BASIC SHAPES PRESENTATION

Social learning theory

by amber and simon

Index

Introduction

Bandura's research

Observational learning

evaluation

The mediational processes

Operant conditioning

Identification

Introduction to social learning theory

What is it and how does it occur?

Observational learning

Children learn through watching other people, when we teach a child how to eat with a spoon or use a pen, we often demonstrate it first. Bandura agreed with the behavioural approach that is learned through experience - we copy and imitate role models

The 4 mediational processes:

Four mental processes were identified by Bandura otherwise known as mediational processes:

- reproduction: the ability of the observer to perform the behaviour

- retention: how well the behaviour is remembered

motivation the will to perform the behaviour; often determined by whether the behaviour was rewarded or punished

Attention: the extent to which we notice certain behaviours

Operant conditioning

• SLT is often descirbed as th bridge between behaviourist learning theory and the ocgnitive approach because it focuses on how mental factors are involved n learning.
• Vicarious reinforcment - reinforcement which is not directly experienced but occurs through observing someone else being reinforrced for a behaviour
• People are more likely to imitate people they identify with; a process called identification

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Identification

• The person who they identify with is called a rol model, through a process called modelling
• Modelling - imitating the behaviour of a role model, the precise demnstration of a specific behaviour imitatted by an observer by their perspective
• Successful processing can lead to identification in which you adot the beliefs of the role model

Bandura's research

• Aim: would a child imitate aggression that was role modelled?

Procedure: 72 children were put into 3 conditions in 3 groups: - group 1: aggressive condition 24 children would watch a male/female model show aggressive behaviour towards a 'bobo' doll. After 10 minutes the childreen were taken to another room with th doll and other toys + were observed in terms of their physical and verbal behaviour group 2: non - aggressive condition The same sample size of children were exposed to the same role model but were shown non-aggressive behaviour. This behaviour was then observed after 10 minutes. - group 3: control group Same sample size were shown no role model or behaviour, and were put straight into a room with the doll with recorded behaviour

Results

• The most aggressive behaviour was displayed by the children exposed to the 'aggressive' role model
• Boys more likely to imitate physical aggession whilst girls were more likely to imitate verbal aggression

Limitations

Strengths

- It is unethical: children were exposed to violent behaviour which may have been psychologically distressing - violating the BPS code of ethics - This experiment is a form of sample bias: the sample consisted of only children from Stanford univeristy nursry meaning findngs of imitation and modelling cannot be generaliseed to any other country/culture - Lab study: children were invited to an environkent making them more prone to guessing the aims of the study thus displaying demand characteristics lowering internal validity

- Researchers were able to conduct the experiment in a controlled environment: this meant it is a standardised procedure meaning it can be tested for reliability - It was a matched pairs design: children were matched in groups according to their normal levels of aggreession. This limits participant variables and ensures fair comparisons to be made

https://www.youtube.com/watch?v=XHIhkM1cAv4