羅伯特·班杜拉(la)(Albert Bandura,1925~)
教育家(jia)、社會心理學家(jia)
出生(sheng)在(zai)加拿(na)大艾伯特省的蒙(meng)達。
1949年(nian)(nian),他在加拿大(da)不列顛(dian)哥(ge)倫比亞大(da)學(xue)(xue)(xue)獲學(xue)(xue)(xue)士(shi)(shi)學(xue)(xue)(xue)位,1951年(nian)(nian)在美國衣(yi)阿華大(da)學(xue)(xue)(xue)獲心理(li)學(xue)(xue)(xue)碩士(shi)(shi)學(xue)(xue)(xue)位,翌年(nian)(nian)獲哲學(xue)(xue)(xue)博士(shi)(shi)學(xue)(xue)(xue)位。他在衣(yi)阿華攻讀期間(jian),盡管(guan)接受的(de)(de)是臨(lin)床心理(li)學(xue)(xue)(xue)方面教育,但由于受道賀爾的(de)(de)學(xue)(xue)(xue)生斯彭斯的(de)(de)影響,對實驗模式的(de)(de)有效性印(yin)象頗(po)深。
1953年(nian),他(ta)到(dao)維基臺(tai)的(de)堪薩(sa)斯(si)指導中心(xin)(xin),擔任(ren)博士后(hou)臨床實(shi)習(xi)(xi)醫生,同年(nian)應(ying)聘在斯(si)坦福大學(xue)心(xin)(xin)理(li)學(xue)系執教(jiao),1964年(nian)升任(ren)正教(jiao)授。在這(zhe)期間(jian),受赫爾派學(xue)習(xi)(xi)理(li)論(lun)家米勒(N.Miller)、多(duo)拉德(J.Dollard)和(he)西爾斯(si)(R.R.Sears)的(de)影響,把學(xue)習(xi)(xi)理(li)論(lun)運用于社會行(xing)為(wei)的(de)研究(jiu)(jiu)中。此后(hou),除了1969年(nian)任(ren)行(xing)為(wei)科(ke)學(xue)高級研究(jiu)(jiu)中心(xin)(xin)研究(jiu)(jiu)員一年(nian)外,一直(zhi)在該(gai)校任(ren)教(jiao)。
其中,1976年至1977年間出任心理學系(xi)系(xi)主任。
班杜拉一生(sheng)著(zhu)作頗豐,主要代表作有:《青少年的(de)攻(gong)擊(Adolescent Aggression)》(1959)、《社會(hui)學(xue)習與個性發(fa)展(Social Learning and Personality Development)》(1963)、《社會(hui)學(xue)習理(li)論(lun)(Aggression : Social learning Theory)》(1977)、《思想與行(xing)為的(de)社會(hui)基礎:一種社會(hui)的(de)認知理(li)論(lun)(Social Foundations of Thought and Action : A Social Cognitive Theory)》(1986)。
ALBERT BANDURA(1925~ )
Education
B.A., 1949 University of British Columbia
M.A., 1951 University of Iowa
Ph.D.,1952 University of Iowa
Scientific Honors and Awards
Distinguished Scientist Award, Division 12, American Psychological Association, 1972.
Distinguished Scientific Achievement Award, California Psychological Association, 1973.
Fellow, American Academy of Arts and Sciences, 1980.
Distinguished Contribution Award, International Society for Research on Aggression, 1980.
Distinguished Scientific Contributions Award, American Psychological Association, 1980.
Distinguished Scientist Award, Society of Behavioral Medicine.
William James Award, American Psychological Society, 1989
Member, Institute of Medicine of the National Academy of Sciences, 1989.
Distinguished Lifetime Contributions Award, California Psychological Association, 1998.
Thorndike Award for Distinguished Contributions of Psychology to Education, American Psychological Association, 1999.
Lifetime Achievement Award, Association for the Advancement of Behavior Therapy, 2001.
Editorial Boards of Journals and Serial Volumes
Journal of Behavior Therapy and Experimental Psychiatry, 1970-present.
Child Development, 1971-77.
Journal of Abnormal Psychology, 1973.
Aggression: An International Interdisciplinary Journal, 1974-82.
Cognitive Therapy and Research, 1977-79; 1982-present.
Journal of Mental Imagery, 1978-present.
Clinical Behavior Therapy Review, 1979-81.
Gestalt Therapy: An International M ultidisciplinary Journal, 1979-present.
Review of Personality and Social Psychology, 1979-85; 1999 - present
Humboldt Journal of Social Relations, 1979-present.
Psychological Review, 1980-82; 1999-present
Journal of Cognitive Psychotherapy, 1986-present.
Behaviour Change, 1985-present.
Journal of Anxiety Disorders, 1986-91.
British Journal of Clinical Psychology, 1987-present.
Annual Review of Psychology, 1987-91.
Anxiety, Stress, and Coping, 1988-present.
Psychological Inquiry, 1989-present.
Applied and Preventive Psychology: Current Scientific Perspectives, 1991-present.
Medienpsychologie, 1990-2000.
Applied Psychology: An International Review, 1993-present.
Social Behavior and Personality: An International Journal, 1992-present.
Media Psychology, 1998-present.
Book Publications
Bandura, A., & Walters, R. H. Adolescent aggression. New York: Ronald Press, 1959.
Translation: Polish.
Bandura, A., & Walters, R. H. Social learning and personality development. New York: Holt, Rinehart & Winston, 1963. Translation: Spanish.
Bandura, A. Principles of behavior modification. New York: Holt, Rinehart & Winston, 1969.
Translations: Portuguese, Spanish.
Bandura, A. (Ed.). Psychological modeling:Conflicting theories. Chicago: Aldine-Atherton Press, 1971. Translations: German, Japanese.
