Please enable JavaScript.
Coggle requires JavaScript to display documents.
APPROACHES- social learning theory - Coggle Diagram
APPROACHES- social learning theory
key assumptions of social learning theory
learning takes place in a social context due to exposure of others behaviour
models- others act as models for our behaviour. these can be real people (live models) or people on tv (symbolic models)
identification- characteristics of models influence the likelihood of imitation of the behaviour. models that we relate to (have the same features as) are more likely to be imitated by us
reinforcement- behaviours are likely to be repeated if rewarded directly or if a model is seen to be rewarded- this is called
vicarious reinfircement
vicarious punishment
is where we observe a model being punished so behaiour is less likely to be repeated
large difference between social learning theory and behaviourism
is that SLT believes that internal mental processes are a key part of learning and they should be studied rather then being ignored. If IMPs werent present, then learning wouldnt occur
these learning processes are called
mediational factors
mental cognitive processes: need to take place between stimulus and response
attention- to learn, observers need to have paid attention to the modelled behaviour. factors that would impact this might be how interesting the model is or the cognitive ability of the observer
retention- observer must be able to remember the observed behaviour. some behaviours are too complex to be retained
motivation- anticipated rewards or punishment can influence if the observer decides to repeat the behaviour
reproduction- behaiours need to be able to be reproduced by the observer, they may not be due to lack of skill or resources
learning and performance arent the same- learning may not be demonstrated outwardly but it could be processed and internalised for use at a later time
Bandura
BoBo doll experiment
they did a variation revolving around vicarious reinforcement. they found adults who were praised for their aggressive behaviour were more likely to be imitated than the adults who were punished for their aggressiveness
findings- children who saw an adult playing aggressively imitated aggressive behaviours. the neutral group werent aggressive. the effect was stronger if the model was the same gender as the children suggesting identification
procedure- 36 males and 36 females ages between 3-5 years old watched an adult attacking a bobo doll, playing neutrally with the bobo doll or a no model control group. their aggression was measured before the study and the creations of the group followed a matched pairs design. all children were given "mild aggression arousal" by being placed in a room with nice toys that they were told they couldnt play with before being in the same room as the bobo doll
evaluating social learning theory
NEGATIVE- SLT doesnt demonstrate cause and effect. although banduras research controlled variables and demonstrated that behaviour was imitated its difficult to show cause and effect in real life
POSITIVE- SLT theorists focus on internal mental processes which cant be demonstrated with animals. this shows how the influence of mediational proceses on learning are neglected by behaviourists
NEGATIVE- SLT can explain basic learnt concepts like aggression if its modelled. However, it doesnt display abstract concepts such as the justice system.
NEGATIVE- SLT sees behaviour as being environmentally determined but some behaviours might be innate and better explained by biology
POSITIVE-television laws like not having swearing on channels before a certain time to decrease the liklihood of children seeing it and imitating this behaviour