social learning theory

• social learning theory assumptions:

  • bandera agreed with behaviourists that a lot of our behaviour is learned from experience
  • however social learning theory proposed a different way people learnt: observation and imitation of others within a social context
• vicarious reinforcement: -slt

  • indirect learning (an individual has to observe the behaviour of others before)
  • learner may imitate the behaviour but only usually occurs if the behaviour is rewarded not punished. You are wanting the same reward as the role-model so you are motivated to imitate the behaviour
• modelling (slt)

  • more likely to imitate behaviour of people who they identify with, called role-models
• identification (slt)

  when an observer associates themselves with a role-model and wants to be like them. They identify with the role model.
• role-models

  may not necessarily be physically present in the environment , and this has important implications for the influence of media on behaviour
• the role of meditational processes (slt)

  • cognitive elements of our behaviour
  • we don’t automatically observe behaviour and imitate it
  • there is some thought prior to imitation, this consideration is called meditational processes
• the 4 meditational processes (slt):

  • attention
  • retention
  • motor-reproduction
  • motivation
• meditational process -attention (slt)

  extent to which we notice certain behaviour
• meditational process- retention (slt)

  how well behaviour is remembered
• meditational process- motor reproduction (slt)

  ability of the observer to preform the behaviour
• meditational process- motivation (slt)

  the will to preform the behaviours which is often influenced by whether the behaviour is rewarded or punished
• who investigated the imitating of behaviour with children? (slt)


  Bandura, Ross and ross 1961
• aim of the bobo doll study: (slt)

  Bandura conducted a controlled experiment to investigate social behaviours that can be acquired through observation and imitation
• sample of the bobo doll study (slt)

  sample:

  • 36 boys and 36 girls from stanford university nursery
  • ages 3-6 years old
  • used non-aggressive and aggressive models as well as no model (each with 24 children)
• method of bobo doll study (slt)

  method:

  • stage 1 = 24 children were shown the non-aggressive model who ignored the doll and played quietly, 24 children were shown the aggressive model where the model hit and punched the doll and used a hammer. The other group were a control group
  • stage 2=aggression arousal- the children were individually put in a room and showed the toys , then were told they are the best and not for them
  • stage 3= the children were then put into rooms. One with aggressive toys such as guns and hammers and the other with a tea set, crayons
• bobo doll study -findings (slt)

  • children who are observed the aggressive model made far more imitative aggressive responses than those who were in the non-aggressive and control groups
  • boys showed more physically aggressive acts than girls
• bobo doll study conclusion (slt)

  demonstrated that the children are able to learn social behaviour such as aggression through processes of observation learning and modelling behaviour of another person.