social learning

• Social learning theory

  A way of explaining behaviour that includes both direct and indirect reinforcement, combining learning theory with the role of cognitive factors
• Social learning theory

  • draws attention to the influence of the environment in shaping gender development - observation
  • parents, peers and teachers
  • culture and the media
• SLT - direct reinforcement

  • children more likely to be reinforced for demonstrating stereotypically gender-appropriate behaviour
  • boys = active, assertive, rough-and-tumble
  • girls = passive, gentle, stay close to parent
  • differential reinforcement
  • how child learns gender identity as child is more likely to repeat behaviour
• SLT - indirect (vicarious) reinforcement

  • if consequences of another person's behaviour are favourable that behaviour is more likely to be imitated by a child
  • if the consequences are unfavourable behaviour is less likely to be imitated
• SLT - identification and modelling

  • identification = child attaches themself to a person who is seen to posses qualities the child sees as desirable - role models
  • may be immediate environment or in media
  • role models - attractive, high status and same gender
  • role model models precise demonstration of a behaviour that may be imitated by observer
• SLT - mediational processes

  • attention
  • retention
  • motivation
  • motor reproduction
• AO3 - SLT - strength

  P: key principles are supported by evidence

  E: SMITH and LLOYD - babies aged 4-6 months half the time dressed in boys' clothes and half the time dressed in girls' colthes

  • interacted with adults
  • when assumed to be boy - encouraged to be adventurous and active
  • when assumed to be girl - reinforced for being passive

  L: gender appropriate behaviour is stamped in at early age through differential reinforcement - supports SLT
• AO3 - SLT - strength

  P: explains cultural changes in stereotypical gender-appropriate behaviour

  E: Today there is less of a clear cut distinction between what people regard as stereotypically masculine and feminine behaviour than in 1950s - no corresponding change in people's biology

  E: can be explained by social learning theory - shift in social expectations and cultural norms has meant new forms of gender behaviour are now unlikely to be punished

  L: can explain cultural changes in gender behaviour
• AO3 - SLT - limitation

  P: does not provide adequate explanation of how learning processes change with age

  E: implicates that modelling can occur at any age - seems illogical that children who are 2 learn the same way as nine year old children

  E: conflicts with Kohlbergs theory that children do not become active in their gender development until they reach gender constancy

  L: influence of age and maturation on learning gender concepts is not a factor considered by SLT