Social Learning Theory of Albert Bandura
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The purpose of this paper is to present a critical analysis of Albert Bandura's social learning theory. The paper begins by presenting a rationale for why it is important to analyze Bandura's theory; this is followed by an explication of the basic theoretical perspectives, principles and postulates of the theory, which, in turn, is followed by a review of research evaluating the explanatory and practical efficacy of the theory. The final section of the paper presents a critical analysis of the theory's strengths and weaknesses in terms of its power to explain, predict, and control human learning. There are several reasons to explore the efficacy of Bandura's social learning theory as a model for human learning. First, there is the historical contribution of the theory which, as pointed out by Samuel (1991) consists of the fact that the model almost single-handedly shifted the general behavioral perspective from one of a single-minded focus on observable stimuli and responses to an expanded perspective incorporating cognitive, emotional and social elements. This contribution alone merits an in-depth exploration and critical analysis of the model. A second reason for conducting an evaluative critique of Bandura's social learning theory is the fact that the model has such wide application in the social sciences; this includes applications of the model to human growth and development theory (see: Papalia & Olds, 1995), to personality development (S
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tendencies to dehumanize or appeal to lofty principles as a means of justifying aggressive behavior and/or reducing its negative import are said to effectively neutralize the power of both social norms and internal standards in controlling aggressive conduct.
In summary then, it can be seen that Bandura's social learning theory introduced into behavioral models the notion that internal forces in human beings (cognitions and emotions) were part of the causal nexus producing human behavior. Modeling, imitation, the role of self-reinforcement in learning were explicated by the model and used to explain both regular human behavior as well as a type of human behavior that was not easily accounted for by earlier models---namely novel or vicarious behavior. The model has been applied to diverse psychobehavioral phenomena; an example of its application to aggression was presented here.
Discussion and Review of the Research
Several articles and books have provided critical evaluations of Bandura's social learning theory either in all or in part. Pervin (1980), for example, reported that critical examination of Bandura's social learning theory clearly demonstrates that the model has several strengths.
Regarding these strengths, Per
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Approximate Word count = 4013
Approximate Pages = 16 (250 words per page)
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