羅(luo)伯特·班杜拉(Albert Bandura，1925~)
教育家(jia)、社會心(xin)理學家(jia)
出生在(zai)加拿大(da)艾伯特省的蒙達。
1949年，他(ta)在(zai)加拿大不列顛(dian)哥倫比(bi)亞大學(xue)獲(huo)學(xue)士(shi)學(xue)位(wei)，1951年在(zai)美國衣阿華大學(xue)獲(huo)心(xin)理(li)學(xue)碩(shuo)士(shi)學(xue)位(wei)，翌年獲(huo)哲學(xue)博士(shi)學(xue)位(wei)。他(ta)在(zai)衣阿華攻讀期(qi)間，盡管接(jie)受(shou)的是臨床心(xin)理(li)學(xue)方面(mian)教育(yu)，但由(you)于受(shou)道賀爾的學(xue)生斯(si)彭斯(si)的影(ying)響，對實驗模式的有效(xiao)性(xing)印象頗(po)深。
1953年，他到維基臺的堪薩斯指導中心，擔任博士后臨床(chuang)實習醫生，同年應聘(pin)在斯坦福大學(xue)心理學(xue)系執教，1964年升任正教授。在這期間，受赫(he)爾(er)派學(xue)習理論家米勒(N．Miller)、多拉德(J．Dollard)和西爾(er)斯(R．R．Sears)的影響，把學(xue)習理論運用(yong)于(yu)社會行為(wei)的研(yan)究中。此后，除了1969年任行為(wei)科(ke)學(xue)高級研(yan)究中心研(yan)究員(yuan)一年外，一直在該校任教。
其(qi)中，1976年至(zhi)1977年間出(chu)任心理學系系主任。
班杜拉(la)一(yi)生著作頗豐，主(zhu)要代表作有：《青少(shao)年的攻(gong)擊(ji)（Adolescent Aggression）》（1959）、《社(she)會(hui)學習與個性發展（Social Learning and Personality Development）》（1963）、《社(she)會(hui)學習理論（Aggression : Social learning Theory）》（1977）、《思想與行為的社(she)會(hui)基礎：一(yi)種社(she)會(hui)的認知理論（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(yu)班杜拉的(de)奠基性研究(jiu)，導致了(le)(le)社會學(xue)習理(li)(li)論的(de)誕生，從而也使(shi)他在西(xi)方心理(li)(li)學(xue)界獲(huo)得了(le)(le)較高(gao)的(de)聲望。他在1972年獲(huo)美國心理(li)(li)學(xue)會授予的(de)杰出科學(xue)貢獻(xian)獎(jiang)；1973年獲(huo)加利(li)福尼(ni)亞心理(li)(li)學(xue)會杰出科學(xue)成(cheng)就(jiu)獎(jiang)；1974年當選為美國心理(li)(li)學(xue)會主席(xi)。
班杜拉的社(she)會學習理論對心理和教育領域有重要貢獻。
首先，班杜(du)拉明(ming)確區分了(le)人(ren)類(lei)學(xue)(xue)習(xi)(xi)(xi)的(de)(de)(de)兩(liang)種(zhong)基本過(guo)(guo)程(cheng)，即(ji)直接經(jing)(jing)驗(yan)(yan)的(de)(de)(de)學(xue)(xue)習(xi)(xi)(xi)和間接經(jing)(jing)驗(yan)(yan)的(de)(de)(de)學(xue)(xue)習(xi)(xi)(xi)。班杜(du)拉提出(chu)的(de)(de)(de)觀察學(xue)(xue)習(xi)(xi)(xi)等都是屬于間接經(jing)(jing)驗(yan)(yan)的(de)(de)(de)學(xue)(xue)習(xi)(xi)(xi)。這兩(liang)種(zhong)不同性質的(de)(de)(de)學(xue)(xue)習(xi)(xi)(xi)過(guo)(guo)程(cheng)的(de)(de)(de)區分有著重要的(de)(de)(de)實踐指(zhi)導意義。它能(neng)使(shi)廣大教(jiao)師有選(xuan)擇地(di)運用學(xue)(xue)習(xi)(xi)(xi)規律和教(jiao)學(xue)(xue)規律，而(er)不至(zhi)于把直接經(jing)(jing)驗(yan)(yan)學(xue)(xue)習(xi)(xi)(xi)研究中得(de)出(chu)的(de)(de)(de)規律生(sheng)搬硬套地(di)用于課堂(tang)教(jiao)學(xue)(xue)。也不能(neng)用直接經(jing)(jing)驗(yan)(yan)學(xue)(xue)習(xi)(xi)(xi)的(de)(de)(de)理(li)論解釋學(xue)(xue)生(sheng)的(de)(de)(de)間接經(jing)(jing)驗(yan)(yan)的(de)(de)(de)學(xue)(xue)習(xi)(xi)(xi)。
其(qi)次，班(ban)杜(du)拉提出(chu)的(de)(de)觀察(cha)學(xue)(xue)習(xi)是(shi)人(ren)類間接經(jing)驗學(xue)(xue)習(xi)的(de)(de)一種重要形(xing)式(shi)，它普遍地存在于不(bu)同(tong)(tong)年(nian)齡階段和不(bu)同(tong)(tong)文化背景的(de)(de)學(xue)(xue)習(xi)者中。班(ban)杜(du)拉的(de)(de)社會學(xue)(xue)習(xi)理論(lun)最(zui)有(you)說服力地解(jie)釋了學(xue)(xue)生的(de)(de)行為模式(shi)的(de)(de)學(xue)(xue)習(xi)。所以，班(ban)杜(du)拉的(de)(de)觀察(cha)學(xue)(xue)習(xi)模式(shi)在學(xue)(xue)習(xi)理論(lun)中具有(you)不(bu)可(ke)替代的(de)(de)獨特作用(yong)。
第(di)三，班杜拉的社會學(xue)(xue)習(xi)理論(lun)進一步(bu)發展了(le)傳統的強(qiang)(qiang)化(hua)理論(lun)。在傳統的強(qiang)(qiang)化(hua)理論(lun)中(zhong)(zhong)，赫爾(er)和(he)斯金納等人(ren)都強(qiang)(qiang)調強(qiang)(qiang)化(hua)在條件作(zuo)用中(zhong)(zhong)的即時效果。班杜拉認(ren)真探(tan)討了(le)人(ren)類學(xue)(xue)習(xi)中(zhong)(zhong)獎(jiang)和(he)懲的作(zuo)用機制。他認(ren)為強(qiang)(qiang)化(hua)的作(zuo)用在于人(ren)對其行為結果的預期，在于人(ren)對各種強(qiang)(qiang)化(hua)的認(ren)知調節。
第(di)四，托爾曼在(zai)他的認知期待(dai)學習理(li)論(lun)中(zhong)提(ti)出了對行為結果的預(yu)期。班杜(du)拉卻提(ti)出了另(ling)一種沒有被(bei)托爾曼所說(shuo)的預(yu)期，這(zhe)就是人確(que)信自己(ji)能夠成功地完成某種任務(wu)的預(yu)期，他將這(zhe)種預(yu)期稱作"功效預(yu)期"。
第(di)五，班杜拉(la)的社會學(xue)習理(li)論有著重要的教育實踐(jian)意義，被廣(guang)泛地應用于行為(wei)和行為(wei)規范的教學(xue)中。
歲月靜好 
