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Recent Advances in Cognitive-Developmental Theory pp 1–50Cite as

Social Learning Theory: A Contextualist Account of Cognitive Functioning

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Part of the book series: Springer Series in Cognitive Development ((2116))

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.”

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  1. Barry J. Zimmerman
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  1. Department of Psychology, University of Western Ontario, N6A 5C2, London, Ontario, Canada

    Charles J. Brainerd

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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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