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 is not 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.

meditational processes

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

the assumptions of SLT

Bandura agreed with the 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 we 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.

AO3 - strength of SLT: cognitive factors

One strength of the social learning theory approach is that it recognises the importance of cognitive tactors in learning.

Neither classical nor operant conditioning can offer an adequate account of learning on their own. Humans and animals store information about the behaviour of others and use this to make judgements about when it is appropriate to perform certain actions. As Bandura observed:

'Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what they do. From observing others one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a guide to action' (Bandura 1977).

This suggests that SLT provides a more comprehensive explanation of human learning by recognising the role of mediational processes.

Counterpoint Despite this, SLT has been criticised for making too little reference to the influence of biological factors on social learning.

Although Bandura claimed natural biological differences influenced our learning potential, he thought that learning itself was determined by the environment. However, recent research suggests that observational learning, of the kind Bandura was talking about, may be the result of mirror neurons in the brain, which allow us to empathise with and imitate other people.

This suggests that biological influences on social learning were under-emphasised in SLT.

AO3 - limitation of SLT: contrived lab studies

One limitation of social learning theory is that the evidence on which it is based was gathered through lab studies.

Many of Bandura's ideas were developed through observation of young children's behaviour in the lab. Lab studies are often criticised for their contrived nature where participants may respond to demand characteristics.

It has been suggested, in relation to the Bobo doll research (bottom of facing page) that, because 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 tell us little about how children

actually learn aggression in everyday life.

AO3 - strength of SLT: real-world application

Another strength is that SLT principles have been applied to a range of real-world behaviours.

Social learning theory has the advantage of being able to 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.