learning approaches: SLT

social learning theory

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

imitation

copying the behaviour of others.

identification

people (especially children) are more likely to imitate people they identify with, a process called identification. The person they identify with is called a role model and the process of imitating a role model is called modelling.

A person becomes a role model if they are seen to possess similar characteristics to the observer and/or are attractive and have high status. Role models may not necessarily be physically present in the environment, and this has important implications for the influence of the media on behaviour.

modelling

from the observer's perspective, modelling is imitating the behaviour of a role model.

from the role model's perspective, modelling is the precise demonstration of a specific behaviour that may be imitated by an observer.

vicarious reinforcement

reinforcement which isn’t directly experienced but occurs through observing someone else being reinforced for a behaviour. This is a key factor in imitation.

For indirect learning to take place an individual observes the behaviour of others. The learner may imitate this behaviour but, in general, imitation only occurs if the behaviour is seen to be rewarded (reinforced) rather than punished.

Thus, the learner observes a behaviour but most importantly also observes the consequences of a behaviour.

if the model is observed to be reinforced for their actions, then imitation becomes more likely, in anticipation of the same reinforcement (assuming the observer values the reinforcer that the model received). if the model is observed to be punished, then imitation becomes less likely.

meditational processes

cognitive factors that influence learning and come between stimulus and response.

the assumptions of SLT

Bandura agreed with behaviourists that behaviour is learned from experience.

but, his SLT proposed a different way in which people learn - through observation and imitation of others (i.e. it’s social - involving others). SLT suggested that learning occurs directly, via classical and operant conditioning, but also indirectly.

the role of meditational processes

SLT is often described as the ‘bridge’ between behaviourist learning theory and the cognitive approach cuz it focuses on how cognitive factors are involved in learning. These cognitive factors mediate (intervene) in the learning process to determine whether a new response is acquired. 4 mediational processes in learning were identified by Bandura:
1. Attention - the extent to which individuals notice certain behaviours.
2. Retention - how well the behaviour is remembered.
3. Motor reproduction - the ability of the observer to perform the behaviour.
4. Motivation - the will to perform the behaviour, which is often determined by whether the behaviour was rewarded or punished.

The first two of these relate to the learning of behaviour and the last two to the performance of behaviour. Unlike traditional behaviourism, the learning and performance of behaviour need not occur together. Observed behaviours may be stored by the observer and reproduced at a later time.

Bandura et al’s (1961) Bobo doll experiment

sample - American children, 36 boys and 36 girls aged between 3-6yrs old. group 1 - 12 girls and 12 boys were shown a model hitting the Bobo doll with a hammer and shouting at the doll. group 2 - 12 girls and 12 boys were shown a non-aggressive model. group 3 - (control group) 12 girls and 12 boys were not shown a model.

the children were then taken to a room with some attractive toys but were told not to play with the toys (aggression arousal). then the children were taken individually in a room containing a bobo doll, non-aggressive toys (e.g. pencils and plastic farm animals) and aggressive toys (e.g. a hammer and a pistol).

results - the children who had observed the aggressive model (group 1) were more aggressive than the children from the other two groups. group 1 imitated specific aggressive acts that were displayed by the model. boys imitated more physically aggressive acts than girls. there was no difference in the verbal aggression between boys and girls.

conclusion - this supports SLT as it shows that children imitate behaviour of role model even if the behaviour is aggressive.

Bandura and Walters’ (1963) Bobo doll experiment

showed videos to children where an adult behaved aggressively towards the Bobo doll. One group of children saw the adult praised for their behaviour (being told ‘Well done’). A second group saw the adult punished for their aggression towards the doll, by being told off. The third group (control group) saw the aggression without any consequence.

When given their own Bobo doll to play with, the first group showed much more aggression, followed by the third group, and then the second.

this shows that imitation is more likely to occur when the model is positively reinforced, demonstrating the importance of vicarious reinforcement.

AO3 - strength of SLT: cognitive factors

SLT recognises the importance of cognitive factors in learning.

Neither classical nor operant conditioning can offer an adequate account of learning on their own. Humans and animals store info about the behaviour of others and use this to make judgements about when it’s appropriate to perform certain actions. Bandura (1977) → learning behaviour via observing the consequences of others performing that behaviour reduces the likelihood of individuals displaying inappropriate behaviours. This suggests that SLT provides a more comprehensive explanation of human learning by recognising the role of mediational processes.

COUNTER: biological influences on social learning were under-emphasised in SLT. Although Bandura claimed natural biological differences influenced an individual's learning potential, he thought that learning itself was determined by the environment. but, recent research suggests that observational learning, may be the result of mirror neurones in the brain, which allow individuals to empathise with and imitate other people.

AO3 - limitation of SLT: contrived lab studies

evidence on which SLT is based was gathered through lab studies.

Many of Bandura's ideas were developed via observation of young children's behaviour in the lab. contrived nature where pps may respond to demand characteristics.

in relation to the Bobo doll research that, cuz the main purpose of the doll is to strike it, the children were simply behaving in a way that they thought was expected.

This suggests that the research may reveals little about how children actually learn aggression in everyday life.

AO3 - strength of SLT: real-world application

SLT can explain cultural differences in behaviour. SLT principles, such as modelling, imitation and reinforcement, can account for how children learn from others around them, including the media, and this can explain how cultural norms are transmitted through particular societies. This has proved useful in understanding a range of behaviours, such as how children come to understand their gender role.

This increases the value of the approach as it can account for real-world behaviour.