Social Learning Theory

Assumptions

• Behaviour is learned from the environment, but there is an interaction between the environment, behaviour and cognitive processes

• Behaviour can be learned by observing and imitating the behaviour of role models (role-models, parents, celebrities etc)

• Four mediational processes, ( mental processes that occur between the model displaying a behaviour and the imitation of the observer) attention, retention, reproduction and motivation are involved in learning

Define role model

• A role model is a person who can demonstrate behaviours which can be observed by others.

A01 Social Learning Theory - Imitation

Imitation

• People are likely to imitate the behaviour of those they percieve to be role models

• Imitation - copying the behaviour of others

Identification

• Identification is when we associate with and want to be like role models

• People (especially children) are more likely to imitate the behaviour of people they identify with (role models)

• Especially if role models possess similar characteristics to us (e.g. gender)

• Or if they are seen to be attractive to us + having a high status

• You are more likely to imitate them if you identify with them

Vicarious Reinforcement

• Indirect reinforcement that happens through observing the behaviour of others

• Role model reinforced (rewarded) for their behaviour = more likely to imitate them and get the same reward

• If they are punished for their behaviour = less likely to imitate behaviour (to avoid recieving same punishment

A01 Social Learning Theory - The Role of mediational processes

SLT acknowledges the role of cognitive mediational processes i.e. mental processes that occur between the role model displaying a behaviour and the imitation of the observer. This occurs in a linear sequence i.e. if one does not take place - imitation can no longer happen.

According to Bandura…

• Attention - When we see a new behaviour, we need to pay attention to it first

• Retention - when we form a mental representation of the behaviour attended to (could also be accessing an existing representation)

• Reproduction - when we ascertain (decide) if we have the capacity to physically reproduce the behaviour ourselves.

• Motivation - drive to recreate an observed behaviour. If driven, more likely to reproduce the behaviour (vicarious reinforcement can also contribute to this)

Strength of SLT: Hollistic

• One strength of social learning theory is that it is more hollistic compared to the BA

• It considers the combination of learning from the environment and cognitions and is therefore not reductionist, like traditional behaviourism (which focuses on the influence of our environment.)

• Also, the use of mediational processes to explain human behaviour.

• This means individuals are seen to have free will over their own behaviour, which makes it less deterministic than the behaviourist approach.

• The behaviourist approach claims that human behaviour is completely out of our control due to stimulus-response connections.

• As a result, it provides a positive outlook as humans are seen to be in charge of their own behaviour. Thus, social learning theory is considered more valid and a more positive approach than others.

Strength of SLT: Practial appliactions

• One strength of social learning theory is that there are practical applications.

• For example, sport coaches use concepts such as observational learning by demonstrating behaviour which they would like their students to imitate and learn.

• Furthermore, they can also use vicarious reinforcement by rewarding pupils who show the right technique to ensure others observe and imitate the behaviour in order to gain the same reward.

• This is a strength as it shows that it's not purely theoretical and can be applied to everyday real life and also improve it.

• Therefore, this increases the utility of social learning theory.

Strength: Supporting research

• One strength of social learning theory is that there is supporting research from Bandura.

• For example, Bandura found that children are much more likely to demonstrate aggression if they observe a role model demonstrating the behavior compared to if they observe a non-aggressive role model.

• Furthermore, Bandura also found that children were much more likely to imitate the same-sex role models. This shows behavior is observed by paying attention to role models, which leads to learning and imitation.

• This also supports the idea of identification as imitation was more likely when they shared characteristics with the role model, for example, the same sex.

• This therefore increases the validity of social learning theory as an explanation of human behavior.

Limitation: SLT limited explanatory scope

• A weakness of social learning theory is that it is limited in its explanation of how we acquire complex behaviour that are not observed.

• For example delusions and hallucinations, as they show behaviour which have never been observed before.

• This shows observation and imitation is not the only explanation for how people learn behaviours, and other factors like biological make-up and neurotransmitters may play a role.

• As a result, social learning theory may be considered a limited explaination of a non-observable behaviour.

• Therefore, the social learning theory is incomplete as it cannot account for all behaviours.

Research: Banduras bobo doll experiment what was the aim?

• Aim was to see if role models can influence behaviour even when they're no longer present

The procedure of Banduras bobo doll experiment

• The procedure was that it was tested on 72 children, 36 boys and 36 girls, from Stanford University Nursery School, aged between 3 to 6 years old.

• They were then allocated into either the aggressive model condition, or the non-aggressive model condition, or the control group which received no model.

• In the aggressive model condition, the children observed an adult hitting a bobo doll with a hammer and being verbally abusive towards it.

• In the non-aggressive model condition, the children observed an adult playing quietly and ignoring the bobo doll. In the control group, children did not observe any model.

• In some cases, children were watching a same-sex role model, and in other cases, they were watching an opposite-sex role model playing with the bobo doll.

• The children were then placed into a room for 20 minutes which contained various toys including a bobo doll, toy guns, and farm sets, i.e. both aggressive and non-aggressive toys.

• Researchers observed that children's behaviour through a one-way mirror at 5-second intervals. Their behaviour was rated on a scale for aggression by multiple observers for both physical and verbal aggression.

What were the findings of the bobo doll experiment?

• The findings of the Bobo doll experiment was that children who witnessed the role model being aggressive towards the Bobo doll were more likely to be aggressive towards the doll than those who were in the non-aggressive or control group.

• There were gender differences as boys displayed more physical aggression and girls displayed more verbal aggression.

• The levels of imitation were greater for same-sex role models rather than opposite-sex role models.

The conclusion of the Bobo doll experiment?

• Learn social behaviour through observation of role models.

• Imitation can be seen even after a delay from the learning.

• The levels of imitation is affected by the role model's characteristics. For example, the level of similarity between the observer and the role model.