7. Social Learning Theory Flashcards
what type of approach is the social learning theory
learning approach
SLT is viewed as a bridge between the behaviourist and cognitive approach
Outline Social Learning Theory:
1. assumption
Albert Bandura (1986) built on the behavioural approach and its focus on environmental learning with his ‘Social Learning Theory’ (SLT) but argued people also learn indirectly (vicariously) through observation and imitation of role models
INCLUDING:
(2) vicarious reinforcement + Bandura’s research
(3) identification and modelling
(4) the role of mediational processes
what is meant by vicarious reinforcement
If an individual observes a behaviour being reinforced (known as vicarious reinforcement), they are likely to imitate this behaviour themselves.
This is because the observer has seen the consequences of the observed behaviour and expects to experience similar consequences if they imitate the behaviour.
Who did research into vicarious reinforcement
Bandura et al (1961)
Bandura’s research:
procedure
half a group of children shown an aggressive adult (who group showed specific physical and verbal aggressive behaviours towards a bobo doll) and half being shown a non-aggressive adult.
They were then taken to a room where, amongst other toys, there was a bobo doll
Bandura’s research:
findings
They found that those who observed the aggressive model reproduced much of the aggression shown towards the bobo doll (eg. a third reproduced the verbally aggressive remarks) whereas those who observed the non-aggressive model showed virtually no aggression.
In a follow-up study, Bandura et al found children who saw the adult being rewarded for their aggression were more likely to show aggression in their play.
Bandura’s study:
Research methods
- laboratory experiment
- independent groups design
- used a control group
- did a follow up study
- DV: aggression imitated
- IV: observed an aggressive or non-aggressive adult
Outline Social Learning Theory:
1. vicarious reinforcement (inc Bandura’s research)
If an individual observes a behaviour being reinforced (known as vicarious reinforcement), they are likely to imitate this behaviour themselves.
This is because the observer has seen the consequences of the observed behaviour and expects to experience similar consequences if they imitate the behaviour.
This was demonstrated by Bandura et al’s (1961) bobo doll study which involved half a group of children being shown an aggressive adult (who showed specific physical and verbal aggressive behaviours towards a bobo , doll) and half being shown a non-aggressive adult.
They were then taken to a room where, amongst other toys, there was a bobo doll.
They found that those who observed the aggressive model reproduced much of the aggression shown towards the bobo doll (e.g. a third reproduced the verbally aggressive remarks) whereas those who observed the non-aggressive model showed virtually no aggression.
In a follow-up study, Bandura et al found children who saw the adult being rewarded for their aggression were more likely to show aggression in their play.
Outline Social Learning Theory:
2. identification and modelling
People (especially children) are more likely to imitate the behaviour of people with whom they identify (identification), called role models.
This process is called ‘modelling’.
A person becomes a role model if they are seen to possess similar characteristics to the observer and/or are attractive and have high status (e.g. the adult in Bandura’s research may have had high status for the children).
what is meant by mediational processes
mental processes involved in learning that mediate (ie. intervene) in the learning process to determine whether a new response is aquired
what mediational processes did Bandura identify
Attention
Retention
Reproduction
Motivation
what is meant by attention
the extent to which we notice certain behaviours
what is meant by retention
how well the behaviour is remembered
what is meant by reproduction
the observers ability to perform the behaviour
what is meant by motivation
the will to perform the behaviour
Outline Social Learning Theory:
3. the role of mediational processes
SLT differs from the traditional behaviourist approach as it does not simply focus on stimulus-response behaviours.
Instead, Bandura argued that mental processes were involved in learning.
These mental factors mediate (i.e. intervene) in the learning process to determine whether a new response is acquired.
Bandura identified four mediational processes in learning:
- Attention (the extent to which we notice certain behaviours)
- Retention (how well the behaviour is remembered)
- Reproduction (the observer’s ability to perform the behaviour)
- Motivation (the will to perform the behaviour)
According to SLT, just because learning is not always outwardly demonstrated, this does not mean learning has not taken place.
This is because learning could still have been retained even if it hasn’t been overtly reproduced immediately.
Evaluate Social Learning Theory:
- Strengths
P: scientific
E: focuses on observable and measurable behaviour which can be tested in controlled conditions
E: eg, Bandura’s bob doll research is highly controlled and the learning demonstrated by the children was clear to observe and measure
L: supported by empintal evidence
E: HOWEVER may be unscientific as incorporates mediational processes which can’t be observed; factors like attention/motivation have to be inferred; inference may be mistaken; can’t empirically measure all aspects of SLT
P: practical applications
E: concepts like ‘identification’ and ‘modelling have been used, not necessarily for therapy, but to encourage positive behaviour
E: eg, studies have shown perceived similarity of a model in an anti-alcohol advert increases the effectiveness of the message
L: SLT can be used in the media and everyday situations to improve behaviour
P: less reductionist than the behaviourist approach that preceded it
E: SLT has incorporated internal cognitive factors, not considered by behaviourists, and how these interact with external influences
E: eg, SLT argues retention and motivation can mediate environmental
learning
L: although SLT may still ignore other factors involved in behaviour (eg biology) it is a more holistic explanation of behaviour than the behavioural approach
P: less determinist than the behavioural approach.
E: does not suggest our behaviour is totally caused by factors outside of our control (i.e. environmental factors), like the behavioural approach, but instead argues we do have some ability to ‘exert’ the influence of the environment, which helps to explain why we don’t all respond in the same way to our environment
L: more of a ‘middle-ground’ between determinism and free will (soft determinism) which many argue is a more reasonable position than behaviourism
Evaluate Social Learning Theory:
- Limitations
P: largely based on evidence from young children in laboratory settings
E: many of Bandura’s ideas were developed from research such as his bobo doll study which may have been influenced by demand characteristics.
E: eg, it is has been argued that, because the main purpose of a bobo doll is to strike it, the children were simply acting in a way they thought was expected
L: the research may not have measured how children truly learn aggression and therefore the theory may be based on flowed evidence
E: low population validity
value of social learning theory
- built upon the scientific focus of behaviourism by understanding mental processes (eg mediational processes) in addition to stimulus response processes
- gave an appreciation of how behaviour can be learned from observing others
- contributed the theory of vicarious reinforcement (consequences)
- influential in inspiring future research to study mental processes (eg education/learning styles, neurodiversity)
- practical applications eg age ratings in media and the 9pm watershed in the UK to protect vulnerable children
key assumptions of social learning theory
- we are born tabula rasa (nurture), we learn through experience and our environment
- behaviour is conditioned directly through operant/classical conditioning and indirectly through observation and immitation of role models