Bandura, A. Aggression: social learning analysis. Englewood Cliffs, N.J.: Prentice-Hall, 1973. Translations: German, Russian.
Bandura, A. Social learning theory. Englewood Cliffs, N.J.: Prentice-Hall, 1977. Translations: Chinese, French, German, Italian, Japanese, Russian, Spanish.
Bandura, A. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J.: Prentice-Hall, 1986. Translations: Chinese, Russian, Spanish.
Bandura, A. (Ed.).Self-efficacy in changing societies. New York: Cambridge University Press, 1995.Translations: Italian, Japanese, Spanish, Korean.
Bandura, A. Self-efficacy: The exercise of control. New York: Freeman, 1997. Translations: Chinese, Italian, Korean. In progress: French, Portuguese.
由于班杜拉的(de)奠基性研究,導致了社會(hui)學(xue)習(xi)理(li)論的(de)誕生,從而也(ye)使他(ta)在西方心(xin)理(li)學(xue)界(jie)獲(huo)得了較高的(de)聲望。他(ta)在1972年(nian)(nian)獲(huo)美國心(xin)理(li)學(xue)會(hui)授予的(de)杰出(chu)科學(xue)貢獻獎;1973年(nian)(nian)獲(huo)加利福尼亞心(xin)理(li)學(xue)會(hui)杰出(chu)科學(xue)成就獎;1974年(nian)(nian)當選(xuan)為(wei)美國心(xin)理(li)學(xue)會(hui)主席。
班杜拉(la)的社(she)會(hui)學習(xi)理論(lun)對心理和教育領域有重要貢(gong)獻。
首(shou)先,班(ban)杜(du)拉明確區(qu)分了人類學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)的(de)(de)(de)(de)兩種基本(ben)過程(cheng),即直接(jie)(jie)經(jing)驗的(de)(de)(de)(de)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)和(he)(he)間(jian)(jian)接(jie)(jie)經(jing)驗的(de)(de)(de)(de)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)。班(ban)杜(du)拉提出(chu)的(de)(de)(de)(de)觀察學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)等都是屬于間(jian)(jian)接(jie)(jie)經(jing)驗的(de)(de)(de)(de)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)。這兩種不同性質的(de)(de)(de)(de)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)過程(cheng)的(de)(de)(de)(de)區(qu)分有(you)著重要的(de)(de)(de)(de)實踐指導意(yi)義。它(ta)能使廣大教師有(you)選擇地運用學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)規(gui)律(lv)和(he)(he)教學(xue)(xue)(xue)規(gui)律(lv),而不至于把直接(jie)(jie)經(jing)驗學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)研究中得出(chu)的(de)(de)(de)(de)規(gui)律(lv)生搬硬套(tao)地用于課堂教學(xue)(xue)(xue)。也(ye)不能用直接(jie)(jie)經(jing)驗學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)的(de)(de)(de)(de)理(li)論解釋學(xue)(xue)(xue)生的(de)(de)(de)(de)間(jian)(jian)接(jie)(jie)經(jing)驗的(de)(de)(de)(de)學(xue)(xue)(xue)習(xi)(xi)(xi)(xi)。
其次(ci),班杜拉提出的(de)觀(guan)察(cha)學(xue)(xue)習(xi)(xi)(xi)是人(ren)類間接經驗學(xue)(xue)習(xi)(xi)(xi)的(de)一種重(zhong)要形式(shi),它普遍(bian)地(di)存在于不(bu)同年齡階段和不(bu)同文化背景的(de)學(xue)(xue)習(xi)(xi)(xi)者中(zhong)。班杜拉的(de)社會學(xue)(xue)習(xi)(xi)(xi)理論最有(you)(you)說(shuo)服力(li)地(di)解釋了學(xue)(xue)生的(de)行(xing)為(wei)模式(shi)的(de)學(xue)(xue)習(xi)(xi)(xi)。所以,班杜拉的(de)觀(guan)察(cha)學(xue)(xue)習(xi)(xi)(xi)模式(shi)在學(xue)(xue)習(xi)(xi)(xi)理論中(zhong)具(ju)有(you)(you)不(bu)可替代的(de)獨特作用。
第(di)三(san),班杜拉的(de)(de)社會學習理論進一步發展了傳統的(de)(de)強化理論。在傳統的(de)(de)強化理論中(zhong)(zhong)(zhong),赫(he)爾和(he)斯金納等人(ren)都強調強化在條(tiao)件(jian)作用(yong)中(zhong)(zhong)(zhong)的(de)(de)即時效果。班杜拉認(ren)真探討(tao)了人(ren)類學習中(zhong)(zhong)(zhong)獎和(he)懲的(de)(de)作用(yong)機制。他認(ren)為強化的(de)(de)作用(yong)在于人(ren)對其行為結(jie)果的(de)(de)預期(qi),在于人(ren)對各種(zhong)強化的(de)(de)認(ren)知調節。
第(di)四,托(tuo)爾(er)曼(man)在他的認(ren)知期待學習理(li)論中提(ti)出(chu)了對行為結(jie)果的預(yu)期。班(ban)杜拉卻提(ti)出(chu)了另(ling)一種(zhong)沒(mei)有(you)被托(tuo)爾(er)曼(man)所說的預(yu)期,這(zhe)就是人(ren)確(que)信自(zi)己能夠成功地完成某種(zhong)任務的預(yu)期,他將(jiang)這(zhe)種(zhong)預(yu)期稱作"功效預(yu)期"。
第五,班杜拉的(de)社會(hui)學(xue)習理(li)論有著重要的(de)教(jiao)育實踐意義,被廣泛(fan)地(di)應用于行(xing)為(wei)和(he)行(xing)為(wei)規(gui)范(fan)的(de)教(jiao)學(xue)中(zhong)。