Approaches - SLT Flashcards
Introduction to SLT
Developed by Bandura
Explains how we learn by observing and imitating others
Combines elements of behaviourism and cognitive psychology
Key components of SLT
Imitation: copying behaviour of others
Modelling: demonstration of behaviour that may be imitated
Identification: associating oneself with a role model
Vicarious reinforcement: learning through observing consequences for others
Identification SLT
More likely to imitate models who are:
Same sex
Similar age or older
Higher status or authority
Friendly and likeable
Imitate those who have qualities we admire or want to possess
Vicarious reinforcement
Learning by observing consequences of other’s actions
Differs from direct learning
Learn what behaviours are rewarded or punished in society
TV shows, movies, real-life observations
Meditational Cognitive Processes
4 processes:
Attention - noticing + focusing on observed behaviour
Retention - remembering the observed behaviour
Reproduction - ability to perform the observed behaviour
Motivation - desire to perform the behaviour
- Influenced by potential rewards or punishments
Impact of SLT
Learn complex behaviours by observing others
Be aware of how media and advertising use these principles
Bobo Doll experiment outlined
72 children aged 3-5.5 years
3 groups: aggressive model, non-aggressive model, control
Children observed adults interacting with toys
Findings of Bobo Doll study
Children who observed aggressive models imitated the behaviour
Those who saw non-aggressive models or no model, rarely showed aggression
Demonstrated powerful influence of adult models on children’s behaviour
Gender differences in imitation
Boys exhibited more physical and verbal aggression than girls
Boys engaged in more aggressive gun play after seeing male aggressive model
Importance of same-sex models in behaviour learning
Aggression on film study outlined
Investigated if aggression observed on film would be imitated
4 conditions: real-life model, film model, cartoon model, control
All aggressive models behaved the same way towards Bobo doll
Results of aggression on film study
All three model conditions increased aggressive behaviour compared to control
No significant difference between real-life, film, and cartoon models
Highlighted the potential influence of television on behaviour
Consequences added to the Bobo doll study
3 conditions: model rewarded, model punished, no consequences
Children observed consequences on TV
Children in reward + control conditions imitated more aggressive actions
Those who saw the model punished were less likely to imitate
Showed importance of observed consequences on behaviour adoption
Key takeaways from Bandura’s studies
People can learn behaviours by observing others
Observed consequences influence likelihood of imitation
Media can be influential as real-life models
Same-sex models may have stronger influence on behaviour
Modern implications of SLT
Raises questions about violence in media and its effect on children
Highlights importance of positive role models in society
Suggests potential for using media to model positive behaviours
