羅伯(bo)特·班(ban)杜拉(Albert Bandura,1925~)
教育家、社會心(xin)理學家
出生在加拿大艾伯特(te)省的蒙達。
1949年(nian),他在(zai)加拿(na)大(da)不列顛(dian)哥倫比亞(ya)大(da)學(xue)(xue)獲(huo)學(xue)(xue)士學(xue)(xue)位,1951年(nian)在(zai)美國衣阿華大(da)學(xue)(xue)獲(huo)心理學(xue)(xue)碩士學(xue)(xue)位,翌(yi)年(nian)獲(huo)哲學(xue)(xue)博(bo)士學(xue)(xue)位。他在(zai)衣阿華攻讀期間,盡管(guan)接受(shou)的是臨床心理學(xue)(xue)方面教育(yu),但由于受(shou)道(dao)賀爾(er)的學(xue)(xue)生斯彭斯的影響,對(dui)實驗(yan)模式的有(you)效性(xing)印(yin)象頗深。
1953年(nian)(nian),他到維基臺的堪(kan)薩斯(si)指導中心,擔任(ren)博士后臨床實習醫生,同年(nian)(nian)應(ying)聘(pin)在(zai)(zai)斯(si)坦福大學(xue)(xue)心理學(xue)(xue)系(xi)執教,1964年(nian)(nian)升任(ren)正教授。在(zai)(zai)這期間,受赫爾(er)派學(xue)(xue)習理論家(jia)米勒(N.Miller)、多拉德(J.Dollard)和西爾(er)斯(si)(R.R.Sears)的影(ying)響(xiang),把學(xue)(xue)習理論運(yun)用于社會行為(wei)的研究中。此后,除(chu)了1969年(nian)(nian)任(ren)行為(wei)科學(xue)(xue)高級(ji)研究中心研究員一年(nian)(nian)外,一直在(zai)(zai)該校任(ren)教。
其中,1976年至1977年間出任(ren)心理(li)學系(xi)系(xi)主任(ren)。
班杜拉(la)一生著作頗豐,主要代表作有:《青少年的(de)攻擊(Adolescent Aggression)》(1959)、《社會(hui)學(xue)習與個性發展(zhan)(Social Learning and Personality Development)》(1963)、《社會(hui)學(xue)習理論(Aggression : Social learning Theory)》(1977)、《思想與行(xing)為(wei)的(de)社會(hui)基(ji)礎(chu):一種(zhong)社會(hui)的(de)認知理論(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(ban)杜(du)拉(la)的奠基性研究,導致了社會學(xue)(xue)習理論的誕生(sheng),從而也使他在(zai)西方心(xin)理學(xue)(xue)界獲(huo)得了較高的聲望。他在(zai)1972年(nian)獲(huo)美國心(xin)理學(xue)(xue)會授予的杰出科學(xue)(xue)貢(gong)獻獎(jiang);1973年(nian)獲(huo)加利福尼亞心(xin)理學(xue)(xue)會杰出科學(xue)(xue)成就(jiu)獎(jiang);1974年(nian)當選(xuan)為美國心(xin)理學(xue)(xue)會主席。
班(ban)杜拉的社會學習理論對心理和(he)教育(yu)領域有重要貢獻。
首先,班(ban)杜(du)拉(la)明確(que)區分(fen)了人(ren)類學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)的(de)(de)(de)(de)兩種(zhong)基本過程(cheng)(cheng),即直接經驗(yan)的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)和間(jian)接經驗(yan)的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)。班(ban)杜(du)拉(la)提出的(de)(de)(de)(de)觀察學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)等都是屬(shu)于(yu)間(jian)接經驗(yan)的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)。這(zhe)兩種(zhong)不同(tong)性質的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)過程(cheng)(cheng)的(de)(de)(de)(de)區分(fen)有(you)著重要的(de)(de)(de)(de)實踐指導意(yi)義。它能(neng)使廣大教師有(you)選擇(ze)地運用學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)規律(lv)和教學(xue)(xue)(xue)(xue)規律(lv),而(er)不至(zhi)于(yu)把(ba)直接經驗(yan)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)研究中得(de)出的(de)(de)(de)(de)規律(lv)生(sheng)搬硬套地用于(yu)課堂教學(xue)(xue)(xue)(xue)。也(ye)不能(neng)用直接經驗(yan)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)的(de)(de)(de)(de)理論解釋學(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)間(jian)接經驗(yan)的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)(xi)(xi)。
其次,班杜(du)拉提出的(de)(de)觀察學(xue)習是(shi)人類(lei)間(jian)接經驗學(xue)習的(de)(de)一種重要形式,它(ta)普遍地存在于不同(tong)年齡階(jie)段和不同(tong)文化背景的(de)(de)學(xue)習者中。班杜(du)拉的(de)(de)社會學(xue)習理(li)論(lun)最有(you)說服力地解釋(shi)了學(xue)生的(de)(de)行為模式的(de)(de)學(xue)習。所(suo)以,班杜(du)拉的(de)(de)觀察學(xue)習模式在學(xue)習理(li)論(lun)中具(ju)有(you)不可(ke)替代的(de)(de)獨特作用。
第三,班杜拉(la)的(de)(de)(de)社會學(xue)習(xi)(xi)理(li)論(lun)進一步發展了(le)傳(chuan)統的(de)(de)(de)強(qiang)化理(li)論(lun)。在(zai)(zai)傳(chuan)統的(de)(de)(de)強(qiang)化理(li)論(lun)中,赫爾和斯金納等人(ren)都強(qiang)調強(qiang)化在(zai)(zai)條件(jian)作用中的(de)(de)(de)即時效果。班杜拉(la)認(ren)真探討了(le)人(ren)類學(xue)習(xi)(xi)中獎(jiang)和懲的(de)(de)(de)作用機制。他認(ren)為(wei)強(qiang)化的(de)(de)(de)作用在(zai)(zai)于人(ren)對其(qi)行(xing)為(wei)結(jie)果的(de)(de)(de)預(yu)期,在(zai)(zai)于人(ren)對各種強(qiang)化的(de)(de)(de)認(ren)知調節(jie)。
第四,托爾曼在他的(de)(de)認知期(qi)待學(xue)習理(li)論中提出了對行為結果的(de)(de)預期(qi)。班杜拉卻提出了另一種沒有被托爾曼所說的(de)(de)預期(qi),這就(jiu)是人確信自己(ji)能夠(gou)成(cheng)功地完成(cheng)某種任務的(de)(de)預期(qi),他將這種預期(qi)稱(cheng)作"功效預期(qi)"。
第(di)五,班杜拉的(de)社會學(xue)習理論有著重要的(de)教育實踐意義,被廣泛地應用(yong)于行(xing)為(wei)和行(xing)為(wei)規范(fan)的(de)教學(xue)中。