Social Leaning Theory Core Content

Who proposed social learning theory

Albert Bandura

What is the social learning theory an extension of

Behaviourist approach

Argued that classical and operant conditioning could not account for all human learning

Social learning theory assumptions

Behaviour is learned experience through observation and imitation

SLT suggested that learning can occur directly and indirectly though classical and operant conditioning

4 processes of social learning

Modelling

Identification

Imitation

Vicarious reinforcement

Modelling

Someone must carry out the behaviour to be learnt

Individuals who perform are referred to as models

There are live models (parents/teachers) or symbolic models (tv/book characters)

Identification

To identify with a model the observer must feel they are similar enough to them that they would experience the same outcomes

Children are more likely to identify with those of similar sex and age

Identification means the individual is more likely to imitate their behaviour

Limitation

The child will imitate the behaviour of the role model

Vicarious reinforcement

More likely to imitate actions that have been rewarded rather than punished

We observe consequences of behaviours and make a judgement as to the likelihood of experiencing the same outcomes

4 mediational processes

Attention

Retention

Reproduction

Motivation

Attention

Must pay attention to the behaviour being observed and form a mental representation of the behaviour

Retention

We have to store the information in our memory and retain it

Reproduction

The ability to perform the behaviour

Motivation

If we are going to copy the behaviour we need to have a reason (motivation to do so)

Why is social learning theory now called social cognitive theory

Mix of social factors (behaviours) and our cognitive processes (memory, attention, retention, motivations and replication)

Procedure of Bandura et al study

• used independent groups design ( 4 conditions)

• Involved children who observed aggressive behaviour

• Condition 1: Half of male children were exposed to adult models interacting aggressively with life sized bobo dolls

• Condition 2: half of male children exposed to non aggressive model

• Condition 3: half of female children were exposed to adult models interacting aggressively with bobo doll.

• Condition 4: other half of female children exposed to non aggressive model

Bandura bobo doll findings

Children who observed the aggressive model acted more aggressively towards the Bobo doll than the group who observed the non aggressive model or control groups

• Boys imitated more physically aggressive acts than girls (verbally aggressive)

• Boys were more likely to imitate same sex role models than girls

Bandura bobo doll study conclusion

Children learn through modelling, observation and imitation