Behaviourism - Social Learning Theory

Behaviourism - Social Learning Theory

1. Basic Assumptions

   • Majority of behaviour is learnt, not innate.
   • Behaviour is learnt through observing others and imitating their behaviour within a social context.

2. This theory suggests that learning occurs indirectly. It combines learning theory with mediational processes (cognitive processes)

3. Modelling - Observing and imitating the behaviour of a role model. This requires identification to occur - people who possess similar characteristics to the observer and/or are more attractive and have higher status are more likely to be imitated.

4. Vicarious reinforcement - Observing someone else getting reinforced for a behaviour which influences whether they choose to imitate it or not. (Not directly experienced). People are more likely to imitate someone if they're seen to be getting positive reinforcement (rewarded) rather than punishment.

5. Mediational processes

   • Attention: To learn a behaviour from a role model, you need to have payed attention to them and their behaviour
   • Retention: You need to remember what you have observed in order to model it.
   • Reproduction - You then judge whether you have the ability to reproduce the behaviour. If you can, you're more likely to model it.
   • Motivation: You evaluate the direct/in-direct results of imitating the behaviour. If the behaviour results in a good reward, you're more likely to model it.

6. Strengths

   • More comprehensive explanation - SLT recognises the role of mediation processes showing human behaviour is more complex.
   • Explains cultural differences occur in behaviour - if behaviour is learnt then different cultures may have different behaviours as people have different upbringings.

7. Weaknesses

   • This theory doens't take into consideration biological processes that could influence behaviour.
   • It can be difficult to conclude that observational learning has taken place - Sometimes behaviour can be modelled a long time after it is originally learnt.

8. Bandura's BoBo doll study

   • Procedure - 36 male and 36 female participants ranging from 3 to 5 1/2 years old took part. The study had a matched pairs design, as children were matched on ratings of aggressive behaviour shown at their nursery, and had 3 conditions. The first - children observed an aggressive adult role model playing with a bobo doll ie. hitting it with a hammer. The second - Children observed a non-aggressive role model playing with toys and ignoring the bobo doll. The third - a control condition whereby children didn't watch any role models beforehand.
     • The children were then taken to another room for 10 minutes where aggression arousal would occur as they weren't allowed to play with any toys, they were then moved to another room 2 minutes later. They were observed for 20 minutes in a room containing agrressive and non-aggressive toys. They were rated for the extent that they imitated the behaviour seen.
   • Findings - Children who observed aggressively behaved adults acted more aggressively when observed ie. hitting the bobo doll. Boys acted more aggressively than the girls and there was a greater level of imitation that occurred if the role model was the same gender as the child. The control group saw slightly less aggression.
   • Conclusion - There is a behavioural effect from observing aggressive behaviour and that behaviour continues after a delay.
   • Strengths
     • Supports the theory that learning occurs through observing others.
   • Weakensses
     • All behaviour shown may not be SLT - Bobo dolls are designed to be hit and the children were shown how to play with the doll. This may be a test of obedience rather than observational learning - reduces validity.
     • Cannot see any long term effects - This study only tested for short term effects so it's difficult to see whether any long term effects occurred.