Social Learning Theory & Group Behaviour (DP IB Psychology): Revision Note

Social learning theory

• Social learning theory (SLT) is based on the idea that humans learn behaviours from others within social contexts

• Learning occurs through the observation and imitation of role models

  • A role model is someone important to the child (e.g., parent, sibling, peer, celebrity)

• Observation leads to imitation of the role models’ behaviour, especially if that behaviour is seen to be rewarded

Reinforcement

• SLT uses the principles of operant conditioning (opens in a new tab) to explain how social learning occurs

• Direct reinforcement is where behaviour is rewarded directly

  • E.g., Billy enjoys shouting at the TV with his dad and feels good when doing so

• Vicarious (indirect) reinforcement is where behaviour is rewarded when observed in others

  • E.g., Billy sees his brother praised for aggression in football, so he imitates it

• Vicarious reinforcement may encourage children to view aggression as acceptable if it helps achieve goals

  • E.g., Cassie sees her sister threaten younger children, who comply out of fear

Observational learning (ARRM)

• SLT is based on observational learning, which can be broken down as follows:

  • Attention: noticing the behaviour

  • Retention: remembering the behaviour

  • Reproduction: imitating the behaviour

  • Motivation: desire to repeat the behaviour.

SLT & group behaviour

Bandura et al. (1961)

Aim:

• To investigate observational learning in children when exposed to an aggressive adult role model

Participants:

• 72 children (36 boys, 36 girls), mean age = 4 years

• From Stanford University day nursery (California, USA)

• Aggression levels pre-rated by nursery staff; matched pairs design ensured equal distribution of aggression levels across conditions

Procedure:

• Controlled observation with three phases:

  1. Observation phase (10 mins):

     • Children watched either:

       • Aggressive model (physical/verbal aggression towards Bobo doll, repeated x3)

       • Non-aggressive model (calm behaviour)

       • No model (control group)

     • Both same-sex and opposite-sex models were used equally

  2. Mild aggression arousal:

     • Child taken to a room with attractive toys

     • Told the toys were for another child so frustration was induced

  3. Test for imitation (20 mins):

     • Child taken to a room with aggressive and non-aggressive toys (including a Bobo doll)

     • Observed through a one-way mirror

     • Researchers recorded direct imitation (e.g., punching/kicking) and non-imitative aggression

Results:

• Children in the aggressive model condition showed more directly imitative aggression (punching, kicking, hitting with a toy hammer)

• No such imitation in non-aggressive or control conditions

• Same-sex imitation was stronger (boys imitated male models more)

• Boys overall displayed more physical aggression than girls.

Conclusion:

• Aggression can result from observational learning

• Behaviours observed in one setting can be reproduced in a different setting, supporting SLT

Evaluation of social learning theory & group behaviour

Strengths

• SLT explains how individuals adopt the norms and values of a group via observation and imitation

  • This has good application to school settings, as it can be applied to encourage learning and engagement across the age and ability range 

• The findings of Bandura's study highlighted the importance of children’s TV viewing being restricted to content suitable for their age, as it was thought that watching violence on TV might encourage further imitative violence in real-life situations

Limitations

• Children observe violent, aggressive behaviour in natural settings, often involving adults they know well which means that Bandura's study lacks ecological validity

• There are ethical considerations which were not adhered to when this study was conducted – particularly protection of participants from harm – which means that the procedure could not be replicated today

Link to concepts

Measurement

• Using a controlled observation such as in Bandura's study goes some way towards addressing the idea that behaviour can be measured scientifically

  • This is due to his use of a standardised procedure, clear operationalising of the IV with other variables kept constant

  • However, uncontrolled variables could have influenced the result

    • E.g., the home life of each child, their mood on the day, and their IQ, social skills and personality

Causality

• SLT is a type of environmental determinism, suggesting that aggression is learned from observing and imitating role models

  • This implies that aggressive behaviour is shaped by external reinforcement, leaving little room for free will or personal responsibility

  • Bandura developed SLT into social cognitive theory, which includes reciprocal determinism as a key concept

    • This is a more developed version of SLT as it acknowledges that individuals can influence their environment as well as vice-versa