate being reinforced for imitating the actions of a
model, we may be more motivated to pay attention, remember,
and reproduce the behaviors.
1. Direct Reinforcement – is when
someone is punished or rewarded for a
specific behavior.
2. Vicarious Reinforcement – the
observer may simply see others reinforced
for a particular behavior and then increase
his or her production of that behavior.
3. Self-Reinforcement – or controlling your
own reinforcer.
1. Learners learn through observation.
Therefore as teachers, we can utilize modelling
especially on topics that develop skills or the
psychomotor domain of our objectives.
Demonstration method can be used especially
on topics like dance or stunts in Physical
Education Topics; using the microscope in
Science; how to sew buttons in TLE; measuring
angles in Mathematics and many more.
2. Modelling is another way to modify or shape
behavior aside from the usual reinforcement.
Present scenarios or vicarious experiences of
models that present rewards or consequences
of various behavior. Share and discuss
biographies, anecdotes and many other stories
about people or certain models and the results
of their behavior.
3. Present not only the "usual" or common models. As
teachers, let's present and expose our learners to
diverse models to avoid stereotyping.

4. Last but not the least, teachers must be good role

models for learners. Let us be aware and be careful
with the behavior that we exhibit in front of the class.
Let us model appropriate behaviors especially values.
Let us walk our talk...
 You have been assigned to an emotionally
disturbed student. She seemed fine at first, but
now you notice, she often interrupts or teases
other students. How would you work with this
student and the class to improve the situation?