social explanations: SLT

• the 4 things that make up the SLT applied to aggression are:

  • direct learning
  • indirect learning
  • social learning requires attention, retention, motor reproduction and motivation
  • self efficacy increases each time aggression brings rewards
• Bandura's social learning theory acknowledged that aggression can be learned directly through operant conditioning. For example, a child who angrily snatches a toy learns aggression brings rewards (direct positive reinforcement)
• observational learning explains most aggression:

  • a child observes models like a parent being aggressive
  • children also observe the consequences of a models aggressive behaviour
  • if the models aggressive behaviour is rewarded the child learns aggression can be effective in getting what they want. This is vicarious reinforcement as it is more likely that the child will imitate the models aggressive behaviour
• cognitive conditions needed for observational learning are:

  • attention- observer notices models aggressive actions
  • retention- observer remembers models aggressive behaviour
  • motor reproduction- observer repeats behaviour based on memory
  • motivation- observer imitates behaviours if they have the expectation that behaving aggressively will be rewarded
• self efficacy is the extent to which we believe our actions will achieve a desired goal. A child's confidence in their ability to be aggressive grows as they learn that aggression can bring rewards.
• Bandura et al study in SLT of aggression procedure: young children individually observed a male or female adult model playing with a Bobo doll. Some children observed the model behaving aggressively towards the doll and others observed the model behaving nicely to the doll. Children were then taken into a room where there was a Bobo doll.
• bandora et al study in SLT of aggression findings and conclusions: children in the aggressive model condition imitated the behaviour they observed. Boys were more likely than girls to imitate same sex model. Children in the non-aggressive condition showed almost no aggression
• One strength is research support for its explanation of aggression. Researchers found that aggressive boys formed friendships with other aggressive boys. The friendships mutually reinforced aggression through modelling. The boys observed each other successfully using proactive aggression, so they were frequently exposed to models of aggression and its positive consequences. These social learning processes made imitation of aggressive behaviour by the boys more likely, supporting the predictions of SLT
• One strength is that SLT can help reduce aggression. Children readily imitate models when they observe them being rewarded for any behaviour including aggression, especially if they identify with them. The same learning processes can reduce aggression. For example, children from friendships with children rewarded for being non-aggressive or non-aggressive behaviour can be shown by media characters. Therefore SLT offers practical steps to reduce the development of aggressive behaviour in children
• One limitation is that SLT undermines the influence of biological factors. Bandura recognised the role of biology as the aggressive urge is instinctive but the form of aggression takes is learned and the outcome of nurture. However, there are powerful established genetic, evolutionary, neural and hormonal influences on aggression that SLT barley acknowledges. Therefore, SLT is an incomplete explanation of aggression because it underplays the role of biological factors