social learning theory Flashcards
modelling
live models - parent, teacher or member of peer group.
symbolic model - someone portrayed in media.
models provide examples of behaviour that are observed and later reproduced in process of imitation
imitation
imitation of attitudes and behaviours that are modelled.
research shows when a model is provided, whole patterns of behaviour can be rapidly acquired.
key determinants of whether a behaviour is imitated are: characteristics of model, observer’s perceived ability to perform that behaviour, observed consequences of behaviour
identification
extent to which individual relates to model and feels they’re similar - in order to identify with model, observers must feel they’re similar enough that they’d experience the same outcomes in that situation.
vicarious reinforcement - bandura and walters
children who observed a model rewarded for aggressive behaviour were more likely to imitate behaviour than children who observed a model punished for the same behaviour.
mediational processes
attention - behaviour needs to grab individuals attention
retention - individual needs to hold some memory on how behaviour was carried out
reproduction - individual needs to be physically or mentally able to carry out behaviour
motivation - if rewards of behaviour outweigh costs, it’s more likely to be imitated
role of mediational processes - bandura
for SL to occur, observer must form mental representations of behaviour displayed by model and probable consequences of behaviour
bandura et al
carried out experiment involving children - half observed aggressive and other half observed non aggressive adult models and were then tested for imitative learning in absence of the model.
bandura et al findings
children who observed aggressive model imitated physically and verbally aggressive behaviour resembling the model
children who observed non aggressive model exhibited no aggression towards bobo doll
1/3 of children who observed aggressive model repeated model’s verbal responses
follow up study - bandura and walters - children who saw model being rewarded for aggressive acts more likely to show high level of aggression
SLT evaluation - useful applications
principles of SL have been usefully applied to increase understanding of many areas of human behaviour
akers - probability of someone engaging in criminal behaviour increases when exposed to models who commit criminal behaviour, identify with the models and develop expectation of positive consequences for their own criminal behaviour
ulrich - strongest cause of violent behaviour in adolescence was association with delinquent peer groups where violence was modelled and rewarded
SLT evaluation - problem of complexity
in focusing exclusively on processes of SL, advocates of this approach disregard other potential influences on behaviour
in explaining development of gender role behaviour, SL theorists would emphasise importance of gender specific modeling. however, irl a child is exposed to many different influences, all of them interacting in complex ways - include genetic predispositions, media potrayal, LOC etc
if virtually anything can influence specific behaviour, it’s difficult to show that social learning is the main causal influence
SLT evaluation - research support for identification
fox and bailenson - found evidence for identification using computer generated ‘virtual’ humans engaging in exercise or merely loitering
models either looked similar of dissimilar to individual PPs. PPs who viewed their virtual model exercising engaged in more exercise in the 24 hours following the experiment than those who viewed their virtual model merely loitering or a dissimilar model exercising
greater identification with model leads to more learning as it’s easier to visualise the self in place of the model
