Social learning theory

• Social learning theory


  behaviour is learnt via observation and imitation of role models (can be live or symbolic).

  Learnt via indirect experience (vicarious learning) and observing the consequences of role models behaviour.
• Key concepts - modelling 


  -demonstration of behaviour by role model which is observed by others.
• Key concept - imitation 


  reproducing behaviour demonstrated by the role model (cognitive process).
• Key concept - identification 


  individual relates, feels similar to the role model as have a similar characteristic like gender or age
• Key concept - vicarious reinforcement

  indirect reinforcement individual observes consequence (positive/negative) role model receives. Observer is vicariously reinforced.
• Mediational processes:


  -occur after observation of role model and before imitation (response).

  -Internal, cognitive process that will influence whether the individual will imitate the modelled behaviour.
• Mediational process - Attention

  -individual must focus and pay attention to the behaviour demonstrated. It must grab our attention as we observe lots on a daily basis.
• Mediational processes - reproduction 


  -individual must consider if they can perform behaviour that was observed (skills/ability).
• Meditational processes - retention 


  -must form a memory and remember the situation to refer back to when imitating.
• Mediational process - motivation 


  -rewards and punishment follows a behaviour and considered by observer.
• Evaluation of SLT - strengths

  +Practical application: Bandura investigates observation learning which resulted in introduction of watershed and censorship guidelines. Children less likely to observe harmful behaviour and imitated.

  +supporting evidence: Bandura investigated transition of aggression. The children either watched adult beat up or play nice with the bobo doll. Imitation from children was greatest when was same gender supporting identification.
• Evaluation of SLT - weaknesses

  -Underestimates biological influences: biological approach suggests hormones, neurotransmitters and genetics influences behaviour like aggression; boys were more aggressive than girls in the bobo doll study which supports hormonal explanation.

  -Issue with mediational process: cognitive factors have to be inferred so can't measure the extent of influence on behaviour. SLT doesn't offer an adequate explanation of cognitive process and how it influences learning in children.
• Evaluation for SLT: 


  +-methodological criticisms of Banduras research: standardised procedure can lead to replication and assess for reliability. Children may respond to demand characteristics: designed to be struck which can increase aggression and reduces validity. Bias sample as only uses American children.

  -Limited explanation of some behaviours: can't explain abstract notations like fairness or justice can't be observed directly. Can't explain performance of behaviour that hasn't been observed.
• Bobo doll study by Bandura


  Aim: to investigate the transmittion of aggression from adult role model to children observing behaviour.

  Procedure: 36 boys and 36 girls (aged 3-6) observed a role model interact with a bobo doll for 10 minutes. Children were split into groups:

  -Group 1: 24 children observed aggressive behaviour done by adult towards bobo doll.

  -Group 2: 24 children observed non-aggressive behaviour done by adult towards bobo doll.

  -Group 3: 24 children didn't observe any behaviour by role model (control conditioned).
• Modelled aggression stage: 


  -heavily standardised behaviour of adult role model.

  -Aggressive conditions: throwing the doll, punching and hitting it.

  -Non-aggressive conditions: ignoring doll playing with other toys.
• Aggressive arousal stage:


  -each child separately taken to room full of attractive toys but told they couldn't play with them as reserved for other children.
• Delayed imitation stage: 


  -Children were taken to another room containing aggressive and non-aggressive toys. Child was in the room for 20 mins and observed and rated behaviour. Results are noted down every 5 seconds.
• Results and conclusion for bobo doll:

  Results: Children who observed aggressive adult acted more aggressive than non-aggressive adult. -Imitation was greater when role model and child were of the same sex. Boys were more aggressive than girls.

  Conclusion: aggressive behaviour can be transmitted through observing aggressive role models.
• Evaluation of bobo doll- strengths:

  +reliable findings: two observers independently rated behaviour and rating correlated. Suggests observers had good agreement about behaviour of children and said to be reliable and free from bias.

  +Scientific method: procedures were heavily standardised and extraneous variables were controlled. This allows for replication and when replicating consistent results were obtained suggesting it's reliable.
• Evaluation of bobo doll study - weaknesses:

  -Possible demand characteristics: bobo doll has low centre of gravity and is designed to be hit so children may have thought that is what researchers wanted and altered the behaviour which reduces internal validity.

  -Snapshot view of behaviour: study only observes children after observing model for 20 mins. Only snap-shot of imitation so doesn't provide long-term answers where children may imitate in the future.
• Evaluation of bobo doll - weaknesses:

  -Low ecological validity: lacks mundane realism- environment is unfamiliar and role model is unknown to child. Very un life like as you know role model when interacting with them.

  -ethical issues: Bobo doll raises ethical issues of harm. Children may have been distressed when observing aggressive behaviour and is learned to stay with them forever. PP are supposed to leave the same way they entered, children may enact the violent modelled behaviour which raises ethical issues.