Social Learning Theory Flashcards
What was the procedure conducted by Bandura?
Young children individually observed an adult model playing with toys, including an inflatable plastic toy called a ‘Bobo doll’. Some children observed the model behaving aggressively towards the doll (e.g. Throwing, kicking, plus verbal outbursts). Children were then taken to another room where there was a Bobo doll and other toys including ones the model used.
What were the findings of Bandura’s study?
Children in the ‘aggressive model’ condition imitated the behaviour they observed - the closeness of imitation was often remarkable, a direct copy including using specific objects and verbal phrases. Children in the ‘non-aggressive model’ condition showed almost no aggression later.
How is aggression learned through positive and negative reinforcement?
Bandura’s social learning theory acknowledged that aggression can be learned directly through operant conditioning (positive and negative reinforcement and punishment). For example, a child who angrily snatches a toy learns aggression brings awards - direct positive reinforcement.
What is the process of learning aggression indirectly though observation?
Children learn their aggressive behaviour through observation- watching the behaviour of role models, learns how aggressive behaviour is performed and then imitating that behaviour.
What is the process of learning aggression indirectly though vicarious reinforcement?
Children observe and learn about the consequences of aggressive behaviour by watching models being reinforced or punished. This is called indirect or vicarious reinforcement. Children witness many examples of aggressive behaviour at home and at school, as well as on tv and in films. By observing the consequences of this behaviour for those who use it, a child gradually learns something about what is considered appropriate conduct in the world around them. They learn behaviours (through observation) and when the behaviour is worth repeating.
How is self efficacy expectancies important in the production of behaviour?
Self-efficacy is the extent to which we believe our actions will achieve a desired goal. A child’s confidence in their ability to be aggressive can bring rewards (e.g. Child who regularly hits others to get a toy learns they have the motor skills to do so and this ability comes easily to them).
Limitation: SLT cannot explain all forms of aggression.
Children who use proactive (cold, calculating) aggression have high self-efficacy - they are confident so they use their aggression to achieve goals. This behaviour is well explained by the SLT. But children who show reactive aggression (angry, impulsive) are hostile, suspicious of others, and do not use aggression to achieve anything except retribution in the heat of the moment. This behaviour is less explicable from a social learning perspective, and may be better explained by an alternative such as Berkowitz’s negative affect theory.
Strength: research support for the social learning theory.
Poplin and Boivin found most aggressive boys (9-12 years old) formed friendships with other aggressive boys ‘training grounds’ for antisocial behaviour. This means they were exposed frequently to models of physical aggression (each other) and to its reinforcing consequences (including rewarding approval). This shows that aggression increases in precisely the conditions predicted by SLT.
Strength: useful real-life applications.
It has been argued that media portrayals of aggressive behaviour can be powerful influences on a child’s acquisition of aggression. This is especially true if a media character is rewarded for being aggressive (vicarious reinforcement). Such effects support the predictions of SLT and can be applied to reducing aggressive behaviour by providing non-aggressive models in the media.
Limitation: has a difficulty explaining cultural differences in aggression.
Different cultures have different norms about which behaviours should be reinforced. Among the Kung San of the Kalhari Desert, social norms do not encourage aggression so aggressive models are unavailable for children to observe and vicarious reinforcement is rare. But Kung San people still behave aggressively. This suggests there is more to aggressive behaviour than social learning. Perhaps it is instinctive and therefore and biological approach is a more valid explanation of this cultural finding.
Strength: SLT highlights the benefits of non-aggressive models.
People are not passive recipients of reinforcement - they shape their own aggressive behaviour by choosing situations which reward aggression. A way to reduce aggression is to break this cycle by encouraging aggressive children to form friendships with children who do not habitually behave aggressively. Providing children with models of non-aggressive behaviour is a practical benefit of understanding aggression as a social learning process, leading to a reduction in violence.
What are the four cognitive conditions needed for observational learning to take place?
- Attention: observer notices model’s aggressive actions.
- Retention: observer remembers model’s aggressive behaviour and forms symbolic mental representation of it.
- Reproduction: observer repeated behaviour.
- Motivation: observer imitates behaviours if they have an expectation that behaving aggressively will be rewarding.
