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Social Learning Theory. (SLT) - Coggle Diagram
Social Learning Theory. (SLT)
What is it?
SLT is based on how people learn through observation.
It is seen as the bridge between the behaviourist and cognitive approach. - This is because it acknowledges the fact that there are mental processes that play a rule.
SLT sees people as active manipulators of their own environment rather than passive receivers of experiences.
Key concepts:
Imitation:
This is used to describe when a person observes the behaviour of a role model and then copies it.
For example the attitudes and behaviour of a child's parents.
Identification:
It is when a person is influenced by another because they wish to be like them.
In order for this to happen the person must feel that they are similar to the 'model'. ie: Same gender. Daughter trying to be like mum.
This is reinforced by Shuttus et al 2010.
Modelling:
Modelling When someone is influential on an individual in some way, they are referred to in social learning theory as a model.
If the individual then imitates that person’s behaviour later it is called modelling the behaviour.
This term is only used when referring to behaviour that is imitated.
Vicarious Reinforcement.
This is the tern used to describe the reinforcement the observer sees the model receiving.
A reinforcement, such as a reward, makes a behaviour more likely to happen again.
When it is vicarious, the person learns by observing the consequences of another person’s behaviour.
e.g. a younger sister observing an older sister being rewarded for cleaning her room. Therefore, the little sister is more likely to clean her room.
Role of Mediating Processes.
We do not automatically observe the behaviour of a modal and imitate it. There is some prior mental process this is called mediating processes.
Four steps: ARRM
Attention:
For a behaviour to be imitated it has to grab our attention.
Retention:
The behaviour may be noticed, but it is not always remembered. It is important therefore that a memory of the behaviour is formed for it to be performed later by the observer.
Reproduction:
We see much behaviour on a daily imitate but that is not always possible. We are limited by physical ability and for that reason, even if we wish to reproduce the behaviour, we cannot. This influences our decision whether to try and imitate it.
Imagine the scenario of a 90-year-old lady (who struggles to walk) watching Dancing on Ice. She may appreciate that the skill is a desirable one, but she will not attempt to imitate it because she physically cannot do it.
Motivation:
The rewards and punishments that follow a behaviour will be learnt by the observer. If the perceived rewards outweigh the perceived costs then the behaviour will be more likely to be imitated by the observer. If the vicarious reinforcement is not seen to be important enough. to the observer then they will not imitate the behaviour.
Bandura.
Aims:
To examine the effect of the continual influence of the model
To examine if the sex of the model influenced same-sex and opposite-sex participants to a differing degree.
Procedure:
;)
After the children observed the behaviour of the role model for about 10 minutes.
After they were left in the room alone.
The children were put into a room where they observed the adult role model’s behaviour.
In the room, there was a Bobo doll.
The aggression condition saw the role model had to hit the Bobo doll and shout abuse at it at the same time.
There were eight experimental groups.
Half the groups observed an aggressive role model and the other half saw non-aggressive behavior from their role model.
The groups were further subdivided by gender.
Results:
They found that the children who had observed aggressive behaviour acted more aggressively when observed and that boys acted more aggressively than girls. There was also a greater level of imitation of behaviour if the role model was the same gender as the child.
Conclusion:
It seems then that there is a behavioural effect from observing aggressive behaviour and that this behaviour continues after a delay.