Social Learning Theory + Bandura Flashcards
1
Q
AO1 of SLT of role models
A
- children and adults learn by observing and imitating behaviour of others as the role model
- role models usually have similar links that connects with individuals, this degree of similarity is in mind of observer involving cognitive elements
- role models likely to be same sex, being liked and powerful
- involving vicarious reinforcement
- individuals think they are capable of performing the imitation
- more observable behaviour means more likely to be imitate
2
Q
AO1 of SLT x4
A
- argued that we all active in shaping our own environment
- role models are being used to imitate
- cognitive elements involved in paying attention and remembering what role models did to perform an action
- involves 4 requirements for observational learning to occur
3
Q
SLT ARRM model
A
- Attention
- retention
- reproduction
- motivation
4
Q
3 Types of motivation
A
- vicarious reinforcement
- internal reinforcement
- external reinforcement
5
Q
What is vicarious reinforcement
A
- seeing the role model being reinforced for their behaviour, so observer likely to imitate the behaviour to reduce same positive reinforcement
6
Q
What is internal reinforcement
A
- feeling sense of pride or belonging for behaving like a role model
7
Q
What is external reinforcement?
A
- receiving direct reinforcement for imitating the behaviour
E.g. toys or treats
8
Q
What is vicarious learning
A
- behaviour will be learnt if it is observed and it is more likely to be omitted if it is rewarded
9
Q
Effects of vicarious reinforcement
A
- modelling effect
- eliciting effect
- disinhibiting effect
10
Q
What is modelling effect
A
- imitating behaviour that goes against Normal behaviour
11
Q
What is eliciting effect
A
- where someone watches a behaviour and copies it but does it a bit differently
12
Q
Disinhibiting effect
A
- where behaviour is seen to be unacceptable, but seen to be done without negative consequences so they think it is ok to perform also.
13
Q
What is vicarious punishments
A
- not copying a behaviour because of seeing other people being punished for it
14
Q
What is vicarious extinction
A
- never copy a behaviour of others because of seeing them being punished for it
15
Q
Aim of bandura 1963
A
- To investigate whether children would imitate aggression from role model on a screen.
- To investigate whether children would be more likely to imitate the behaviour of human model than cartoon model.
- To investigate if watching aggressive behaviour acts as a cathartic release suggested by Freud
16
Q
AO1 procedure of 1963 Bandura
A
- 96 children, 48 boys and girls, aged 3-6 years old, form Stanford university nursery school
- real life model condition = model played with tinker toys then behave aggressively to boob doll
- human filmed model condition = a previous recorded video shown via projector and screen of a human being aggressive to bobo doll
- cartoon model condition = a carton shown on TV with artificial flowers and grass to make scene look more artificial, same aggressive behaviour shown
- any behaviour recorded as fixed intervals on coding sheet every 5 seconds by 2 researchers via one way mirror observation
17
Q
AO1 findings of bandura 1963
A
- boys imitated more aggression than girls
- little to no difference between real life and human filmed model
- less imitative behaviour of real life than filmed model
- more imitation from filmed model or cartoon compare to real life
18
Q
AO1 conclusion of 1963
A
- children will imitate filmed aggression in the same way as live aggression role models and more so if a cartoon. The viewing of aggression is not cathartic, but led to modelling of the aggressive behaviour.
19
Q
Pros of 3 bandura studies 1961, 63,65
A
- supported by Becker study
- standardised procedure
- inter rater reliability
- PATS
- can establish cause and effect
- presumptive consent
20
Q
Describe Becker’s study
A
- investigate natural introduction of TV to island of Fiji, if adding TV leads to eating disorder
- TV introduced in 1995 showing American and British shows
- found increase scores of eating attitudes
- Fijian girls imitate American girls on TV to pursue a slim figure even though this goes against Fijian culture of muscular figure
= supports idea of observe and imitate tole models behaviour
21
Q
Cons of 3 bandura studies 1961,63,65
A
- lacks ecological v
- lacks mundane realism
- lacks pop. V
- demand characteristics
- debrief
- protection from harm
22
Q
AO1 of aim of 1965 bandura
A
- To investigate receiving consequences: the impact of a model receiving consequences for their aggressive behaviour on the likelihood of a child impact imitate the aggressive behaviour
23
Q
AO1 procedure of 1965
A
- 66 children of 33 B+G aged 3-6 from Stanford university nursery school
- placed in a experimental room to watch videos of model performing aggressive behaviour to bobo doll
- in model rewarded condition = model receive a 7UP drink as an reward and praise as a strong champion
- in model punished = model got hit by folded newspaper and verbal aggressive to
- no consequence = no reinforcement shown
- children placed in another room an given stickers and juice as incentives to replicate what the model did
- 2 researchers recorded any behaviour through one way mirror every 5 seconds
24
Q
AO1 findings of 1965
A
- most imitation in model rewarded condition than no consequence one
- least imitation in model punished
- more boys imitation than girls
- incentives of juice and stickers increase imitation in all 3 conditions
25
AO1 conclusion of 1965
- imitation of aggressive behaviour is influenced by observing consequence of model receives and by being motivated to replicate behaviour themselves.
- more imitation when positive consequence
- choose not to imitate when seen negative consequences
26
AO1 of 1961 bandura
To investigate whether young children could acquire aggressive behaviour through observation and imitation of an aggressive role model
27
AO1 procedure of 1961 bandura
- 72 p.pants aged 3-6 from Stanford university nursery school
- children rated on 5 point scale by teacher and experimenter across conditions for their aggression level
- non aggressive condition = model played toys politely
Aggressive condition = attack boob doll after a while of playing toys mannerly
- then children given aggressive and non aggressive toys and observed by 2 experimenter by one way mirror for 20 mins by coded behaviour every 5 s of PA,VA or NA
28
AO1 findings of 1961
- aggressive condition = more imitation of models P + V aggression than CG And non aggressive group
- boys reproduce more PA than girls
- boys more aggressive if seen male model, same for girls
- boys more likely to copy same sex model than girls
29
AO1 conclusion of 1961
- children will imitate aggressive behaviour they have observed from a role model. So, observational learning explains the acquisition of new responses
30
Evaluation of social learning theory
+ supportive evidence of Bandura
+ positive application = cultural norms
- criticism of supportive evidence
- alternative theory = reductionist = CC/OC ( H/E, SLT incorporate OC ideas pf vicarious reinforcement, shows SLT does not fully discredit earlier theories )
