Theories_of_Personality 7th Ed Feist

Feist−Feist: Theories of

Personality, Seventh

Edition

V. Learning Theories 16. Bandura: Social

Cognitive Theory

© The McGraw−Hill^487

Companies, 2009

Observational Learning

Bandura believes that observationallows people to learn without performing any be-
havior. People observe natural phenomena, plants, animals, waterfalls, the motion of
the moon and stars, and so forth; but especially important to social cognitive theory
is the assumption that they learn through observing the behavior of other people. In
this respect, Bandura differs from Skinner, who held that enactive behavior is the
basic datum of psychological science. He also departs from Skinner in his belief that
reinforcement is not essential to learning. Although reinforcement facilitates learn-
ing, Bandura says that it is not a necessary condition for it. People can learn, for ex-
ample, by observing models being reinforced.
Bandura (1986, 2003) believes that observational learning is much more effi-
cient than learning through direct experience. By observing other people, humans
are spared countless responses that might be followed by punishment or by no rein-
forcement. Children observe characters on television, for example, and repeat what
they hear or see; they need not enact random behaviors, hoping that some of them
will be rewarded.

Modeling
The core of observational learning is modeling.Learning through modeling involves
adding and subtracting from the observed behavior and generalizing from one ob-
servation to another. In other words, modeling involves cognitive processes and is
not simply mimicry or imitation. It is more than matching the actions of another; it
involves symbolically representing information and storing it for use at a future time
(Bandura, 1986, 1994).
Several factors determine whether a person will learn from a model in any par-
ticular situation. First, the characteristics of the model are important. People are
more likely to model high-status people rather than those of low status, competent
individuals rather than unskilled or incompetent ones, and powerful people rather
than impotent ones.
Second, the characteristics of the observer affect the likelihood of modeling.
People who lack status, skill, or power are most likely to model. Children model
more than older people, and novices are more likely than experts to model.
Third, the consequences of the behavior being modeled may have an effect on
the observer. The greater the value an observer places on a behavior, the more likely
the observer will acquire that behavior. Also, learning may be facilitated when the
observer views a model receiving severe punishment; for example, seeing another
person receive a severe shock from touching an electric wire teaches the observer a
valuable lesson.

Processes Governing Observational Learning
Bandura (1986) recognizes four processes that govern observational learning: atten-
tion, representation, behavioral production, and motivation.

Attention Before we can model another person, we must attend to that person.
What factors regulate attention? First, because we have more opportunities to ob-
serve individuals with whom we frequently associate, we are most likely to attend to

Chapter 16 Bandura: Social Cognitive Theory 481