Social Learning Theory

• Direct learning is learning through operant conditioning
• Indirect learning is observational learning and learning through the actions of others
• Bandura (1986) suggested that for social learning to take place the child must form a mental representation of the events they observe and they must form a mental representation of the possible rewards/punishments in terms of expectancies
• In order to imitate behaviour, the individual must first pay attention to it
• In order to produce a mental representation, the experience must be remembered
• In order to imitate the behaviour, the mental representation must be transformed into physical action
• In order to imitate the behaviour there must be a reason to do so
• An individual becomes more confident in their ability to use aggression as they learn that it brings rewards. Aggression becomes more likely when they know they’re good at it
• Pouline and Boivin (2000) put forward the ’training ground’ hypothesis to explain aggression in young boys. Their participants were 9-12 year old boys and they found that aggressive boys became friends with other aggressive boys
• A limitation of Bandura’s study is the fact that the whole point of a bobo doll is to hit it and that it won’t retaliate. This means that the results may not be that generalisable
• Aggression can be described as either hot blooded or cold blooded. Children that have a high level of self-efficacy in their aggressive behaviour are more likely to use aggression to achieve their goals. However, SLT is less effective at explaining reactive aggression
• Gee and Leith (2007) analysed the penalty records of 200 hockey games. They argued that the American players would’ve been exposed to more aggressive role models
• Not all cultures have aggression. This provides a research opportunity to test SLT’s ideas. With no cultural practices that reinforce aggression, this is support for the SLT explanation