SLT

• Social learning theory (SLT)

  • Observational learning or modelling, which involves identification, imitation and reinforcement
  • Mediating cognitive factors play an important role in observational learning. These include attention, retention, reproduction and motivation
  • In vicarious reinforcement, reproduction of behaviour can be motivated when learners observe role models receiving reinforcement
  • Involves laboratory experiments in which quantifiable behaviour is observed
• Direct learning (Bandura)


  • Mechanisms of operant conditions involving positive and negative reinforcement and punishment
  • A child who angrily snatches a toy off another child, is likely to learn that aggressive behaviour brings results. This direct reinforcement makes it more likely that the child will do this again in a similar situation
• Indirect learning


  Observational learning accounts for the social learning of most aggressive behaviours
• How observational learning occurs

  Through observing aggressive models, such as parents, peers, or the media. The child can work out how aggressive behaviour is performed
• Vicarious reinforcement


  When a person's behavior changes based on consequences that happen to an observed model. If the model is rewarded, this increases the likelihood the child imitates the behaviour
• Mediational processes in observational learning

  • Attention: watching and paying attention to a role model's aggressive actions
  • Retention: being able to remember the action and create a mental representation of what happened
  • Reproduction: being physically able to perform the aggressive action
  • Motivation: a reason to imitate the behaviour, and the expectation that it will be rewarding
• Self-efficacy


  The extent to which we believe our actions will achieve a desired goal
• Child's sense of self-efficacy


  Develops with each successful outcome - they learn that aggression works, and they are good at it
• Without being instructed to do so, many of these children imitated the behaviour they had seen by the model, physically and verbally
• Boys aged 9–12 years old formed friendships with other aggressive boys
• They were exposed frequently to models of physical aggression (each other) and to the positive consequences of it
• The approvement from the rest of the gang also acted as positive reinforcement
• Proactive aggression


  Have high levels of self-efficacy – they are confident that their aggressive behaviour will bring benefits. They use aggression as a way of achieving their goals
• Reactive aggression


  Habitually use aggression to retaliate in the heat of the moment. They tend to be hostile, suspicious of others, and do not use aggression to achieve anything except retribution
• Reciprocal determinism


  People shape their own aggressive behaviour by selecting and creating their surroundings
• Encouraging aggressive children to form friendships with children who do not habitually behave aggressively gives them more opportunities to model non-aggressive behaviour
• Huesmann & Eron (2013) found that media influences of aggression can be powerful influences on a child's behaviour
• This is especially true if a character is rewarded for being aggressive or if the child is able to identify with the character in some way
• The !Kung San people of the Kalahari desert - direct reinforcement of children's aggression is unlikely because social norms do not encourage it, and parents tend not to use it to discipline children
• Nevertheless, they do display aggressive behaviour from time to time