Social learning theory
- Created by: 11pyoung
- Created on: 19-04-17 14:50
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- Social learning theory
- Learning occurs through observation
- Seeing someone being rewarded for a behaviour increases the likelihood that the behaviour will be imitated by the observer
- Seeing someone punished will decrease the likelihood of the behaviour being imitated
- Seeing someone punished will decrease the likelihood of the behaviour being imitated
- The person being observed plays an important role and is referred to as the model or role model
- A role model is often a person who is admired; therefore, a parent, older sibling, heroes, friends and peers
- Seeing someone being rewarded for a behaviour increases the likelihood that the behaviour will be imitated by the observer
- Attention
- How much attention is paid to the model displaying the behaviour
- Retention
- Storing the behaviour that was witnessed and its consequence
- Reproduction
- Copying the behaviour that was witnessed in expectation of receiving the same/similar reward
- Retention
- Storing the behaviour that was witnessed and its consequence
- Reproduction
- Copying the behaviour that was witnessed in expectation of receiving the same/similar reward
- Motivation
- Receiving an incentive for repeating the behaviour
- Incentive can be real or imagined
- Motivation can be extrinsic or intrinsic
- Receiving an incentive for repeating the behaviour
- For a model's behaviour to be imitated it must first be attended to.
- Must also be seen to be rewarded
- Vicarious reinforcement
- If the child decides the reward is something the too would like to have, they will want to copy the behaviour in expectation of obtaining the same or similar reward
- To do this a mental representation of the observed behaviour and its possible rewards and punishments is retained in memory
- Has to have the confidence to be able to reproduce the behaviour
- Self-efficacy
- When a child reproduces the behaviour and the reward lives up to expectation, the behaviour will be repeated
- If the reward fall short of expectations or is punished it may be extinguished
- Receiving the expected reward acts as a motivation for the child to keep the behaviour
- Must also be seen to be rewarded
- Bandura
- Aim
- To see if children would imitate aggressive behaviour of an adult model
- Procedure
- 36M, 36F ppts, children aged 3-5 years divided into 3 groups. the 3 groups were comprised of two experimental groups and a control group
- the 2 experimental groups half viewed same sex role models and half view models of the opposite sex
- Each child took part individually. The child entered a room of toy with the model and the experimenter. Child and model started playing in opposite corners of the room
- Experimenter left the room and in the aggressive condition after a few minutes the model displayed physical and verbal aggression towards the Bobo doll
- After 10 minutes the model left and the child was taken into another room with toys that they were told not to play with
- Done to create frustration
- Taken into another room of toys they were allowed to play with
- The child's behaviour was observed and recorded by the experimenter using a method whereby behavioural responses were coded in order to give a measurable outcome
- After 10 minutes the model left and the child was taken into another room with toys that they were told not to play with
- In the non-aggressive condition the model ignored the Bobo doll and played non-aggressively
- After 10 minutes the model left and the child was taken into another room with toys that they were told not to play with
- Done to create frustration
- Taken into another room of toys they were allowed to play with
- The child's behaviour was observed and recorded by the experimenter using a method whereby behavioural responses were coded in order to give a measurable outcome
- After 10 minutes the model left and the child was taken into another room with toys that they were told not to play with
- Experimenter left the room and in the aggressive condition after a few minutes the model displayed physical and verbal aggression towards the Bobo doll
- 36M, 36F ppts, children aged 3-5 years divided into 3 groups. the 3 groups were comprised of two experimental groups and a control group
- Findings
- Children in the aggressive condition were far more likely to behave aggressively
- The aggression was a reproduction of the model's behaviour
- Same sex role models had a significantly greater effect than opposite sex models
- Marked more in boys than in girls
- Children in the non-aggressive condition displayed less aggression than children in the control group
- Children in the aggressive condition were far more likely to behave aggressively
- Aim
- Evaluation
- Positive
- SLT helps explain why children copy behaviour.
- It has face validity
- We see children imitating the behaviour of others all the time
- It has face validity
- It explains individual, gender and cultural differences in people's behaviour because different people have different role models and/or received different consequences to their behaviour
- It explains differences within people
- SLT has been applied to many areas showing the power of role models in the media
- The theory has empirical support
- SLT helps explain why children copy behaviour.
- Negative
- SLT does not account for novel behaviours that are not copied
- SLT does not account for feelings/emotions that may contribute to behaviour
- Positive
- Learning occurs through observation
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