Aggression : Social Learning Theory

Question 1

What is direct learning (conditioning)?

Answer 1

Behaviour learnt via operant conditioning (positive, negative reinforcement and punishment) – Skinner’s Box, Pavlov’s Dogs. Bandura said aggression can be learnt directly.

Question 2

What’s indirect learning (SLT)?

Answer 2

Behaviour cannot be explained by direct forms of learning (observational learning). Bandura said some aggressive behaviour is controlled by and indirect mechanism.

Question 3

Whats observational learning?

Answer 3

Children learn to be aggressive through observing aggressive role models – they are more likely to imitate someone they identify with. They also observe the consequences of the models behaviour which determine whether the behaviours are imitated. If the model is rewarded, vicarious reinforcement occurs and the child is ore likely to copy. If the model is punished, vicarious reinforcement occurs and they’re less likely to copy.

Question 4

What’s Bandura’s 4 cognitive conditions needed for social learning?

Answer 4

Attention – person must pay attention to the model
Retention – to model behaviour, it must be converted to LTM, which enables it to be retrieved
Reproduction – individuals need to be able to motorally reproduce the behaviour (when they achieve self-efficacy they realise they can carry it out
Motivation – individual expects to receive positive reinforcement in order to model the behvaiour (vicarious reinforcement)

Question 5

What is self-efficacy?

Answer 5

The extent to which we believe our actions will achieve desired goals. E.g: a child’s confidence in their ability to be aggressive grows as they learn that aggression can bring rewards.

Question 6

What are the strengths of the social learning theory in terms of aggression?

Answer 6

• Supported by research showing that aggressive behaviour can be socially reinforced through peer groups → Poulin and Bolivian (2000) studied aggressive boys (aged 9-12) and found they formed ‘cliques’ with other aggressive boys, which acted as ‘training grounds’ for antisocial behavior, with friendship reinforcing the others.. The boys used these alliances to gain resources through aggression, which was often rewarded. But, the study’s narrow focus on young boys limits its generalisability to females or adults
• It accounts for variations in aggression across different cultures → In cultures where aggressive behavior is not encouraged or reinforced, aggression is significantly lower. Eg, Christianson (2006) studied the !Kung San people (Kalahari Desert) and found direct reinforcement of aggression in children is uncommon due to cultural norms that discourage it. The children in this culture rarely show aggressive behaviors. Additionally, the lack of aggressive role models means that children are less likely to experience vicarious reinforcement for aggressive actions, reducing imitation.

Question 7

What are the limitations of the social learning theory in terms of aggression?

Answer 7

• Reactive aggression doesn’t follow predictions of SLT → Poulin and Boivin (2000)’s study found that boys were less likely to influence each other’s reactive/impulsive aggression, they only observed. This may be because the consequences of reactive aggression are less predictable, and less consistently positive vs planned proactive aggression (limited generalizability)
• Limited focus on biological influences → Bandura acknowledged an innate predisposition for aggression, but his theory primarily emphasizes environmental factors (observation and reinforcement). However, research supports the role of biological factors in aggression, eg genetic predispositions (MAOA gene), hormonal influences (testosterone), and neural mechanisms (amygdala).