Learning approach: social learning
Assumptions:
The approach states in a similar way to behaviourism that behaviour is learnt from the environment.
However, the key assumption of the approach is that learning takes place through observation and limitation in a social context.
Social learning theory is often known as the ‘bridge’ between the traditional learning theory (behaviourism) and the cognitive approach because it focuses on the role internal processes play in whether a behaviour is limited.
Factors affecting limitation:
Models are likely to be imitated if the child or adult identifies with them in some way. This is most likely to occur if the model is similar. For example a young child may imitate a footballers behaviour in a football game like diving. This is known as vicarious reinforcement.
Furthermore to imitate our models we have to undergo the mediational processes (Bandura’s 4 stages)
1) Attention: The individual must oay attention to the behaviour.
2) Retention: The individual must notice the behaviour and be aware of it, more likely when unique/memorable.
3) Reproduction: The individual should have the skills and ability to sccessfully imitate.
4) Motivation: The individual should want to imitate in the first place, e.g. they may be likely to imitate if they believe they will get rewarded for it.
Supporting evidence: Bandura et al:
This was a expirment on nursery school aged children who observed aggressive or non-aggressive adult models and were tested for imitative learning in the absence of the models. Half the children were shown footage of an adult model interacting aggressively with a life-size Bobo doll half were exposed to non-aggressive models.
They found:
That children who observed the aggressive model imitated the physical aggression they had seen. 1/3 also repeated the verbal aggression responses they heard.
Children who observed the non-aggressive model showed virtually no physical aggression towards the doll.
Children were also more likely to imitate an adult of the same sex.