L.A. - social learning theory

• Social learning theory (SLT) suggests that learning occurs both directly, through classical and operant conditioning, and indirectly, through vicarious reinforcement.
• 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.
• Assumes that 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.
• 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.
• Mediational processes = Cognitive processes which intervene between stimulus and response. The 4 mediational processes are: Attention, retention, motor reproduction and motivation.
• The first two mediational processes are involved with the observation and understanding of the behaviour, whilst the latter two are involved in the actual imitation of the behaviour. This separation means that observed behaviours do not always need to be reproduced at the same time.
• In Bandura’s Bobo Doll Study 36 boys and 36 girls, aged between 3 and 6 years old, were tested. There were three experimental groups, the first being exposed to real-life aggressive models, a second group observing the same models displaying aggressive acts on film and a third group viewing an aggressive cartoon character.
• The researchers found that the children who’d observed an aggressive role model behaved more aggressively themselves towards the Bobo Bandura doll compared to the non-aggressive role model control group. Links can be made to the process of social learning theory.
• A03 Evaluation:
• Bandura’s Bobo Doll experiment ignores the biological differences between boys and girls = Social learning theory suggests that we learn from experience, and so ignores other biological or psychological factors, thus adopting environmental determinism. However, 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”. This may be explained due to boys having higher levels of the hormone testosterone, which has been linked to increased aggressiveness.
• Therefore, this suggests that SLT may not be a complete explanation for gender differences in behaviour, due to not accounting for the biological and hormonal differences between the sexes
• Demand characteristics in Bandura’s Bobo Doll experiment = Bandura’s study may lack internal validity, due to not entirely investigating the effect of aggressive role models because the Bobo doll is specifically designed to be hit.
• The study may also lack mundane realism because it may not represent or measure how children would be aggressive in day-to-day situations, perhaps towards objects or people that are not meant to be struck. Therefore, participants may have deliberately acted more aggressively towards the doll in order to please the experimenter (the ‘Please-U effect’). This reduces the generalisability of the findings.
• 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.