4.6 Explain social learning theory, making reference to two relevant studies

4.6 Explain social learning theory, making reference to two relevant studies

Bandura (1977) suggested social learning theory (SLT) as an extension of existing learning theories (classical and operant conditioning). SLT is based on the assumption that people learn behaviours, attitudes, emotional reactions and norms through direct experiences but also through observing other humans (models). We learn consequences of behaviour from watching what happens to other humans (vicarious reinforcement). Once such information is stored in memory it serves as a guide to future actions. People are more likely to imitate behaviour that has positive consequences. Social learning can be direct via instructions or indirect (e.g. role models and no direct instructions).

Four important factors in social learning (observational learning)

Attention Paying attention to the model is a condition for learning

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Retention Remembering what the model did is a condition for imitating the model’s behaviour

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Reproduction People must have the capacity for imitating the behaviour

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Motivation People must be motivated to imitate behaviour (e.g. importance of model or reward)

Study 1: Bandura and Ross (1961)

Aim: To see if children would imitate the aggression of an adult model and whether they would imitate same-sex models more than opposite sex models

Procedure: Participants were 36 boys and 36 girls from the Stanford University Nursery School (mean age 4.4) who were divided into three groups matched on levels of aggressiveness before the experiment. One group saw the adult model behave aggressively towards a bobo doll, one group saw the model assemble toys, and the last group served as control. The children were further divided into groups so that some saw same-sex models and some opposite-sex models. The laboratory was set up as a playroom with toys and a bobo doll. The model either played with the toys or behaved aggressively towards the bobo doll. After seeing this, the children were brought into a room with toys and told not to play with them in order to frustrate them. Then they were taken into a room with toys and a bobo doll where they were observed for 20 minutes through a one-way mirror.

Results: Children who had seen an aggressive model were significantly more aggressive (physically and verbally) towards the bobo doll. They imitated the aggressive behaviour of the model but also showed other forms of aggression. Children were also more likely to imitate same-sex models. Boys were more aggressive overall than girls.

Discussion of results: This key study supports social learning theory. Aggressive behaviour can be learned through observational learning. It is not possible to conclude that children always become aggressive when they watch violent models. Generally, research supports that children tend to imitate same-sex models more and this is also the case for adults.

Evaluation: The laboratory experiment is low in ecological validity. The aggression here is artificial and there may be demand characteristics. The children were very young and it has been criticized for ethical reasons.

Study 2: Charlton et al. (2002)

Aim: To investigate whether children in St. Helena would exhibit more aggressive behaviour after the introduction of television to the island in 1995.

Procedure: The study was a natural experiment. Children (aged three to eight years) were observed before and after the introduction of television through cameras set up in the playgrounds of two primary schools on the island. The level of aggression in television matched what children in the UK were exposed to. The researchers also conducted interviews with teachers, parents, and some of the older children.

Results: There was no increase in aggressive or antisocial behaviour. This was also the case after five years.

Discussion of results: The data showed that children did not change their behaviour after television had arrived although they saw the same amount of violent television as British children. The parents and teachers said that antisocial behaviour was not accepted on the island and that there was a high degree of social control in the community. It shows that people may learn aggressive behaviour but they may not exhibit it for several reasons. Social and cultural factors also play a role in what behaviours are acceptable, so even though the children had no doubt learned aggressive behaviour, they did not show it.

Evaluation: The study investigated a real-life event and is high in ecological validity. It does not question SLT but rather the results of Bandura and Ross (1961). The results also confirm the idea that people must be motivated to imitate behaviour.