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Learning Psychology > SLT > Flashcards

SLT Flashcards

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1
Q

Who developed SLT

A

Bandura

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2
Q

How does SLT state we learn behaviour

A

Through observation, imitation, modelling and vicarious reinforcement

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3
Q

What is vivacious reinforcement

A

Learning through others

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4
Q

What is observation imitation and modelling

A

It is effectively learning by watching others and then imitating and modelling their behaviours, effectively repeating what they do

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5
Q

What are the stages of SLT

A

Attention

Retention

Reproduction

Motivation

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6
Q

+ of SLT

A

Based on lab based research which is more scientific such as bobo doll

Allows for individual differences - as it acknowledges cognitive and motivational factors that can influence behaviour

Accounts for how we learn more complex behaviours quickly (which OC and CC don’t)

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7
Q
  • of SLT
A

Less testable as it has processes we can’t directly measure

Reductionist - relies on self efficacy

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8
Q

Bandura (1961) aim

A

To find out if children would show more aggressive behaviour if exposed to an aggressive model and less aggressive behaviour if exposed to a non-aggressive model. Also to see if the sex of the role model had an effect on behaviour copied

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9
Q

Who were Banduras (1961) pp

A

72 pp from Stanford uni nursery aged 3-6 years old

36 boys and 36 girls

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10
Q

How were bandura (1961) pp split

A

24 aggressive role model
(Some to same gender remember)

24 non-aggressive
(Some to same gender remember)

24 control - no model

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11
Q

Stage one bandura (1961)

A

Modelling

Kids either observed:
No model
Aggressive model
Non-aggressive model

Playing with toys

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12
Q

Stage two bandura (1961)

A

Aggression arousal

Children were separately taken into room with attractive toys, then when they went to play with them they were told that they were for other children

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13
Q

Stage three bandura (1961)

A

Test for delayed imitation

Children played in a room with aggressive and non-aggressive toys and they were observed through a one way mirror for 20 minutes, observations made every 5 seconds, totalling 240 responses
They tallied every time there was imitative behaviour and non-imitative behaviour

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14
Q

Findings of bandura (1961)

A

Children who observed the aggressive model showed more aggressive behaviour compared to other conditions

Boys more likely to imitate same sex than girls

Boys more physically aggressive acts than girls. However, verbal aggression is similar

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15
Q

What do Banduras (1961) findings suggest

A

That specific acts can be learned even without reinforcement

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16
Q

Generalisability (1961/63/65)

A

All low

Pp are all from the same nursery, all kids, similar age

17
Q

Reliability (1961/63/65)

A

High,

Lab exp
Lots of control to establish causal relationship as can easily manipulate the IV
Standardised procedure
Easily repeatable 
Highly reliable

High inter rater reliability

18
Q

Applicability(1961/63/65)

A

High

1961 - shows we learn behaviours in this way, alter environment strategies such as the watershed

1963 - similar to 1961 with applications

1965 - create more models that behave responsibly/correctly and reward them to increase good behaviour

Evidence for nature nurture debate

19
Q

Validity (1961/63/65)

A

Low,

Lack validity - not their normal environment, not normal to watch someone kick a bobo doll

However, was in an environment that mimicked a nursery where they would normally be

20
Q

Ethics (1961/1963/1965)

A

Potentially negative as the aggression arousal stage may have led to the researcher encouraging aggressive behaviour

They could be more aggressive in the real world now

21
Q

Aim of bandura (1963)

A

To find out if children would become more aggressive if exposed to an aggressive role model seen in a film or in a less realistic cartoon compared to watching a real live model

22
Q

Banduras pp (1963)

A

96 pp (48 girls) (48 boys)

Three experimental groups with 24 kids in each
Control group with 24 kids in each

Experimental:
Real life
Filmed
Cartoon character

23
Q

Procedure (1963)

A

Same basic structure as 1961 with three stages

Group 1 - data was taken from 1961 study
Group 2 - watched film of filmed aggression
Group 3 - watched film of cartoon aggression

24
Q

How were pp observed (1963)

A

Researchers observed them same as 1963, through a one way mirror for 20 minutes every 5 seconds, recording 240 responses

25
Q

Findings of (1963)

A

Mean total of aggression acts

Real life: 83
Human film: 92
Cartoon: 99
Control: 54

26
Q

What do these findings suggest (1963)

A

Kids actually imitate most aggression from cartoons - application of less aggressive cartoons

Kids observe and imitate aggression through many different forms of media

27
Q

Categories for aggression (1963)

A 
Imitative 
Partially imitative
Mallet aggression
Non-imitative aggression
Non-aggressive behaviour
28
Q

Aim bandura (1965)

A

To see the impact of vicarious reinforcement on children’s imitation of aggression

Specifically to see if positive vicarious reinforcement increased imitation and if negative decreased

29
Q

Why was this aim useful (1965)

A

To see if kids can learn behaviours through watching others be reinforced

30
Q

Pp (1965)

A

66 pp
33 male
33 female

Split in 22 in the two experimental conditions and 22 in the control group

31
Q

Experimental conditions (1965)

A

Model rewarded for aggression

Model punished for aggression

32
Q

Procedure (1965)

A

Pp observed 5 minute video of adult being aggressive in the playroom
They then either saw the role model get punished or rewarded
Whilst the control group saw no response to the aggression
Each child was then taken next door and left to play with the bobo doll
They were observed every 5 seconds for ten minutes

33
Q

Results (1965)

A

Those in the model reward condition showed a higher number of imitative aggressive acts

Boys showed more physical aggression than girls

34
Q

What do these results suggest (1965)

A

Clearly children were more likely to imitate aggression if the model was positively reinforced and vica versa

Seeing another person receive rewards for their behaviour would motivate another person to reproduce the same behaviour

Whereas observing the behaviour being punished would discourage the person from repeating the action

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