social cognitive theory

• Social cognitive theory

  humans learn behaviour through observational learning
• Attention

  in order to learn behaviour, the learner must pay attention to the model
• Retention

  The observer must be able to remember the behaviour that has been observed in order to produce it
• Motivation

  Observers must want to replicate the behaviour. They must understand what the potential outcome is.
• Potential

  observers must physically and/or mentally be able to carry out the behaviour. There needs to be a certain level of self-efficacy.
• Triadic Reciprocal Determinism

  refer to the dynamic and reciprocal interaction of person, environment and behaviour.
• Aim (Bandura)

  To see whether social cognitive theory could explain aggressive behaviour
• sample (Bandura)

  36 boys and 36 girls were placed into different conditions, condition A was with an aggressive model and condition B was with a non-aggressive model and a control group who observed no one.
• procedure 1 (Bandura)

  In phase 1: condition A's model would sit, punch, throw, kick and hit the bobo doll, condition B's model would ignore the bobo doll and instead assemble tinker toys. In phase 2: each child was taken into a room with different toys and after two minutes the experimenter would take the toys saying they're for "other children".
• Procedure 2 (Bandura)

  In phase 3: a child would enter the experimental room where there were toys arranged in the same place for each child as the experimenter works quietly in the corner. There is a viewing mirror so that two observers could watch and record both physical and verbal imitative and non-imitative aggression.
• Findings (Bandura)

  Children who observed the aggressive model showed higher aggression scores and boys were more aggressive generally. Girls mainly imitated verbal aggression and were influenced by the sex of the model. The female model was imitated the least.
• Conclusion (bandura)

  Behaviour may be learned through imitation of role models. There are distinct gender differences in imitative behaviour, but this could've been affected by the gendered nature of the task.
• Aim (Odden and Rochat)

  The role of SCT on the development of cultural norms in Samoa.
• Procedure (Odden and Rochat)

  Observations were made on 28 children over a span of 25 months in Samoa. At the end of the study children completed a multiple choice test that tested their knowledge of the values of Samoan society including the chief system.
• Findings (Odden and Rochat)

  The researchers noted that young males spent a lot of time watching adults fish but there is no direct instruction. They found that at 10 years old children would borrow the adults fishing equipment and experiment on their own without adult supervision and by 12 most could fish on their own. The multiple choice test showed that most had a distinct understanding of the Samoan hierarchy and society without being told having learned from observing and overhearing.
• Conclusion (Odden and Rochat)

  Shows how observing adults and imitating their behaviours can help aid children in learning how to survive and understand their culture therefore proving social cognitive theory.