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17 Cards in this Set
- Front
- Back
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what is the basic assumption of the social learning theory? |
•behaviour is the result of modelling •observation & imitation of role models Albert Bandura: observing new patterns of behaviour could be acquired through: •direct experience •observations of models •consequences of their own & models behaviour models may be teachers, parent, peers, 'symbolic models' portrayed in the media. |
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Imitation |
child learns a lot through imitation of behaviour & attitudes modeled by parents etc. model provided - patterns of behaviour can be acquired rapidly. determines whether behaviour imitated: • model characteristics •observers perceived ability to perform the behavior • observed consequences of the behaviour |
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Identification |
•the extent individual can relate to & identify with model. • to identify, observer must feel similar enough to receive same outcome in the situation. identification w/ model - individual more likely imitate behaviour & social learning theory more likely to be effective. |
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whose research supports identification in the social learning theory? |
Shutts suggests: children more likely to identify & learn from models similar to them, particularly same-sex models. |
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vicarious reinforcement |
Bandura & Walters - children who observed model rewarded for aggressive behaviour more likely to imitate that behaviour than children who observed model punished for behaviour. |
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Role of mediational processes |
Bandura observer must form mental representations of expectations of behaviour outcome in order for social learning theory to take place. if expectation of positive consequences greater than negative, behaviour more likely to imitate. |
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which study supports social learning theory? |
Bandura - bobo doll- lab experiment |
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what were the conditions of Bandura's bobo doll experiment? |
•lab experiment •36 boys, 16 girls, 3-6yrs •1st & 2nd condition watched a model 3 conditions: •24 shown aggressive model •24 shown non-aggressive model •24 control group (no model shown) |
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what was the process of Bandura's bobo doll experiment? |
after shown aggressive, non-aggressive & no model: •taken to room w/ non-aggressive toys e.g. tea set, crayons, three bears,farm animals • and aggressive toys e.g. mallet, dart guns, 3 foot bobo doll •behaviour observed through one-way mirror |
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what were the findings of Bandura's bobo doll original 1961 experiment? |
•children who observed aggressive model more aggressive verbally& physically to bobo doll •1/3 aggressive condition repeated models verbal responses •none of children in non-aggressive group made such remarks, virtually no aggression to doll. •boys imitated physical aggression than girls •boys more likely imitate same-sex models than girls |
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conclusion of Bandura's 1961 original bobo doll experiment |
social learning theory has a teaching effect, where children learn aggressive behaviours. |
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what were the conditions of Bandura's 1963 bobo doll variation study? |
3 groups watched film of adult aggressice to bobo doll: 1 aggressive model, no reward/punishment 2 aggressive model, rewarded for behaviour 3 aggressive model, punished for behaviour |
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what were the findings for Bandura's 1963 variation of the bobo study? |
g2 - more aggressive to doll g3- behaved least aggressively |
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conclusion of Bandura's 1963 variation of the bobo study |
demonstrates that: all children have learned aggressive behaviours only group 2 were motivated to reproduce them shows social learning theory has motivating effect where anticipated consequences of aggressive behaviour determine likelihood of reproduction by observer |
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strengths of bobo doll study |
•experiments only way to establish cause & effect - can demonstrate that model did have effect on child's behaviour - all variables but IV controlled e.g. model gender, time observed, model behaviour. • replicable - standardised procedures & instructions used. has been replicated with slight changes e.g. using video |
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limitations of bobo doll study |
• lacks ecological validity - lab is artifical • doesn't relate to real world - child & model strangers, no interaction. modelling usually takes place from family.limited social situation. • demonstrations measured immediately - cannot discover long-term effects from single exposure • children may interpret own behaviour as play, not aggression. • may be unethical - unaware of suffering long lasting effects |
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evaluation of learning theory of aggression |
does not explain aggression differences within cultures, explained better by biological approach. explains aggression differences between cultures: •IKung San of Kalahari desert - aggression rare due to child rearing practices. •children not punished or rewarded when argue/fight. •physically separated to distract attention •parents do not use physical punishment •so absence of aggressive modeling •so children do not acquire behaviours •means aggression not universal, backing idea that it is socially learned rather than biological |
