Social learning theory

What does the social learning theory suggest

• gender related behaviour is learned from observing others

Direct reinforcement

• child likely to be reinforced when demonstrating stereotypically gender appropriate behaviour

• e.g. boys being active & rough, girls being gentle

• Differential reinforcement- way in which boys & girls are encouraged to show gender appropriate behaviour

• This is how child learns their gender e.g. boys praised for playing with trucks

Indirect (vicarious reinforcement)

• if child sees another person being reinforced for gender- appropriate behaviour , they’re likely to imitate this behaviour to receive reward (vicarious reinforcement)

• E.g. girl sees mum revive a compliment when she wears makeup so may repeat this behaviour

• If behaviour is punished, then less likely to be imitated e.g. boy sees boy teased for acting feminine, unlikely to copy this behaviour

Identification

• child attaches themselves to a (same sex model) who’s qualities they want to possess themselves e.g. a pop star

Modelling

• displaying behaviour to be imitated

• E.g. mum modelling feminine behaviour when tidying house

Obersvational learning

• learning that occurs through observing behaviour of others

• E.g. girl watches mum out on makeup and learn it’s a feminine behaviour

Mediation al processes

• Attention- behaviour is noticed and observed

• Retention- memorising behaviour

• Reproduction- behaviour is imitated, performed

• Motivation- depends on if it brings desirable consequences when action is done

Positive reinforcement

• anything strengthening behaviour as it’s rewarded to learner

• E.g. girl praised when wearing a dress

Negative reinforcement

• anything weakening behaviour as it stops unpleasant experience

• E.g. telling boy he shouldn’t be pushing a pram with a dolly in it as it’s for girls

Strength- research support from Smith and Loyd 1970s

• babies were dressed half as boys or girls

• Boy clothing given hammer-shaped rattle & encouraged to be more active, adventurous

• Girl clothing given doll & pressed for being pretty

• Suggests gender appropriate behaviour is stamped at early age through differential reinforcement

• BUT lacks historical validity- out of date so stereotypical gender attributes has changed