Social Learning Theory

• Social learning theory- behaviour is learnt directly and indirectly through experiences, observation and imitation of others
• Modelling- provides examples of behaviour which is observed then imitated
• Imitation- copying the behaviour of a role model, determined by whether characteristics are similar, perceived ability to do the behaviour and the observed consequences of doing the behaviour
• Identification- the process of relating or feeling similar to the model, therefore expecting similar outcomes and being more likely to imitate the behaviour
• Mediational (mental) processes- attention, retention, motor reproduction, motivation
• Attention- did I pay close attention to the behaviour?
• Retention- do I remember the behaviour?
• Motor reproduction- do I have the capability to do the behaviour?
• Motivation- do I have the will to do the behaviour?
• Vicarious reinforcement- indirect learning where the observer is more likely to repeat the behaviour if the model is reinforced
• Mediational processes are separated into learning and performing behaviours to show that behaviours do not need to be reproduced at the time that they're observed.
• Bobo Doll Study- Bandura et al (1961):

  • 36 boys and 36 girls, between 3-6 years old tested.
  • The 72 children were split into 3 conditions (24 children in each condition)- aggressive role model, non-aggressive role model, control group with no role model.
  • Conditions 1 and 2 with models were further broken down into female and male models who each had a group of 6 girls and 6 boys (same-sex group to model and different sex to model).
• Bobo Doll Experiment- Bandura et al (1961):

  • 24 children (12 boy and 12 girls) watched a male or female model attack and play with the Bobo doll aggressively.
  • 24 children (12 boys and 12 girls) watched a non-aggressive male or female model play normally with the Bobo doll and other toys.
  • 24 children (12 male and 12 female) were not exposed to a model.
  • All children were separately taken into a room with toys, and then the toys were taken away, but children were told they could play with other toys in another room.
• Bobo Doll Experiment- Bandura et al (1961):

  • Final room included aggressive and non-aggressive toys.
  • The child was in the room for 20 minutes- observations were made at 5-second intervals (time sampling) through a one-way mirror. Other behaviours which didn't match up to the model's behaviour were also recorded.
  • Findings- children who observed the aggressive model imitated aggressive behaviour more than the non-aggressive or control group.
  • Boys were more likely to imitate same-sex models than girls were, however their is less evidence for girls being more likely to imitate same-sex models.
• Conclusion of the Bobo Doll Experiment- shows that children can learn social behaviours (like aggression) through observation of the behaviour of someone else.
• Evaluation of the Bobo Doll Experiment:

  • High control of variables- lab experiment, allows cause and effect to be easily established.
  • Low external validity- low mundane realism- no interaction between child and adult is unrealistic, and the model and child are strangers, which is unlike modelling (takes place within the family).
  • Contradictory evidence- Cumberbatch- children who hadn't played with a Bobo Doll were 5x as likely to act aggressively.
• Bandura (1965)- Vicarious Reinforcement:

  • Similar conditions to the 1961 study, but one group saw the aggressive behaviour being rewarded, another group saw the model being punished for the aggressive behaviour and the control group saw no consequence for the aggressive actions.
  • In the playroom, children in the reward group and control group acted more aggressively than children in the punishment group.
  • Children in the punishment group had learned the aggressive behaviour, but didn't imitate it as they expected the observed negative consequences to apply to them (vicarious reinforcement).