Social Learning Theory

Human relationships context : Sociocultural content

Define the term SLT

• Explains behaviour as something people learn by observing others.

• Learning happends in a social context and does not require direct reinforcement or punishment.

• Children particularily learn behaviours by watching role models.

• If the role model is seen as powerful, similar or admirable, the observer is more likely to imitate them.

• Focuses on the environment and the influence of social interactions, rather than internal thoughts or congnitive processes.

Define observational learning

Learning that occurs even if the observed behaviour is not immediately performed.

What are the key processes of SLT?

1. Attention

2. Retention

3. Reproduction

4. Motivation

What occurs in the attention stage?

The individual notices the behaviour being performed by the model.

What occurs in the retention stage?

The individual remembers what they observed.

What occurs in the reproduction stage?

The individual is physically and mentally able to repeoduce the behaviour.

What occurs in the motivation stage?

The individual is motivated to perform the behaviour, especially if they saw the model being rewarded (vicarious reinforcement).

Bandura later expanded SLT into another theory, what was its name and what were its principles?

• Social Cognitive Theory

• Reciprocal interaction between personal factors, behaviour and the environment.

• Self efficiacy

Define the term self efficiacy

• An individual’s belief in their ability to succeed in specific situations or tasks.

• Influenced by observing others who are successful.

Outline the study investigating SLT

Name	Bandura et al. (1961)
Aim	Whether individuals can imitate observed behaviour without direct reinforcement.
Procedure	Children were allocated to groups. One group observed an adult behaving aggressively towards a large inflatable “Bobo doll”. Another group observed an adult behaving non-aggressively towards the doll. The role model was rewarded for the behaviour. The children were placed in a room with toys, including a Bobo doll, and their behaviour was observed.
Result	Children who had observed the aggressive model were more likely to imitate both the physical and verbal aggression they had seen. Children were more likely to imitate the behavior when the model was of the same gender.
Conclusion	Behaviour can be learned through observational learning, even without being directly rewarded. Emphasised the powerful role that social models play in shaping behaviour.

What are the two behaviours that can be explained using SLT?

• In-group favoritism in workplace collaboration.

• Cliques and exclusions in school friendship groups.

Explain in-group favoritism in workplace collaboration according to SLT & the study

• Employees may see successful managers or senior staff favouring their own departments & teams, modelling in-group loyalty & exclusion.

• If these behaviours are rewarded (eg. praised for team preformance while ignoring cross team effort), others may imitate this behaviour.

• This results in poor collaboation, and siloed thinking.

• Bandura el al. (1961) showed how individuals can imitate behaviour even without direct reinforcement, especially when role models are rewarded.

How can in-group favoritism in workplace collaboration be changed to promote collaboration?

• Train leaders to model inclusive collaboration

  • Publicly valuing input from multiple teams

  • Rewarding cooperative behaviour across departments

• Set new social norms

  • Creating visible role models who promote team work beyond group boundries

  • Recognition systems

Explain cliques and exclusions in school friendship groups according to SLT & the study

• Young people learn social behaviours (eg. inclusion / exclusion) via SLT

• Popular students form tight cliques & exclude others while still being rewarded with social status

• Other students may imitate this behaviour to fit in or avoid becoming targets.

• This leads to exclusion being spread across the school.

• Bandura et al. (1961) highlighted vicarious reinforcement.

How can cliques and exclusions in school friendship groups be changed to promote collaboration?

• Promote prosocial behaviour

  • Praising students who work with a variety of peers

  • Structured group activities

  • Publicly reinforcing teamwork

• Peer role models

  • Encourage interaction across groups

  • Demonstrate positive social behaviour