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8 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Assumptions
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-Learned from enviro. but interaction between enviro., behav. & cognitive processes. -Learn from observing and imitating role models - 4 mediational processes: attention, retention, reproduction & motivation |
1. Behav. learned from? 2.Role models 3. Mediational processes...` |
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Theory: - RM = person who can be observed, not trying to teach but may influence behav. of others. -Children especially learn by observing & imitating RMs (modelling) - Mediational processes occur between model displaying behaviour and observer imitating. -Reciprocal determinism = enviro. affects behav., behav. also affects enviro. - Identification = general adoption of behav. from model when they possess desirable qualities. |
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Mediational Processes 1. Attention 2. Retention 3. Reproduction 4. Motivation |
1. Attending to behav. (observing) 3. If they are capable - imitate 4. When vicarious reinforcement is great enough/ model possesses desirable qualities. |
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Research: Bandura's Bobo Doll Experiment Aim: See if RMs can influence behav. when not present. -See if children's response to same-sex or opposite-sex was = Procedure: 72 children aged 3-6 observed adult either being aggressive or not to bobo doll. -Also divided by gender & whether they would watch same- sex RM or not -One by one participants watched -Delay occurred then were allowed into the room. Behav. rated on scale for aggression by multiple observers & inter-rater reliability was found. |
Findings: Despite delay imitation still occurred. -Boys more physically aggressive. -Girls more verbally aggressive. -Imitation was greater for same-sex models. Conclusion: 1. Imitation can occur after a delay. 2. Observing aggressive RM = aggressive behav. 3. Level of imitation is affected by RM's characteristics. |
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Strength: Acknowledges mental processing
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Ex - More holistic approach than simple learning theories like OC & CC. E.G - Considers combo of behav. & cognitions so not reductionist like behaviourism. El - Mediational processes. enables attribution of responsibility and control over behav. therefore proposing the idea of a sense of free will. R - Less deterministic than other approaches.
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1. Holistic. 2. Considers combo of? 3. Control over behav.
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Strength: Practical Application
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Ex - Research shows SLT has been used to alter behav. in the real world. E.G - Has been applied to understanding of aggression & psychological disorders & behaviour modification or therapies. El - Also basis for technique of behav. modelling used in training programs such as social skill training for prisoners. R - Can be used to modify undesirable behav.
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1. Alter behaviour 2. Behav. modification or therapies 3. Social skills training for prisoners
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Limitation: Limited explanatory scope
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Ex & E.G - SLT cannot explain development of all behavs. like psychopathic behav. El - May be no RM to imitate but behav. is still shown (schizophrenia). R - Does not offer a complete explanation for all behavs. |
1. What can it not explain? (abnormal) 2. No RM but.. |
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Limitation: Mediational factors not well explained |
Ex - Although recognition of thought process, little detail. E.G - Doesn't tell us about how person's thoughts are organised or changed through learning. El - No info about how it is affected by maturity. R. Mediational processes not properly understood. |
1. Little detail 2. How a person's thoughts are organised 3. No info about... 4. what is not properly understood? |
