Social learning theory

Social learning theory

1. Assumptions

   • All behaviour is learnt from experience
     • Largely neglects the role of heredity and focuses solely on the environment
   • Mental processes are important in how people learn behaviour
     • Provides a bridge between learning theory and cognitive approach as well as a more comprehensive explanation of human learning by recognising the role of mediational process
   • Observational learning takes place as a result of people- with whom a person identifies-acting as models
     • The approach does not explain how we store or reproduce the observed behaviour
   • People will imitate behaviour they have seen rewarded in others and not imitate behaviour they have seen punished in other people. Thus reinforcement can be vicarious and not just direct.
     • Uses the principles of operant conditioning in the theory of vicarious conditioning. Therefore, the action of reinforcers and punishiers can be seen as reliable and there is plenty of empirical evidence to support it.
     • SLT can account for behaviour being learnt when it has been seen to be both reinforced and punished.
   • Mediating cognitive factor will determine whether or not a behaviour, that is learnt, is actually performed
     • The approach can be viewed as less deterministic compared to the behaviourist approach. Behaviour in SLT can involve choice it is not just a mechanistic response
     • Does not fully explain mental processes- the mediating processes are still regarded as standard instinctual processes
   • The use of both experimental ad non-experimental methods gives breadth and benefits from the strengths of each
   • Research focuses on humans rather than animals

2. Imitation

   • Similarity, attractiveness and status will increase the likelihood of identification and therefore imitation

3. Identification

   • The process by which an observer attaches themselves to a model whose behaviour they will then imitate

4. Modelling

   • Modelling involves more than just imitation- general rules and principles are learned. The behaviour of a role model is observed and it leads to the learning of their typical behaviour
   • Model : The person from whom the behaviour is learnt

5. Vicarious Reinforcement

   • Based on the principles of operant conditioning
   • The consequences of the observed behaviour will affect whether or not the behaviour is likely to be learnt and imitated
   • The behaviour will be learnt regardless of the consequences

6. Mediational Process

   • This implies that cognitive factors play a role here
   • 4 stages: (Attention) interested in the model, (retention) needs to remember and recall the model's behaviour and its consequences, (reproduction) make a judgement as to whether it is possible for them to imitate the behaviour, (motivation) register whether the observed consequences were rewarding or punishing for the model.

7. Bandura research

   • Bandura proposed that we learn through observing the behaviour of the others and seeing the results of their behaviour and imitating this behaviour (observational learning)
   • To investigate whether children who have been passive witness to an aggressive display by a model who is then subsequently reinforced or punished, would imitate this aggressive behaviour when given the opportunity. Boys and girls aged 3-6 years old were tested. There were 3 conditions- control which they saw no consequence, a group who saw the model being reinforced through positive comment and a group who saw the model being punished through negative comments. The child observed the model being aggressive to a bobo doll for 10 minutes and were taken to another room and told they could play with any toys they liked
     • The results were that the children in the reinforcement condition made more aggressive response, the boys show more aggressive behaviour toward the doll than the girls. The girls were more influenced by the punishment condition. However, there was no difference between the 3 experimental groups- they all showed high levels of imitation
     • This illustrates the importance of mediating cognitive factor. The consequence of observed behaviour affects whether or not it is repeated, but not whether or not it is learned since all 3 groups were able to reproduce it when they were assured of no consequence