SOCIAL LEARNING

• SLT


  proposes that children acquire their gender identity and associated gender appropriate behaviour through the following processes: Observation; imitation; reinforcement; Identification; Modelling and the mediational processes.
• SLT


  Gender beh is learned through observing others and being reinforced for the imitation of the beh
• SLT draws attention to the influence of the environment (nurture) in shaping gender development. influences can include peers, parents, teachers, culture and the media. Children are more likely to be praised for gender appropriate behaviour.
• DIRECT REINFORCEMENT / DIFFERENTIAL REINFORCEMENT

  The ways in which boys and girls are encouraged to show distinct gender-appropriate behaviour - they are reinforced for different behaviours, which they then reproduce.
• INDIRECT / VICARIOUS REINFORCEMENT / PUNISHMENT

  REINFORCEMENT - if consequences of another persons beh. are favourable, child is more likely to be imitated

  PUNISHMENT - if consequences of another persons beh. are unfavourable, less likely to be imitated
• Fathers reinforce sex-typed stereotypes more than mothers. Children divide themselves mainly into same-gender groups , where they resist attempts to interact with the opposite gender.
• Children will identify with role models

  tend to be:

  • parents, teachers, siblings etc
  • media (pop or sports stars)
  • attractive, high status
  • same sex
• behaviour modelled and then imitated 


  • mother = may model stereotypically feminine beh when tidying the house or preparing dinner
  • girl = copies her mothers beh; setting the table
• MEDIATIONAL PROCESSES


  • ATTENTION = for instance, a little boy might watch what his favourite footballer does
  • RETENTION = remembering the skills of the footballer + trying to reproduce these when he plays
  • MOTIVATION = desire to be like his hero
  • MOTOR REPRODUCTION = be physically capable of doing it
• (+) SLT 


  SMITH AND LLOYD (1978) =

  4-6 month old babies were dressed half the time in boys’ clothes and half the time in girls' clothes.  When observed interacting with adults, babies assumed to be ‘boys’ were given a hammer-shaped rattle and encouraged to be adventurous.  ‘Girls’ were handed a cuddly doll and told they were pretty. This suggests that gender-appropriate behaviour is stamped in at an early age through differential reinforcement (encouraged to play gender-appropriate behaviour).
• (+) SLT - INFLUENCE OF PEERS

  PERRY AND BUSSEY =

  showed film clips to children aged 8 and 9. In the film boys and girls were seen selecting an apple or a pear, both gender neutral items. Later the children were given a choice of fruit. Boys selected the fruit they had seen the other boys selecting, and the girls did the same. This shows that children model gender appropriate behaviours they observe in their peers.
• (-) SLT - CONTRAST

  MARTIN ET AL =

  They found that preschool boys played with toys labelled ‘boys’ toys. They did this even if they saw girls playing with them, However, they didn't play with toys labelled ‘girls’ toys, even when they saw boys playing with them. This suggests that direct instructions are more important than modelling in preschool children. 
• (-) SLT - COMPARISON

  BIOLOGICAL APPROACH =

  SLT places very little emphasis on the influence of genes, chromosomes and hormones. Therefore it ignores the role of nature. The case study of David Reimer shows that it is not possible to raise a biological male as a female and override chromosomal influences. Also, Buss showed that men and women desire a partner is universal among cultures. In which males look for physical attractiveness and women look for those who can provide.