social learning theory

• Bandura 


  agreed that much of behaviour is learnt but argues that observational learning is important

  in order for SL to take place we must imitate the behaviour of 'models' = live (parents) or symbolic (media characters)

  behaviour is learnt faster through imitation than through conditioning
• behaviour is more likely to be imitated if :

  -they identify with model (sex,age…)

  -believe they have the ability to imitate the behaviour (self efficacy)

  -there are positive consequences for behaviour (rewarded)

  =vicarious reinforcement , think that if we copy the behaviour we can receive the same reward
• mediational process 


  Bandura created a bridge between the learning theory and cognitive theory

  4 components which enable learning process :

  1. attention = individuals must pay attention to significant features of modelled behaviour
  2. retention = in order to reproduce the behaviour , individuals must code info into LTM
  3. motor reproduction = observer must be able to reproduce models behaviour
  4. motivation = observer expects to receive positive reinforcements for modelled behaviour
• Bandura Bobo doll study - procedure 


  used 72 children , half boys half girls - average 4 years old

  3 conditions matched on initial aggression :

  1. aggressive model = watched adult hitting doll with hammer, punching it, saying pow and boom
  2. non-aggressive model = shown a non-aggressive model who played quietly in corner of room
  3. no model = control group
• bobo dull study - findings

  aggressive group - when children were left in room with doll and observed through one-way mirror for 20 mins , frequently imitated same acts of aggression

  the other 2 groups showed very little aggression
• evaluation

  lab experiment - lacks eco validity

  results may not generalise to real life aggressive behaviour shown by children

  and children might have just been responding to demand characteristics

  =therefore study may not be valid support for SLT
• evaluation

  problems of causality, may be that children with deviant attitudes seek out deviant role models rather than copy them - so its not the role model causing the behaviour

  =cause and effect cannot be inferred when explaining real life behaviour
• evaluation

  theory argues all behaviour is learnt through imitation - SLT is reductionist , it reduces behaviour to environmental factures (nurture) and doesn't take biological factures (nature) into account
• evaluation - strengths

  SLT is a more comprehensive explanation of behaviour due to providing a bridge to cognitive theory with the mediational processes of attention and retention = therefore SLT is less reductionist than operant and classical conditioning
• evaluation - strength

  real life applications - good at explaining criminal behaviour = therefore SLT could be used as a basis of campaigns for reducing violence (age classifications)