Social Learning Theory

Social Learning Theory

A way of explaining behaviour that includes both direct and indirect reinforcement, combining learning theory with the role of cognitive factors

Identification

When an observer associates themselves with a role model and wants to be like them

Modelling

Learning new behaviours by watching and imitating others (models)

Imitation

Copying the behaviour of others

Mediational processes

Cognitive factors that influence learning and come between stimulus and response

4 processes:

1. Attention

2. Retention

3. Reproduction

4. Motivation or reinforcements

Vicarious reinforcement

Reinforcement which is not directly experienced but occurs through observing someone else being reinforced for a behaviour. Key factor in imitation

Attention

The person observing must pay attention to the behavior to be imitated

Retention

Encode and remember the behaviour in LTM, which would enable the behaviour to be retrieved

Reproduction

The person observing the behaviour must have the physical capabilities to reproduce the behaviour

Motivation or reinforcements

There must be a reason for imitating the behaviour. Rewards must outweigh the costs

Bandura 1961 Bobo Doll study

Procedure

36 male and 36 female children with a mean age of 4 years.

Half watched an aggressive model and the other half watched a non-aggressive model. 1 male and 1 female adult played the role of the model. Half watched a model of the same gender and the other half watched a model of the opposite gender

Children in the aggressive group watched as the model hit the Bobo doll as well as behaving verbally aggressively.

Children in the non-aggressive group watched the model play quietly

Then all children were asked to play with some toys and were kicked out of the room. This ensures that all children were at the same aggressive arousal regardless of what group they were in

Their behaviours were observed for 20 minutes using pre-determined categories by 2 observers. They were looking for evidence of imitated and non-imitated physical and verbal aggression

Bandura Bobo Doll study
Findings and Conclusion

Children who observed an aggressive model later imitated verbal and physical aggression.

Children who saw an aggressive model of the same gender were more likely to imitate their aggressive behaviour.

Non-aggressive models were imitated.

Boys were more often more aggressive than girls (Sex role stereotypes)

Observing aggression leads to imitation of aggression even after a delay

S Practical Applications

Used to understand criminal behaviour.

The chances of engaging in criminal activity are increased when individuals are exposed to models who commit criminal behaviour (differential association)

These chances are also increased where the individual identifies with the model and they perceive there to be positive consequences for engaging in criminality.

SLT can make positive contributions to society

S Cognitive processes

Takes cognitive processes into account. This was a criticism of behaviourism.

Goes beyond behaviourism by explaining how someone is influenced without being directly reinforced. Some behaviours can’t be explained by classical and operant conditioning.

E.g. language. Children observe models and imitate their behaviour without getting direct reinforcement.

So SLT can explain a range of behaviours in various environments. Increases the validity

S Controlled environments

Bandura conducted his research in a laboratory so fewer extraneous variables e.g. making sure the model behaved in the same way each time and presenting the toys in the same way for everyone.

Easier to establish a cause and effect relationship between witnessing aggression in an adult model and the imitation if that behaviour

Increases the behaviour

W Lab study

Bandura’s study was done in a lab - Artificial environment so the children’s imitation of the aggression may not be the same as in their everyday life.

Also means that the children may have been responding to demand characteristics towards Bobo doll as that’s what they thought was expected

Reduces the ecological validity.

W Too simplistic

SLT states that observation, imitation and modelling would lead to aggression.

There may be other factors influencing whether someone becomes aggressive e.g. genetics, hormones, cognitive processes or media influences. Fails to consider that some abilities are innate

Reductionist to rely on SLT alone.