A Quote by Albert Bandura
A problem of future research is to clarify how young children learn what type of social comparative information is most useful for efficacy evaluation
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Comparative appraisals of efficacy require not only evaluation of one;s own performances but also knowledge of how others do, cognizance of nonability determinants of their performances, and some understanding that it is others, like oneself, who provide the most informative social criterion for comparison
How children learn to use diverse sources of efficacy information in developing a stable and accurate sense of personal efficacy is a matter of considerable interest
In social cognitive theory, perceived self-efficacy results from diverse sources of information conveyed vicariously and through social evaluation, as well as through direct experience
I think it's a very valuable thing for a doctor to learn how to do research, to learn how to approach research, something there isn't time to teach them in medical school. They don't really learn how to approach a problem, and yet diagnosis is a problem; and I think that year spent in research is extremely valuable to them.
Agemates provide the most informative points of reference for comparative efficacy appraisal and verification. Children are, therefore, especially sensitive to their relative standing among the peers with whom they affiliate in activities that determine prestige and popularity
I think young writers should get other degrees first, social sciences, arts degrees or even business degrees. What you learn is research skills, a necessity because a lot of writing is about trying to find information.
Here's the general theory: To clarify, add detail. Imagine that. To clarify, add detail. And clutter and overload are not an attribute of information, they are failures of design. If the information is in chaos, don't start throwing out information, instead fix the design.
Many more children observe attitudes, values and ways different from or in conflict with those of their families, social networks,and institutions. Yet today's young people are no more mature or capable of handling the increased conflicting and often stimulating information they receive than were young people of the past, who received the information and had more adult control of and advice about the information they did receive.
Whereas children can learn from their interactions with their parents how to get along in one sort of social hierarchy--that of the family--it is from their interactions with peers that they can best learn how to survive among equals in a wide range of social situations.
I would ask, "How can one have a technological society without research? How can one have research without researching dangerous areas? How can one research dangerous areas without uncovering dangerous information? How can you uncover dangerous information without it falling into the hands of insane people who will sooner or later destroy the human race, if not the whole of life on earth?" Who knows? God only knows!
[Attributional] factors serve as conveyors of efficacy information that influence performance largely through their intervening effects on self-percepts of efficacy
The most important thing I think teachers can do for young people is to make them inquiring, is to ensure that they know how to gather information, that they check information and they take their information from a multiplicity of sources.
What is most important subject you have to learn in life? To learn how to love. This is the challenge that life offers you: to learn bow to love. Not just to accumulate information without knowing what to do with it. But through that love, let that information bear fruit.
If neuroscientific research shows that those mechanisms only contain comparative information about colour differences, and have 'thrown away' more fine-grained information about the absolute colours of single surfaces, then that would support my position, in a way that just introspecting our colour experiences can't.
Looking ahead, future generations may learn their social skills from robots in the first place. The cute yellow Keepon robot from Carnegie Mellon University has shown the ability to facilitate social interactions with autistic children. Morphy at the University of Washington happily teaches gestures to children by demonstration.
I thought of the idea of Summly in March or April 2011. I was 15 years old and I was revising for some kind of history exam. The problem was I was trying to find information that was useful to me. When you type into Google an esoteric term, you get quite a lot of stuff that's not relevant.
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