Psychology - Social Learning Theory

Assumptions of SLT

• Behaviour is learned from observing and imitating role models - learning occurs directly (via classical/operant conditioning) and indirectly

• Vicarious reinforcement - individual observes behaviour of others, imitates it when behaviour is rewarded/reinforced rather than punished - demonstrated by Bandura and Walters that children copied behaviours observed as being rewarded

• SLT considers meditational processes and cognitive factors in learning - information learned from observed behaviours must be understood, coded, stored, then retrieved when necessary in order for a new response to be aquired

Key concepts of SLT

• Imitation: Copying the behaviours of role models

• Identification: Individual being influenced by/identifying with a role model who share similar qualities with them and whom they wish to be like, usually same gender, high status etc, not necessarily present in the environment which has important implications for the influence of media on behaviour

• Modelling: An individual imitating a role model’s behaviour

• Vicarious reinforcement: Occurs when an individual sees someone else rewarded for certain actions, making it more likely for them to imitate the model’s actions

Meditational processes in SLT for successful imitation to take place

1. Attention: the extent to which behaviour is noticed by observer

2. Retention: coding and storing the observed behaviour in their memory

3. Reproduction: ability of observer in copying the behaviour

4. Motivation: the will for reproducing the behaviour, often determined by vicarious reinforcement

• Bandura’s research (1961)

• Aimed to investigate the impact of observing aggressive behaviour from a role model on children 

• 3-5 year olds divided into three groups - an aggressive model group, a non-aggressive model group and a group without any model 

• Children were then observed and rated for how they interacted with the Bobo doll 

• Children who saw the aggressive role model were much more aggressive physically and verbally 

• Shows how observation of behaviours can lead to imitative learning

Evaluation of SLT

• Strength: Recognises importance of cognitive factors in learning - classical/operant conditioning inadequately accounts for learning, humans store information about others’ behaviours and deem how appropriate it is to perform certain actions - SLT provides more comprehensive explanation of human learning than behaviourist approach by recognising the role of mediational processes

• Strength: emphasises reciprocal determinism, we exert influence on environment (via behaviour) as well as environment exerting influence on us, suggests there is free will in behaviour, unlike behaviourist approach which is entirely deterministic

• Limitation: over-reliance on nurture via observation doesn’t take into account innate dispositions or biological factors, e.g. boys were observed to be more aggressive than girls in his study but this is also due to differing hormonal levels/higher testosterone, this casts doubt on whether learning is a major explanation for behavioural difference

• Limitation: evidence gathered from lab studies, Bandura’s ideas developed through observing young children in the lab, criticised for contrived nature as ps could respond to demand characteristics e.g. children thought striking doll was expected behaviour, suggests research has low external validity in telling us how children actually acquire aggression in everyday life

• Limitation: SLT cannot explain all behaviours, e.g. children’s acquisition of language not learned via imitation of role models; children initially produce shorter, spontaneous sentences than adults, not explained on the basis of modelling

Vicarious reinforcement

• When an individual sees someone else rewarded for certain actions, making it more likely for them to imitate the model’s actions

Identification

• Individual being influenced by/identifying with a role model who share similar qualities with them and whom they wish to be like, usually same gender, high status etc, not necessarily present in the environment which has important implications for the influence of media on behaviour