3. social learning theory

assumptions of SLT

• behaviour is learnt through observation and imitation of others within a social behaviour

• it explains behaviours through direct and indirect reinforcement, combining behaviourist approach with cognitive factors

• there are mental processes that cannot be ignored

imitation definition

when an individual observes a behaviour from a role model and copies it

identification definition

when an observer associates themselves with a role model and wants to be like the role model

modelling definition

imitating the behaviour of a role model - the precise demonstration of a specific behaviour

vicarious reinforcement

the reinforcement the observer witnesses the model recieving - the person learns by observing the consequences of another persons behaviour

why is SLT known as a bridge

• bridge between traditional learning theory (behaviourism) and cognitive approach

• because it focuses on how mental factors are involved in learning

• they mediate in the learning process to determine whether a new response is acquired

mediational processes definition

the internal cognitive factors that influence whether a learned behavior is actually imitated after observing it

what are the mediational processes

1. attention

2. retention

3. motor reproduction - some may not have the physical ability to imitate

4. motivation - perceived rewards outweigh perceived costs

categories of mediational processes

• LEARNING - attention & retention

• PERFORMANCE - motor reproduction & motivation

who studied SLT

BANDURA

BANDURA procedure

• 36 boys and 36 girls aged between 3 and 6 years old

• three conditions = aggressive model, non aggressive model, no model (control)

• participants one at a time entered room with condition

• in room there was the bobo doll, hammer and other toys

• aggressive model hit doll and shouted abuse

• child then taken into another room where there was = a bobo doll, mallet, dart guns and non aggressive toys eg crayons

• observed in room for 20 mins and rated for extent they imitated behaviour seen

BANDURA results

• children observed aggressive behaviour acted more aggressively when observed

• boys acted more aggressive than girls (saw as more of a role model)

• greater level of imitation if role model was same gender as child

BANDURA conclusion

supports SLT as children did observe and directly imitate behaviours

evaluation

• controlled experiment (& COUNTERPOINT)

• cognitive factors (& COUNTERPOINT)

• reciprocal determinism

controlled experiment

BANDURAs study has 3x levels of IV including a control condition providing baseline behaviour

counterpoint

• evidence is based on artificial settings, limiting ecological validity

• BANDURA’s experiment involved children being encouraged to hit a doll, not representative of real world aggression

• lab studies do not capture complexity of everyday behaviour as children may behave differently in naturalistic settings

cognitive factors

• recognises importance of cognitive factors in learning

• BANDURA emphasised humans & animals store information to make judgements about behaviour with SLT a bridge

• incorporates mediational processes, recognising behaviour is influenced not just by external stimuli but also by internal cognitive processes

• EXTRA explains why individuals learn from observation enhancing understanding of social behaviours in real world settings (high external validity & generalisability)

counterpoint

underestimates biological factors in behaviour

• BANDORA’s study the finding that the boys were more aggressive can be explained by the difference in testosterone levels which is linked to aggression

• research on miror neurons highlights their role in empathy & imitation which are crucial for learning but not accounted for by SLT

• these offer alternative explanations for behaviours attributed to observational learning, challenging SLT’s comprehensiveness

reciprocal determinism

• emphasises reciprocal determinism, balancing free will and environmental influence

• BANDURA noted the role of the two

• makes it a more flexible & realistic theory for understanding complex behaviour in dynamic contexts which contrasts deterministic approaches like behaviourism