social learning theory (2 not)

Question 1

slt suggests

Answer 1

human and animal behaviour can be learned by imitating the behaviour we observe in others, through vicarious reinforcement (aka indirect reinforcement)

Question 2

meditational processes

Answer 2

bandura 1977

attention, retention, motivation, reproduction

Question 3

attention

Answer 3

attention is paid to high-status role models

models may be live such as a parent, teacher or a member of a peer group, or symbolic, such as someone portrayed in mass media

we are most likely to observe models if we identify with them in some way, for example, if we are of the same age or sex (identification)

Question 4

retention

Answer 4

observed behaviours must be memorised

Question 5

motivation

Answer 5

the person will be motivated to reproduce the behaviour through indirect positive reinforcement (the anticipation of a similar level of direct positive reinforcement)

however, this is only likely if they judge the rewards of imitation outweigh the costs (eg the effort involved), and if they believe they have the required skills to perform the behaviour successfully (known as self-efficacy)

Question 6

reproduction

Answer 6

an observed behaviour is imitated in anticipation of a similar level of direct positive reinforcement

Question 7

banduras

Answer 7

bobo doll study (1961)

Question 8

BB type, research design, sampling method

Answer 8

laboratory experiment,
independent groups
opportunity sampling

Question 9

participants

Answer 9

36 male, 36 female with a mean age of 4 years, were split into 3 experimental groups (each containing six participants)

Question 10

condition 1

Answer 10

child was led into a room by a female experimenter

minutes later, second experimenter entered the room and behaved aggressively towards a bobo doll

the adult role model was seen to punch, kick and throw the dool

Question 11

condition 2

Answer 11

the same experimenter entered the room but did not behave aggressively towards the bobo doll, they played with a construction toy

Question 12

condition 3

Answer 12

acted as a control and did not include the second adult role model

Question 13

after condition

Answer 13

children were led into another room with aggression arousal being created as the children were told that they could not play with the toys as they were reserved for other children

later led into another room in which there was an array of toys

children were allowed to play for 20 mins whilst their behaviour was observed for the level of imitation they had shown to the aggressive or non-aggressive role models

Question 14

bobo findings

Answer 14

children who had seen the aggressive role model were more likely to show the same aggressive behaviour to the bobo doll

in all conditions, boys were more aggressive than girls

imitation was greatest when children observed a same-sex adult role model behaving aggressively towards the bobo doll

Question 15

bobo conclusion

Answer 15

children imitated the observed aggressive behaviour due to the vicarious positive reinforcement received when watching the adult role model behave in the same way

this was particularly likely if the children identified with the role model (by being of the same gender)

Question 16

strength of SLT c

Answer 16

recognises the importance of cognitive factors in learning

this is because SLT recognises the importance of meditational processes when explaining human behaviour

for example, unlike SLT, neither classical nor operant conditioning can offer an adequate account of learning on their own. Humans and animals store information about the behaviour of others and use this to make judgements about when it is appropriate to perform certain actions. SLT recognises that thought processes occur between the observation of a given behaviour and the decision to imitate it

therefore, SLT provides a more complete explanation of human learning than the behaviourist approach by recognising these important factors

Question 17

strength of SLT cu

Answer 17

culturally universal

this is when an approach argues that behaviour is the same across all groups, regardless of culture

an example of this is that all children learn the same way. they learn from the people around them and understand their gender role by imitating role models

therefore, slt shows that behaviour is imitated the same way, regardless of culture

Question 18

limitation of slt e

Answer 18

environmentally determinist

this is when an approach suggests that behaviour is caused by external environmental factors and only these factors shape behaviours

however, not all people will imitate behaviour that they see in a role model with bandura’s study showing that some children will choose not to behave aggressively despite that behaviour being shown by an adult role model

therefore, this causes us to question the validity of social learning as an explanation for behaviour

Question 19

limitation of SLT er

Answer 19

environmentally reductionist

which is when an approach inappropriately explains complex behaviour at a basic learned level

this is shown as boys, biologically, have higher levels of testosterone compared to girls and higher levels of testosterone is linked to aggressive behaviour

as this important influence is not accounted for in SLT, it causes us to question the validity of social learning as an explanation for behaviour