Social Learning Theory

Social Learning Theory

1. SLT definition: Learning behavior controlled by enviromental influences rather than innate or internal forces.

   • Theory suggests that aggression is primarily learned; that humans aren't born aggressive but acquire aggressive behavior in the same way as other social behaviors though by direct experience or observation.
     • Behaviorists:
       • Behavior that is reinforced will be repeated and learned.
         • Aggression associated with reward like praise or increased self-esteem is likely to be learned
       • Observational learning involves observing and imitating:
         • Attention: Attend to the models behavior.
           • Retention: Code and recall by placing behavior in LTM enabling retrieval.
             • Production: Individuals must be capable of reproducing models behavior
               • Motivation or reinforcements: individuals expect to receive positive reinforcements for modelled behavior thus helping to motivate their behaviour

2. AO2 - Challenging and Supporting Studies

   • Supporting Study: Bandura et al 1961
     • Findings: Children in aggressive condition showed much physical and verbal aggression. Their scores were significantly higher than those in the control and non-aggressive groups. 70% of children in the non aggressive and control group had zero ratings of aggression. Both boys and girls were influenced by the male model. Explanation: Physical aggression is typically seen as male sex appropriate behaviour.
       • Conclusion: Observation of behavior can lead to imitative learning. Also, people are most likely to imitate male aggressive models as physical aggression is typically seen as male appropriate behaviour.
   • Supporting Study: Bandura 1963
     • Findings: Before a reward was offered, children in the model-punished group produced significantly less imitative aggressive behavior than children in either of the other two groups. There was no significant difference between the model reward and and no consequence groups. After a reward was offered - children in all three groups then performed the aggressive behavior to the same extent. All the children had learned the models behavior.
       • Conclusion: Re-inforcement is not necessary for the learning of behaviour but the expectancy of reinforcement is essential for the performance of these behaviors. Both this and Banduras previous study provide clear evidence for SLT and the modelling influence of both real-life and filmed aggression. Also, similar studies conducted by Bandura et al demonstrated that children are more likely to model behavior if they identify with and admire the model.
   • Challenging Study: Charlton et al 2000:
     • Assesed the level of aggression in children on the island of ST. Helena before and after the introduction of satellite TV in 1995. Levels of aggression among the children were initially low and remained so after TV was introduced, suggesting that exposure to aggression through media does not necessarily lead to a rise in imitative aggression.

3. Issues, Debates and Approaches

   • Determinism vs Freewill
   • Real Life Appication
   • Ethics

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