social learning theory

• Social learning theory (SLT)

  Behaviour can be learnt through direct experience or by observing others.

  Behaviour can be leant through indirect experience, the learner observes the behaviour & the consequences of that behaviour.

  Mental/cognitive processes are essential for learning to take place.

  Observational learning takes place as a result of identify with the model.
• How SLT differs from behaviourism

  SLT theorists use people in their research instead of animals.

  SLT proposes learning occurs through observation & imitation of others within a social context.

  SLT suggests learning occurs both directly & indirectly.
• Distinguishing features of SLT

  Indirect behaviour takes place when an individual observes the behaviour of others.

  Imitation only happens when the observed behaviour is seen to be a reward rather than a punishment - vicarious reinforcement.

  SLT bridges the gap between the learning approach & the cognitive approach as it includes mental processes between the stimulus & response; paying attention to behaviour memorising observed consequences & assessing our own ability to imitate.
• Vicarious reinforcement


  learners imitate the behaviour of others if they have observed the model getting rewarded for their behaviour
• Attention

  someone can only learn through observation if the role model has gotten their attention
• Retention

  the individual needs to remember what they have seen, meaning it has go into their LTM which enables the behaviour to be retrieved
• Reproduction

  the individual needs to be able to reproduce the behaviour, the observer must possess the physical ability to model the behaviour
• Motivation

  if the observer expects to receive positive reinforcement for the modelled behaviour, it increases the chance that it will be copied, if the model is seen getting punished then imitation becomes less likely
• Identification

  individuals are more likely to copy behaviour from someone that they identify with (role models), Bandura called this process modelling,
• Characteristics that influence who we imitate

  Models that we see as most like ourselves; sex, age, style.

  Likeability & attractiveness of model.

  High status.
• Bandura et al (1961): method


  group A: saw only the doll being hit

  group B: saw adult being praised & rewarded for hitting doll

  group C: saw adult being punished for hitting the doll

  behaviour showed groups A & B imitated the aggressive behaviour they had witnessed while C were less aggressive

  the children exposed to the aggressive model were more likely to act in physically aggressive ways than those who weren't exposed to the aggressive model
• Bandura et al (1961): results


  results concerning gender differences strongly supported Bandura's prediction that children are more influenced by same-sex models, boys exhibited more aggression when exposed to aggressive male models than boys exposed to aggressive female models: aggressive male model = 104 aggressive female models = 48.4

  results for girls showed similar but less drastic results: aggressive female models = 57.7 aggressive male model = 36.3
• Bandura et al (1961): conclusion


  children observing adult behaviour are influenced to think that this type of behaviour is acceptable thus weakening the child's aggressive inhibitions

  males tend to be more aggressive than females; males exhibited 270 aggressive instances compared to 128 aggressive instances exhibited by females
• Bandura et al (1961): methodological criticisms


  Unethical: teaches children to be aggressive, having an impact on their childhood, unlikely children were able to give consent.

  Children may have known they had to copy the adult for the experiment: demand characteristics- 'please u screw u' so played up to give wanted results.

  Lab experiment: artificial circumstances so can't apply it to everyday life.
• Strengths

  Emphasises importance of the individual actively seeking out behaviour & attitudes.

  Uses scientific method to gain objective facts about people so results are valid.

  Can explain cultural differences in behaviour as children learn from those around them & through the media: explains cultural norms.

  Less deterministic than behaviourist approach: environment influences behaviour but individuals also have a choice to perform the behaviour.
• Weaknesses:

  Ignores personality differences, eg. extroversion, introversion & temperament, these could account for the behavioural differences that were observed