5. Social Learning

• Assumptions

  • Bandura agreed with behaviourists that behaviour is learned through experience but through observation and imitation of others
  • SLT suggests learning occurs directly eg. through classical and operant conditioning but indirectly as well
• Vicarious reinforcement

  • For indirect learning to take place an individual observes the behaviour of others
  • Learners may imitate this behaviour but imitation generally only occurs if there is positive reinforcement (vicariously)
  • Thus, the learner observes a behaviour but most importantly also observes the consequences of a behaviour
• The role of meditational processes

  • SLT is the 'bridge' between the behaviourist and cognitive approach as it focuses on how mental factors are involved in learning
  • These mental factors mediate/intervene in the learning process to determine whether a new response is acquired
  • Four processes:
  • Attention - the extent to which we notice certain behaviours
  • Retention - how well the behaviour is remembered
  • Motor reproduction - the ability of the observer to perform the behaviour
  • Motivation - the will to perform the behaviour determined by if it was rewarded or punished
• Identification

  • People (especially children) are more likely to imitate people they identify with
  • They are seen as role models and the process of imitation is called modelling
  • A person becomes a role model if they possess similar characteristics to the observer or have high status
  • They do not have to be physically present in the environment
• AO3 - Strength of recognition of cognitive factors in learning

  • Neither classical or operant conditioning can offer an adequate account of learning on their own
  • Humans and animals store information about the behaviour of others and use this to make judgements about when it is appropriate to perform certain actions
  • Bandura - 'observing others forms an idea on how new behaviours are performed and on later occasions, this coded information serves as a guide to action'
  • Supports idea of vicarious reinforcement
  • Comprehensive explanation
• AO3 Counterpoint - Limitation of not referencing biological factors

  • Although Bandura claimed natural biological differences influenced our learning potential, he thought that learning itself was determined by the environment
  • However, recent research suggests that observational learning may be the result of mirror neurons in the brain which allows us to empathise with and imitate other people
  • Suggests biological influences on social learning were under-emphasised in SLT
• AO3 - Limitation of Bandura's research being a lab study

  • Ideas developed through the observation of young children's behaviour in a lab
  • Criticised for contrived nature where pps may respond to demand characteristics
  • In relation to the Bobo Doll study (explain in detail), children were simply behaving in a way that they thought was expected
  • Lab studies also lack external validity as it does not replicate everyday life - mundane realism
  • Does not suggest how children learn aggression in real life
  • Lacks ecological validity
• AO3 - Strength of real world application

  • SLT principles have been applied to real world behaviours
  • Advantage of being able to explain cultural differences in behaviour
  • Modelling, imitation and reinforcement can account for how children learn from others around them including the media and how cultural norms are transmitted through particular societies
  • Proved useful in understanding how children learn their gender role eg. through stereotypical toy advertising on TV
  • Increases value of approach