social learning theory

• assumptions:

  agrees with the behaviourists, behaviour is learned. However, we learn in a different way.

  SLT states that we learn through observation and imitation of other people- learning in a social setting.

  learning occurs directly through operant conditioning and classical conditioning, but also inderectly- vicarious reinforcement
• Vicarious reinforcement is when learning occurs indirectly.

  When an individual observes the behaviour of others (a model) they may imitate this behaviour. It is more likely to occur if they see the model rewarded for their behaviour. They are less likely to imitate the model if they see them punished. The learner sees the consequences of a behaviour. They are not directly reinforced. They are indirectly reinforced.
• Observational learning (indirect /vicarious learning) observation and imitation of a role model in a social environment.
• Identification and modelling: People are most likely to imitate people with whom they identify. These people are called models. The process of identifying with a role model is called modelling.
• Mediational (cognitive) processes:

  Learning isn't just a result of s-r bonds (behaviourism) and suggests our cognitions mediate our behaviour.
• Mediational (cognitive) processes:

  attention: the extent to which we notice certain behaviour.it you do not notice a behaviour you wont imitate it.

  retention: now well the behaviour is remembered (cognitive ability). If its retained, it can be used at a later date.

  motor reproduction: having the ability to perform the behaviour.

  motivation: the desire to repeat the behaviour- this is determined by whether the behaviour was rewarded or punished (if rewarded they are more likely to imitate)
• Mediational (cognitive) processes:

  Most likely when: they share similar characteristics eg gender, they admire the model, they see the model being rewarded.
• Key study: bandura

  Aim: to investigate whether aggression can be learned through social learning theory principles. 
• Key study: bandura

  Procedure: 72 children (36 females / males) used 3-6 were put into a group for 10 mins. 1-aggressive model: the child played in a room while an adult hit / shouted at the boo doll. This group was further divided by gender of the adult model and child. 

  2- non aggressive model - the child played in a room while an adult played quietly with a construction set. This group was sub-divided again. 

  3- The control group- child did not see a model. 
• Key study: bandura

  Procedure:

  The children were deliberated by being taken into another room wagered they were told that they could not play with any tools. They were then placed alone in a room with a range of aggressive toys and non-aggressive toys and the bobo doll for 20 mins whilst being observed.
• Key study:

  Findings: children who saw the aggressive model produced more aggressive acts than those in other groups. Boys imitated same sex models more than girls. Girls imitated more physical aggression if they saw model males, and more verbs, aggression if they saw a female models. 
• Key study: bandura

  Conclusion: aggressive behaviour can be learned in children through observations and imitation of a model.
• A strength of social learning theory is that it can explain cultural differences. The theory can explain how different societies have different ways of behaving due to the fact that individuals have learned from the models they're surrounded by in that society. E.g in some cultures males are expected to behave in a move ' feminine way'. This suggests that SLT is a universal theory or behaviour.
• A weakness of SLT is that it relies on lab experiments. Most of banduras idea came about after observing young children in lab settings. In a lab people may behave unnaturally because of demand characteristics. They may behave in ways that they think is expected of them. This suggests that SLT  may not be able to explain how children (and people) behave in real life. 
• A weakness of SLT is that it ignores biological factors in learning. Boys were consistently more aggressive than girls in both experiments.it could be that hormonal factors e.g male hormone testosterone could be linked to behaviour such as aggression. This suggests that SLT may not be the reasons why the children behaved in that way and so the theory may not be useful in explaining all behaviours.
• how do we learn according to SLT

  we learn through observation and imitation of other peopl
• vicarious reinforcement most likely to occur

  when model is rewarded
• imitation is less likely to occur

  the model is punished
• what is attention

  extent we notice certain behaviour, if you dont notice you wont imitate it. w
• what is retention

  how well the behaviour is remembered, if its retained it can be used at a greater date
• what is motor reproduction


  the ability to perform the behaviour
• what is motivation

  desire to repeat the behaviour- determined by whether the behaviour was rewarded/punished
• A strength of social learning theory is the role of conditions. Conditioning cannot offer an adequate account of learning on their own. Humans and animals store information about the behaviour of others and use this to make judgements shout when it’s appropriate to perform certain actions. This suggests that SLT provides a more comprehensive explanation of human learning by recognising the role of mediational processes.