Social learning theory

Social learning theory

Bandura, 1977

Social learning

A theory of learning where behaviours are learnt through observation of others interaction with the environment

Model

provides examples of behaviour to observe and imitate, often similar, high status, knowledgable, rewarded, nurturing figure

Social learning process

People learn through observing (using senses to intake the behaviour of models), imitating (copying behaviours of others) and modelling (displaying behaviour seen in others)

Model assumptions

Mediating processes occur between stimuli and responses

Behaviour is learned from the environment through the process of observational learning

Observational learning

Learning by watching others (models) and the reinforcement they receive

Mediation process

Do not observe behaviour of another and immediately imitate - thought goes into it

Main meditational processs

Attention - paying attention to model's behaviour

Retention - must retain information in memory so that it can be recalled when needed

Reproduction - we must be physically capable of reproducing the model's behaviour

Motivation - we must be motivated to display the behaviour

Vicarious reinforcement

When a model is observed as being rewarded for behaviour, more likely to be imitated and vice versa

Strengths of social learning theory

Explanation of cognitive processes, flexibility in explaining differences in a person's behaviour

Limitations of social learning theory

Does not take into account individual interpretations of situations

Focus more on situation happening than why situation is happening

Application to real world

Can be used to see how certain behaviours are learned (e.g aggression and violence being transmitted)

Studying impact of media on human behaviour

Behaviour therapy

Key study - Bobo Doll

Bandura, Ross and Ross 1961

Bandura aim

Investigate if social behaviours (aggression) can be acquired through observation and imitation

Bandura method

Participants - 36 boys, 36 girls from Stanford Uni Nursery School, aged 3-6 (tested for aggression via observation, rated onscales, match children in groups)

Materials - Bobo doll, toys, potato prints and pictures, models

Design - independent variable was model behaviour towards Bobo doll (3 groups: non-aggressive, aggressive and control). Dependent variable was observed aggressive response

Procedure - stage 1 modelling

Aggressive: 24 children watched a male or female model behaving aggressively towards a toy called a 'Bobo doll' - attacking, using a hammer, throwing the doll in air and shouting 'pow, boom'

Non-aggressive: 24 children exposed to non-aggressive model who played in a quiet/subdued manner for 10m - playing with toy set and ignoring Bobo doll

Control - 24 children not exposed to any model

Procedure - Stage 2 aggression arousal

All children were subjected to mild aggression arousal - each child taken separately to a room with relatively attractive toys, as soon as child started to play, experimenter told child those were the very best toys and had to be reserved for other children

Stage 3 - test for delayed imitation

Next room contained aggressive + non-aggressive toys.

Non-aggressive - tea set, crayons, bears, plastic animals

Aggressive - mallet, peg board, dart guns, Bobo doll

Child was observed for 20m at 5 sec intervals (240/child)

Bandura findings

Children who observed aggressive model made more imitative aggressive responses than those who were in the non-aggressive or control groups.

Girls in aggressive condition showed more physically aggressive responses if model was male, more verbally aggressive if model was female.

Boys more likely to imitate same-sex models than girls

Boys imitated more physically aggressive acts than girls

Bandura contributions to society

Transmission of violence to children, adding to behavioural research, challenged widely behaviourist view that reinforcement and punishment were essential to learning to adopt more social-cognitive approach

Criticisms of Bobo doll

Social validity - involves child and adult model, no interaction between 2 and child has no way to influence model

Model and child are strangers (unlike normal modelling)

No measurement of long-term effects

Ethical concerns

Only measuring aggressive behaviours

Phobias

Fear response involving extreme, irrational and persistent fear of an object/activity/situation out of proportion with actual level of threat posed

Exposure therapy

When a client is exposed to conditioned stimulus that arouses fear without presence of unconditioned stimulus, allowing extinction to occur

Systematic desensitisation

Individual learns muscle relaxation techniques and is gradually exposed to fear-provoking stimulus

1. Hierarchy of fears - ranking from least to greatest level of fear

2. Help individual to apply relaxation techniques until they are not afraid

3. Not moving onto next level until person is not afraid of previous level

4. Counterconditioning - relaxation techniques are paired with conditioned stimulus

In vivo

Experiences in real life

In vitro

Experiences through visualisation

Token economies

Desirable behaviours are reinforced with tokens (e.g points, gold stars) later turned in for other reinforcement, used to enhance academic and job performance

Primary reinforcer

Prize tokens are exchanged for

Secondary reinforcer

Tokens

Benefits of token economy

Versatile and customisable - can mould to fit particular needs

Transparent process - easy to track and beneficial for participants and those running it

Limitations of token economy

Extrinsically motivated - not as strong as intrinsic motivation

Once token economy ends - behaviour is likely to end

Loss of motivation is possible over time