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social learning theory- social explanation of ASB/ crim - Coggle Diagram
social learning theory- social explanation of ASB/ crim
role of reinforcement
reinforcement of criminal behaviour can be positive or negative
negative reinforcement- removal of something unpleasant by committing crime: removing financial hardship or removing disapproval
punishment is likely to deter criminal behaviour
SLT would predict that if someone commits a second crime it is likely to be similar or the same as the first crime, matches the patterns of reinforcement
positive reinforcement- could be from financial or material gain from crime or approval from one's peers
modelling process
importance of the role model: need to be someone the observer identifies to in some way
importance of whether they see the role model be punished or encouraged for their behaviour
other requirements beside the model that are required for the behaviour to be learned and modelled: attention, retention, reproduction, motivation.
SLT, aggression and the media
Harris and Klebold: devised their own version of the game 'doom' and acted it out in a school. carried out a killing spree (13 killed, 14 including themselves).
3 effects of agg in TV programmes on children: desensitisation, may use violence themselves, might make children more afraid
evaluation of SLT as an explanation of crim behaviour
S: useful practical applications, can help rehabilitate offenders and use appropriate role models and reinforcements
W: theory does not take into account individual differences
S: lots of experimental evidence to show that behaviour is imitated spef agg behaviour
W: theory doesn't account for crim behaviour that is opportunistic and hasn't been observed first
W: there are other explanations that explain crim behaviour such as personality theories
S: Harris and Klebold- influence of media and agg role models
evaluation of Huesmann and Eron
W: longitudinal study and many factors could've affected the agg levels rather than a simple cause and effect
W: correlational study- link between hours of TV watched and subsequent crim cannot be proved
S: quantitative measures, number of hours of TV watched
S: longitudinal study, same children so personality and temperament variables were controlled
Huesmann and Eron: investigated the number of hours of TV watched by children at a young age (regardless of violent or not). Found that those who watched more TV when young were more likely to be agg as teenagers, likely to be arrested for crim b'haviour as adults