SLT Flashcards
Who developed SLT
Bandura
How does SLT state we learn behaviour
Through observation, imitation, modelling and vicarious reinforcement
What is vivacious reinforcement
Learning through others
What is observation imitation and modelling
It is effectively learning by watching others and then imitating and modelling their behaviours, effectively repeating what they do
What are the stages of SLT
Attention
Retention
Reproduction
Motivation
+ of SLT
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)
- of SLT
Less testable as it has processes we can’t directly measure
Reductionist - relies on self efficacy
Bandura (1961) aim
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
Who were Banduras (1961) pp
72 pp from Stanford uni nursery aged 3-6 years old
36 boys and 36 girls
How were bandura (1961) pp split
24 aggressive role model
(Some to same gender remember)
24 non-aggressive
(Some to same gender remember)
24 control - no model
Stage one bandura (1961)
Modelling
Kids either observed:
No model
Aggressive model
Non-aggressive model
Playing with toys
Stage two bandura (1961)
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
Stage three bandura (1961)
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
Findings of bandura (1961)
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
What do Banduras (1961) findings suggest
That specific acts can be learned even without reinforcement
Generalisability (1961/63/65)
All low
Pp are all from the same nursery, all kids, similar age
Reliability (1961/63/65)
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
Applicability(1961/63/65)
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
Validity (1961/63/65)
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
Ethics (1961/1963/1965)
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
Aim of bandura (1963)
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
Banduras pp (1963)
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
Procedure (1963)
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
How were pp observed (1963)
Researchers observed them same as 1963, through a one way mirror for 20 minutes every 5 seconds, recording 240 responses
