班杜拉的社会学习理论再评价——从文化心理学角度  

Re-evaluation of Bandura’s social learning theory:From the perspective of cultural psychology

作　　者：郭斯萍[1] 张晓冰 GUO Siping;ZHANG Xiaobing(School of Education,Guangzhou University,Guangzhou 510006)

机构地区：[1]广州大学教育学院,广州510006

出　　处：《心理研究》2022年第2期99-104,共6页Psychological Research

摘　　要：华生的刺激-反应学说强调没有刺激就没有反应,重视刺激源的研究。而斯金纳提出的行为强化理论则认为没有刺激同样有反应,刺激只是强化的一种手段。与传统行为主义相比,班杜拉的社会学习理论强调主体、行为和环境三者相互影响,注重了人的主观能动性以及认知因素,但班杜拉的理论没有考虑到文化作为符号遗产无意识地影响着人的行为。文化心理学与斯金纳的强化学说接近,认为早期的文化生活环境潜移默化地训练并预设了个体的各种无意识的文化反应类型,后天的社会事件刺激只是作为强化的途径选择了其中的部分文化反应类型。Watson’s stimulus-response theory emphasizes that there is no response without stimulus and attaches importance to the study of stimulus sources. According to Skinner’s behavioral reinforcement theory,there will also be a response without stimulation and the stimulus is only a means of reinforcement. Compared with traditional behaviorism, Bandura’s social learning theory emphasizes the mutual influence of subject, behavior and environment, and attaches importance to people’s subjective initiative and cognitive factors. However, Bandura’s theory fails to consider that culture as a symbolic heritage unconsciously affects people’s behavior. Cultural psychology is close to Skinner’s reinforcement theory, which holds that the early cultural life environment unconsciously trains and presuppositions various types of unconscious cultural responses of individuals, and the stimulation of acquired social events only selects some of them as a way of reinforcement.

关 键 词：刺激-反应理论 强化理论 社会学习理论 文化反应 

分 类 号：G442[哲学宗教—心理学]