other explanations: social learning

• strength of social learning approach to gender?

  P - key principles are supported by evidence.

  E - smith and lloyd used babies aged 4-6 months who were dressed half the time in boy clothes and half the time in girl clothes. when observed interacting with adults, babies assumed to be boys more likely to be given a hammer shaped rattle and encouraged to be adventurous and active. when dressed as girls, more likely to be given a doll, and told they were pretty and reinforced for being passive.

  L - gender appropriate behaviour stamped in at an early age through differential reinforcement, supporting SLT.
• CA for strength to SLT to gender ?

  P - differential reinforcement may not be the cause of gender differences in behaviour.

  E - adults during interactions with their own children may be responding to innate gender differences that are already there.

  E - observation that boys are encouraged to be more active during play may be a consequence of the fact they are naturally more active anyways due to hormonal differences.

  L - likely that SLT is only part of the explanation of how children acquire gender related behaviours.
• strength of SLT?

  P - can explain cultural changes in stereotypically gender appropriate behaviour.

  E - when explaining androgyny there exists less of a clear cut distinction between what people regard as stereotypically masculine and feminine behaviour in many societies today than in the 50s. as there has been no corresponding change in peoples basic biology within the same period such a shift is much better explained by SLT than biological approach. the shift in social expectations and cultural norms over the years has eant new forms of gender behaviour are now unlikely to be punished and may be reinforced.

  L - one approach that can explain cultural changes in gender behaviour.
• another limitation of SLT?

  P - doesnt provide an adequate explanation of how learning processes change with age.

  E - modelling of gender appropriate behaviour can occur at any age. however seems illogical that children who are say 2 year olds learn in the same way as children who are 9 years old. conflicts with kohlbergs theory that children don't become active in their gender development until they reach gender constancy.

  L - influence of age and maturation on learning gender concepts is not a factor considered by SLT.
• Mediational processes?

  -Social learning theorists suggested 4 mediational processes that are central to learning of gender behaviour:

  • Attention - little boy might want to emulate his favourite Premier League footali paying close attention to what the footballer does.

  • Retention - remembering skills footballer showed on pitch & trying to reproduce them in playground later with friends.

  • Motivation - desire to repeat behaviour comes from wanting to be like his/her identical.

  • Motor reproduction - boy must be physically capable of doing it.
• Direct reinforcement ?

  -Children are more likely to be reinforced for demonstrating behaviour that's stereotypically gender-appropriate.

  -For instance, boys may be encouraged to be active, assertive and engage in rough and tumble play.

  -girls are likely to be rewarded for being passive, gentle and staying close to their parent.

  -A child is more likely to repeat a behaviour that has been reinforced. may be direct or indirect.
• Indirect (vicarious) reinforcement?

  -If consequences of another person's behaviour are favourable, that behaviour is more likely to be imitated by a child.

  -if a little girl sees her mother receive a compliment when she wears make-up and a pretty dress, the girl may try and repeat this behaviour.

  -If consequences of behaviour are seen to be unfavourable, i.e. punished, behaviour is less likely to be imitated. If a little boy sees another boy teased for displaying feminine behaviour, such behavior

  unlikely to be copied.
• Identification and modelling?

  -Identification is process where child attaches themself to a person who is seen to be 'like me' or to a person who I want to be. person possesses qualities that child sees as desirable. These people are known as role models and may be part of the child's immediate environment or may be present within media. Role models tend to be attractive, high status and same gender as child.

  -From role model's perspective, modelling is precise demonstration of a behaviour that may be imitated by an observer. A mother may model stereotypically feminine behaviour when tidying or preparing dinner. also used to explain learning from the observers perspective. When a little girl copies her mother setting the table, or attempts to 'feed' her doll using a toy bottle, she is modelling behaviour she has witnessed.
• social learning theory?

  -social learning theory acknowledges role that social context plays in development and states that all behaviour learned from observing others.

  -SLT draws attention to influence of environment in shaping gender development.