Abstract
Social learning theory grew out of the efforts of Bandura and Walters (1959, 1963) to explain how children acquired information and behavior by observing people in natural settings. Initially they investigated youngsters’ simple imitation of common responses, such as aggression, by a model. Favorable results of this research prompted study of more complex classes of social learning, such as the development of emotional reactions (attraction and avoidance), cognitive and linguistic rules, self-regulating responses, personal standards, expectations, and self-efficacy judgments. This social interactionist approach to development revealed a distinctive but widely underestimated feature of children’s knowledge: At all levels of complexity, it remained highly dependent on the social environmental context from which it sprang. This property of thought also became evident to other theorists as they began to study cognitive functioning in naturalistic settings. Several of these theorists have discussed the implications of their research on the basis of a general epistemology termed “contextualism.”
Keywords
- Social Learning
- Rule Learning
- Language Acquisition
- Outcome Expectation
- Apply Behavior Analysis
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Zimmerman, B.J. (1983). Social Learning Theory: A Contextualist Account of Cognitive Functioning. In: Brainerd, C.J. (eds) Recent Advances in Cognitive-Developmental Theory. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9490-7_1
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