social learning theory

• assumptions (albert bandura):

  -behaviour can be formed from observing and imitating role models

  -can learn indirectly as well as through direct experiences

  -mediating factors which determine wether behaviour is imitated
• key factors effecting behaviour (slt):

  -vicarious reinforcement

  -identification

  -meditational procases

  -observation

  -retention

  -imitation

  -motivation
• vicarious reinforcement:

  our tendency to repeat or duplicate behaviours which others are being rewarded for. involves learner observing behaviour and most importantly the consequence
• process of learning behaviours (SLT)

  1.observe behaviours from

  other people

  2.decide to retain that information that we observe if considered important/appealing

  3.once identified with role

  models we model their actions

  4.imitating their actions will depend on the motivation to do so driven by vicarious reinforcment
• people (especially children) are more likely to imitate people they identify with, a process called identification. the person they identify with is called a role model and imitating them is called modelling
• a person becomes a role model if they are seen to posses similar characteristics to the observer and/or are attractive and of a higher status
• slt is described as a bridge between behaviourist and cogntive approach. it focuses on how cogntive factors are involved with learning. these cognitive factors mediate in the learning process to determine whether a new response is required
• four mental or mediational processes were identified by bandura:

  -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
• banduras research study A (supporting evidence ao3):

  -recorded the behaviour of young children who watched an adult behave in an aggressive way towards a bobo doll. the adult hit it with a hammer and shouted abuse at it

  -results: when children were later observed playing with a bobo doll, they behaved much more aggressively then other children who had watched a non aggressive adult
• banduras research study B (supporting evidence ao3):

  -bandura and Walters showed videos to children were an adult behaved aggressively towards the bobo doll. one group saw the adult be praised for their aggressive behaviour and the other group saw the adult being punished. a third control group saw the aggression with no consequence

  -results: when given their own bobo doll the first group showed much more aggression, followed by the third group and then the first
• supporting evidnece ao3:

  -recognises the importance of cognitive factors in learning

  -neither classical or operant conditioning can offer and adequte account of learning on their own

  -bandura observes "from observing others one forms an idea on how new behaviours are peformed, and on later occasions this coded information serves as a guide to action"

  -slt provides a more comprehensive explanation of human learning by recognising the role of mediational processes
• limiting evidence ao3:

  -makes to little reference to influence of biological factors on social learning

  -although bandura claimed biological factors influenced our learning potential he though learning itself was determined by enviroment

  -recent research suggest that observational learning which bandura was talking about may be a result of mirror neurons in the brain

  -biological influences on social learning were under emphasised in slt
• limiting evidence ao3:

  -evidence on which it was based was gathered through lab studies

  -many ideas gathered through observations of children with bobo dolls in a lab

  -low ecological validity

  -demand characteristics

  -main purpose of doll is to strike it children may have simply been behaving in the way they thought was expected
• supporting evidence, real world application ao3:

  -able to explain cultural differences in behaviour as can account for how children learn from others around them

  -explains how cultural norms are translated through society

  -increases value of approach as can be used to explain real world behaviour