social cognitive theory Flashcards
social cog learning theory intro
SLT- the idea that people learn by observing others’ actions and behaviours and the consequences of those actions and behaviours. People learn by watching models and imitating
Vicarious reinforcement/ punishment
In order to model/ copy behaviour, several steps are needed:
Attention- paying attention to the action/ behaviour
Retention- having the action being repeated
Reproduction- reproduce the behaviour
Motivation- the want to demonstrate what they learnt
Factors that encourage modelling/ motivation:
Identification- liking the model, same age and gender
Vicarious reinforcement
Self efficacy- confidence in your own abilities, whether you believe you can do it or not - high self efficacy more likely to copy model
Consistency- if the model always behaves a certain way- e.g always brave
Social Cognitive Theory is a key theory in understanding the development of many behaviours. It attempts to explain important behaviours which have a significant impact on an individual and on a social level. By understanding just how far SCT can explain the acquisition of these behaviours we can use this to help shape behaviour in a more positive way.
bandura et al study
Aim- to see if children would model aggression shown by an adult, and if children were more likely to model same sex adults
Method-
Children aged 3-6 divided into groups. 36 boys, 36 girls used
Children matched with regard to aggression based on evaluation by parents and teachers
Group 1 (24 kids) saw adult showing aggression towards bobo doll, bashing it and saying things like “pow!” Some saw same gender model, others saw opposite gender model
Group 2 (24) watched non-aggressive adults assemble toys for 10 minutes. Some saw same gender model, others saw opposite gender model
Group 3 (24)- control. Didn’t see any models
Children placed in room with toys and given a few minutes to play. Experimenter then said toys were for “other children”. Ensured all children were in same frustrated state, making them more likely to act on any aggression
Children put in room with bobo doll. Aggressive behaviours were tallied on a checklist
Results-
Children that observed aggressive models were significantly more aggressive, both verbally and physically
Children showed signs of observational learning through aggression
Majority imitated aggressive behaviour
Children in non-aggressive group showed almost no aggression
Girls more likely to imitate verbal aggression, boys more likely to imitate physical aggression
Children more likely to imitate same sex model
Conclusion-
Study supports SLT, gives evidence for modelling and observational learning. Children learned specific aggressive behaviours through observation of adults
Method-
Demand characteristics - unlikely for age group to know they’re in experiment and being watched
Lots of controlled variables = strong internal validity, can see imitation happens and clearly when = low ecological validity,lab study, not like real life (punch bobo doll, not real person)
Aggression against bobo doll isn’t clear whether it’s towards aggression in general, or just to this situation
Aggression modeled by adult was not completely standardized - children observing different types of aggression
Culture-
Gender- Equal no. of boys and girls used Ethics- Should cause no psychological harm May actually cause children to be more aggressive
Despite its limitations, Bandura’s study is still a key piece of research that gives evidence for observational learning, modelling, as well as offering an explanation as to how children may learn negative behaviours from others. It also supports the idea that modelling is more likely to happen if the model is of the same gender.
Bandura’s study shows that social cognitive theory DOES happen (one of the first)
charlton study
Aim- to investigate the effects of TV on children’s behavior
Procedure-
Natural expm. Children’s behavior collected 2 yrs before tv introduced
Collected data through questionnaires and asking teachers and parents, observations on playground, Content analysis on tv channels, Video cameras in school to watch children and measure aggression
Results-
V little difference in behavior before and after.
Conclusion-
TV had little impact on levels of aggression in children. Even if violence was observed it wasn’t copied.
St. Helena close knit, small community. Name was released in study. Parents and teachers maybe unlikely to report increased aggression. High level of control. Aggression easily and quickly controlled in school
Programmes had less violence than mainland shows
Method-
Natural experiment- greater realism. High ecological validity, low internal validity
Discreet cameras used, children didn’t know they were being watched. More natural
Culture-
On one island, findings not generalisable to public.
Gender-
Ethics-
Name of island released, may cause distress for some residents if they believe the study affects the island’s reputation. Children may not have liked being observed or recorded at school. Some residents may have felt as if the study was an invasion of privacy.
Charlton’s study does not support the theory of social learning theory, as there was little change in behaviour before and after TV was introduced.
Becker study
Aim- to assess the impact of prolonged exposure to TV on disordered eating attitudes and behaviours among Fijian girls.
Fiji had been selected as a study site as it had a culture that encourages robust appetites.
Method
Prospective study, done over time- looking into future, followed them over a period of time to see how their behaviour changed - went in two times. Natural experiment
Indepdnent groups design. Group 1 (1995)- after few weeks of tv introduced. Group 2 (1998)- after 3 years
Self-report data used. Girls completed EAT-26 questionnaire. Also received semi-structured interview- questions on tv in their homes and also questions regarding diet and weight. Measures of height and weight also taken.
Results-
Actual weight did not vary much.
TV viewing increased over the years
EAT-26 score increased
None reported purging to control weight in first group, but some reported this in 1998
Dieting not a part of Fijian culture, but in 1998 most reported that they felt too fat or that they had dieted at some point. Most felt TV influenced their body image, while some linked losing weight to success.
Conclusions-
Characters on western TV shows act as role models to Fijian girls, with the girls feeling pressure to look thin and be like them, even if it goes against their culture.
Even in societies that encourage the opposite view, TV is still effective in influencing people. Shows the extent of the impact of SLT
Becker believes TV has brought with it an interest in dieting that was not present before on Fiji; it has also brought with it the first symptoms of eating disorders into a society that previously had no incidence of anorexia or bulimia.
The Fijian schoolgirls have family members modelling healthy eating and larger body shapes. Normally, they would observe their parents eating habits and appearances and imitate them. This is because they identify with their parents and their paents have status.
However, the arrival of television brings with it a new set of Western role models who look very different from the girls’ parents. These role models also have status (they are celebrities) and the girls identify with them too (many are youthful women who embody what the girls want to grow up to be).
Intergenerational disparity- having a different perception than your parents. Parents have traditional view, positive to robust diet - younger generation felt they should eat less than what their parents felt was sufficient
Method- natural experiment. High ecological validity, low internal validity
Good sized number of girls studied- more generalisable. Too small to draw out resultds to all of FIji
Self-report data- data not guaranteed to be reliable. Data may be inaccurate as the girls may have lied.
Culture- Fiji, has an emphasis on larger, muscular bodies.
Triangulation- Multiple points, look at where they come together, where truth lies - multiple research method, good alignment between different types of data
Prolonged duration on a peer environment, rather than dose effect - everyone watching the same TV - share ideas, conformity - bc of how others were affected. Group mentality
Behaviour could be different if everyone watched tv individually
Gender-girls, around age of 17
Did not use actual diagnosis
Ethics- increased anorexia, not the fault of the researchers
There is some evidence to suggest that social learning theory can occur, and play a factor in the learning of negative behaviours, such as aggression and anorexia. However, this may be lessened with heavy parental control and a tight-knit community, as seen from Charlton’s study. As there is sufficient research to support it, it can be said that social cognitive learning theory is relatively reliable
