Social Learning Theory

Social Learning Theory

1. A way of explaining behaviour that includes both direct & indirect reinforcements, combing learning theory with the role of cognitive factors

   • Cognitive psychologists such as Kahler argued that there was cognitive processes (thinking) between stimulus & response
     • Main Features of SLT
       • Meditational Processes
         • Cognitive factors that influence learning and come between stimulus and response
           • SLT Focuses on how cognitive processes affect learning. These mental factors intervene with how we learn. This is through ARRM.
             • Attention
               • The extent to which we OBSERVE behaviours
                 • The first two deal with learning behaviour and the last two deal with the performance of behaviour. Unike behaviourism, learning & performance do not have to occur together, with behaviour being able to be stored for later use (Schema's)
             • Retention
               • How well behaviour is remembered
             • Reproduction
               • The ability of the observer to reproduce learnt behaviour
             • Motivation
               • The will to perform behaviour, which is usually determined by the consequences of that behaviour, where it be positive or negative reinforements
       • Vicarious Reinforcements
         • Reinforcements which occur through observing someone else being reinforced for a specific behaviour.
         • Imitation
           • Copying the behaviours of others
             • Self-efficacy
               • Distinction between learning a behaviour and performing behaviour
                 • The observer believing that they have the ability to repeat behaviour
         • Expectancy
           • Behaviour is only imitated if a reinforcement is expected
       • Identification
         • When an observer associates themselves with a role model & wants to be like them
       • Modelling
         • (Observers perspective) Imitating the behaviour of a role model. (Models Perspective) precise demonstration of behaviour that is being imitated by an observer.
           • Should have similar characterstics as observer, or high status. Does not have to be physically present - links with implication of media

2. Assumptions

   • Behaviour is learned from experience
   • People learn through observation and imitation of others within a social context
   • Learning occurs directly through classical & operant conditioning but also indirectly
   • Seen as the bridge between behaviourism and the cognitive approach

3. BOBO DOLL EXPERIMENT

   • Bandura recorded the behaviour of young children who watched an adult behave in a aggressive way to the bobo doll by hitting it and shouting abuse.
     • All of the children watched the adult act aggressively towards the doll. One group saw that the adult was being POSITIVELY REINFORCED for the behaviour by being told well done. The second group saw the adult being punished for the behaviour - NEGATIVE REINFORCEMENTS - by being told off. The third group (control group) saw the aggression without consequence
       • Group one acted very aggressively to the bobo doll afterwards, followed by group three and then by group two

4. Comparison to Behaviourism

   • Similarities
     • Role of reinforcements
     • Beaviour is lesrnt
   • Differences
     • Expectancy
     • SLT makes distinction between learning & performance
     • Animals not seen as the same as humans

5. Soft Determinitic

6. Applications

   • Health psychology
   • Abnormal Psychology
   • Aggression
   • Drug Addiciton

7. Evaluation

   • Strengths
     • Real life application
     • Shows the role of thought processes & not only environment
     • Social environment + individual are linked
     • Cultural behaviours
     • Less deterministic than behaviourism
       • Bandura expressed reciprical determinism - we are not merely influenced by external environment but also we influence external environment also through our behavioural choices
   • Weaknesses
     • Bandura's study was unethical
       • Ignores genetic element - common finding was that boys were more aggressive than girls-this could be due to higher testostorne levels
     • Can't explain all behaviours (spontaneous)
     • Can be seen as unscientific due to lack over reliance of lab experiments
       • Lacks external validity
   • Contributions
     • Classical conditioning
       • Treatments, understanding phobias and systematic disenesitization
     • Operant conditioning
       • Schools - merit systems, drug addiction