social learning theory

• Social learning theory suggests we learn aggression through the observation of other aggressive models and observing the consequences of the behaviour and whether it is reinforced or punished. We learn about the form it takes, how it is used and the situations that produce it as well as the targets of aggression. 
• Learning of aggression may occur through direct first-hand experience and assessing the outcome or through vicarious learning and the observation of other aggressive models with whom they identify. Children will learn about the consequences of aggression by observing these aggressive models and whether they are reinforced or punished (vicarious reinforcement). If behaviour is reinforced positively with a favourable outcome then they are more likely to imitate or repeat the behaviour.
• Bandura (1986) proposed that for social learning to take place, children must be able to form a mental representation of events within their social environment as well as imagine the possible rewards and costs of acting out the aggressive behaviour. When situations arise that are deemed appropriate, the child will display the behaviour provided the expectation of reward is greater than the expected cost of acting out the behaviour.
• A factor that affects the possibility of reproducing learnt aggressive behaviour is the level of confidence and self-efficacy the child believes they have. If children enact aggressive behaviour and develop a level of confidence in its use through favourable outcomes, they will be more confident in repeating it. If a child attempts to enact it and is met with disastrous consequences or have a low level of self-efficacy (confidence) in using aggression, they may avoid it opting for alternatives.
• 4 cognitive mediating factors

  • attention
  • retention
  • reproduction
  • motivation
• attention

  The first is attention and the behaviour must catch the attention of the observer. Aggressive acts tend to stand out from normal behaviour and this may be why they are easily learnt. 
• retention

  second is retention; the behaviour needs to be memorable so individuals can recall it later.
• reproduction

  third process is reproduction; the individuals must be capable of reproducing the aggressive behaviour with the sufficient physical ability and skill set to enact it
• motivation

  last is motivation: the individual must be motivated to engage in the aggressive behaviour and want to enact it. This would then account for the individual differences in people who observe the same aggressive acts; some will be happy to imitate it while others may not.