Social Psychological Explanations: Social Learning theory

Question 1

What is the social learning theory?

Answer 1

• A way of explaining behaviour that includes both direct and indirect reinforcement, combining learning theory with the role of cognitive factors

Question 2

What are ways we learn directly and indirectly?

Answer 2

• We can learn directly through mechanisms of operant conditioning which involves positive and negative reinforcemnt and punisgment. If a child is aggressive and snatches a toy off another child, they will learn that this is rewarding. This direct reinforcement makes it more likely that the child will behave aggressively again in a similar situation
• However, Bandura argued that there is indirect forms of learning can occur through observational learning

Question 3

How do we carry out observational learning?

Answer 3

• Children acquire specific aggressive behaviours through observing aggressive models such as siblings, parents and characters. Children therefore learn about aggressive behaviour but may not behave aggressively themselves.

Question 4

What is vicarious reinforcement?

Answer 4

• This is when a child observes a behaviour and the consequences of this behaviour. If the models aggressive behaviour is rewarded, then the child learns that aggressive behaviour can be effective in getting what they want. It therefore makes it more likely that the observing child will imitate the models aggressive behaviour. A parallel form of this is vicarious punishment.

Question 5

What are the four cognitive conditions needed for social learning?

Answer 5

• Attention = whether an observer may pay attention to a models aggressive actions
• Retention = Whether a model can remember the models aggressive actions and form a symbolic mental representation of how the behaviour is performed
• Reproduction = The observer must be able to transform the mental representation of the aggressive behaviour into an actual physical action
• Motivation = The observer needs a reason to imitate the behaviour, this will depend on their expectations that behaving aggressively in a specific situation will be rewarding

Question 6

What is self - efficacy?

Answer 6

• This is the extent to which we believe our actions will achieve a desired goal.
• A child’s confidence in their ability to be aggressive grows when they learn that aggression can bring rewards.
• self efficacy develops with each successful outcome as they are confident that their aggressive behaviour will be successful and therefore they will continue it in the future.

Question 7

What was Bandura’s research procedure

Answer 7

• Young children individually observed an adult model assualting an inflatable plastic toy called a bobo doll. The aggressive behaviours included throwing, kicking and verbal outbursts.
• These then followed a short period where the children were not allowed to play with any toys to provoke frustration. They were then taken to a room where there was a bobo doll and other toys

Question 8

What were Banduras findings?

Answer 8

• The children, without instruction imitated the behaviour they had seen performed by the model, verbally and physically
• Boys imitated physical aggression more than girls, but levels of verbal aggression were similiar.
• Boys were more likely to imitate a same - sex model
• There was a control group where some children saw an adult behaving non - aggressively with the doll. In this group, aggression with the doll was almost non - existent.

Question 9

What is a strength of this research
(F)

Answer 9

• One strength is that there is research support for the SLT explanation of aggression
• Poulin and Boivin found that aggressive boys ages 9-12 formed friendships with other aggressive boys. These friendships were mutually reinforced by modelling.
• For example, the boys would observe each other successfully using proactive aggression with peers to get what they wanted, which provided reinforcemnt
• This means they were exposed frequently to models of physical aggression and its positive consequences, They also gained reinforcemnet from the rest of their friends. This shows that like the SLT predicted, modelling and reinforcement makes aggressive behaviour more likely

Question 10

What is the counterpoint of the research support by Boivin and Poulin

Answer 10

• The study found a similarity with proactive aggression but not reactive aggression which is in the heat of the moment
• The boys were much less likely to influence each others reactive aggressive outbursts even if they observed them. This is because the consequences of reactive aggression are unpredictable and therefore may not be reinforced unlike proactive aggression
• This shows that the SLT is limited

Question 11

What is a strength of the SLT? (R)

Answer 11

• Real world applications
• Children readily imitate models which they observe as being rewarded for a behaviour, this is even more likely if they identify with them
• One way to reduce this is by providing non - aggressive role models and encouraging children to form relationships with children who are rewarded for non - aggressive behaviour.
• This shows the SLT offers practical steps to reduce the development of aggressive behaviour in children

Question 12

What is another limitation of the SLT?

Answer 12

• One limitation of the SLT is that it underestimates the influence of biological factors
• Bandura recognised the role of biology as he accepted that aggression could be instinctive
• However, this theory emphasises that aggression primarily is learned and the outcome of nurture.
• This shows the SLT ignores genetic, evolutionary and neural/hormonal influences on aggression and is therefore an incomplete explanation of aggression