Social learning theory

• Main assumptions

  Behaviour is learned from experience​

  People learn via a process of observing and imitating others within a social context​

  SLT is different from the behaviourist approaches (CC and OC) due to the introduction of mediational processes, that are considered essential for learning to take place​

  • Observational learning is the result of observing a role model​
  • Imitation depends on the observed consequences (vicarious reinforcement)​
  • i.e. whether the role model is rewarded or punished​
• attention

  the extent to which an individual notices the behaviour
• retention

  how well the behaviour is remembered (strengthened through repetition of observation, typically improved if an emotional reaction is linked)​
• reproduction

  the ability of the observer to perform the behaviour (context dependent)​
• motivation

  the will to perform the behaviour, determined often by whether the original observed behaviour is rewarded or punished​
• Bandura

  .Children were shown a video of an adult in a room of toys. One video showed the adult behaving aggressively towards a Bobo doll. The other video showed the adult playing calmly and ignoring the Bobo doll​. The children were then placed in the same room and observed​

  • Children who had observed the aggressive adult behaved aggressively towards the Bobo doll when given the opportunity – Children who observed the adult playing calmly repeated this behaviour, and very few interacted with the Bobo doll at all.​
• The SLT is reductionist​


  For example, SLT attempts to explain human behaviour by reducing it to simpler components, such as observation and imitation. It doesn’t allow for the idea that some behaviours might be innate​.I t can’t account for behaviours that have not been observed and imitated, a reductionist view therefore doesn’t account for the individual nature of humans in their responses and where behaviours might be influenced by an individuals past experience or biological drives.
• learning occurs through the following stages:

  An observer identifies themselves with a desirable role model. This role model displays or models a specific behaviour, which is imitated by the observer. The likelihood that the observed behaviour will be imitated is increased if the role model is seen to be ‘vicariously reinforced’ or rewarded. Therefore, the consequences of the observed behaviour are more important than observing the behaviour alone.
• Role Model


  A person with whom the observer identifies with. The role model is usually attractive, has high social status, is of a similar age and the same gender to the observer. This model can exert influence indirectly by not being physically present in the environment but, for example, seen in the media.
• Identification


  The process by which an observer relates to/ associates themselves with a role model and aspires to become more like that role model.
• Vicarious reinforcement


  A type of indirect learning which occurs when an observer sees their role model being rewarded for displaying a certain behaviour. The observer is then motivated to imitate this behaviour, in an effort to receive the same reward.
• SLT strength


  Acknowledges the role of human cognition = Human cognitive and decision-making processes may be considered as more complex than that of animals. SLT has the advantage, over behaviourism, that it recognises the role of mediational processes as the conscious and cognitive insight that humans have into their behaviour. Therefore, SLT may be a better explanation of human behaviour, compared to behaviourism.
• Bandura’s Bobo Doll experiment ignores the biological differences between boys and girls
• Social learning theory (SLT)

  Suggests that we learn from experience and ignores other biological or psychological factors, thus adopting environmental determinism
• Bandura ignored the finding that boys, in relation to girls, exhibited 4 significantly more imitative aggression, more aggressive gun play, and more nonimitative aggressive behaviour
• Testosterone

  A hormone linked to increased aggressiveness
• Boys have higher levels of testosterone

  This may explain increased aggression
• SLT may not be a complete explanation for gender differences in behaviour
• SLT does not account for the biological and hormonal differences between the sexes