The learning approach- Social learning theory
Assumptions
- Bandura agreed with the behaviourists that much of our behaviour is learned from experience
however his SLT proposed a di erent way in which people learn: through observation and
imitation of others within a social context
- SLT suggested that learning occurs directly, through classical and operant conditioning, but
also indirectly
Vicarious reinforcement
- For indirect learning to take place, and individual observes the behaviour of others
- The learner may imitate this behaviour but in general imitation only occurs if the behaviour is
seen to be rewarded (reinforced) rather than punished i.e. vicarious reinforcement occurs
- The learner observes the behaviour but most importantly observes the consequences of the
behaviour
The role of mediational processes
- SLT is often the bridge between traditional learning theory and the cognitive approach as it
focuses on how cognitive factors are involved in learning
- These mental factors mediate in the learning process to determine whether a new response is
required
- For mental or mediational processes in learning that were identi ed by Bandura:
- The rst two relate to the learning of the behaviour and the last two refer to the performance of
the behaviour
- Unlike traditional behaviourism, the learning and performance of behaviour don't need to occur
together
1. Attention- the extent to which we notice certain behaviours
2. Retention- how well the behaviour is remembered
3. Motor reproduction- the ability of the observer to perform the behaviour
4. Motivation- the will to perform the behaviour which is often determined by whether the
behaviour was rewarded or punished
Identi cation
- People (especially children) are much more likely to imitate the behaviour of people who they
identify with (role models) this process is called modelling
- A person becomes a role model if they seem to possess similar characteristics to the observer
and/or are attractive and have high status
- Role models may not necessarily be physically present in the environment and this has
important implications for the in uence of the media on behaviour.
Evaluation
The importance of cognitive factors in learning
- Neither classical or operant conditioning can o er an adequate account of learning on their
own
- Humans and animals store information about the behaviour of others and use this make
judgements about when it is appropriate to perform certain actions
- As such SLT provides a more comprehensive explanation of human learning by recognising the
role of mediational processes
Over-reliance on evidence from lab studies
- Many of Bandura's ideas were developed through observation of young children's behaviour in
lab settings
- The setting is often criticised for their contrived nature where participants may respond to
demand characteristics
- It's been suggested in relation to the Bobo doll test that because the main purpose of the doll is
to strike it children are simply behaving in the way that they thought was expected
- So the research may tell us little about how children actually learn aggression in every day life
Underestimates the in uence of biological fathers
- Bandura makes little reference to the impact of biological factors on social learning
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Assumptions
- Bandura agreed with the behaviourists that much of our behaviour is learned from experience
however his SLT proposed a di erent way in which people learn: through observation and
imitation of others within a social context
- SLT suggested that learning occurs directly, through classical and operant conditioning, but
also indirectly
Vicarious reinforcement
- For indirect learning to take place, and individual observes the behaviour of others
- The learner may imitate this behaviour but in general imitation only occurs if the behaviour is
seen to be rewarded (reinforced) rather than punished i.e. vicarious reinforcement occurs
- The learner observes the behaviour but most importantly observes the consequences of the
behaviour
The role of mediational processes
- SLT is often the bridge between traditional learning theory and the cognitive approach as it
focuses on how cognitive factors are involved in learning
- These mental factors mediate in the learning process to determine whether a new response is
required
- For mental or mediational processes in learning that were identi ed by Bandura:
- The rst two relate to the learning of the behaviour and the last two refer to the performance of
the behaviour
- Unlike traditional behaviourism, the learning and performance of behaviour don't need to occur
together
1. Attention- the extent to which we notice certain behaviours
2. Retention- how well the behaviour is remembered
3. Motor reproduction- the ability of the observer to perform the behaviour
4. Motivation- the will to perform the behaviour which is often determined by whether the
behaviour was rewarded or punished
Identi cation
- People (especially children) are much more likely to imitate the behaviour of people who they
identify with (role models) this process is called modelling
- A person becomes a role model if they seem to possess similar characteristics to the observer
and/or are attractive and have high status
- Role models may not necessarily be physically present in the environment and this has
important implications for the in uence of the media on behaviour.
Evaluation
The importance of cognitive factors in learning
- Neither classical or operant conditioning can o er an adequate account of learning on their
own
- Humans and animals store information about the behaviour of others and use this make
judgements about when it is appropriate to perform certain actions
- As such SLT provides a more comprehensive explanation of human learning by recognising the
role of mediational processes
Over-reliance on evidence from lab studies
- Many of Bandura's ideas were developed through observation of young children's behaviour in
lab settings
- The setting is often criticised for their contrived nature where participants may respond to
demand characteristics
- It's been suggested in relation to the Bobo doll test that because the main purpose of the doll is
to strike it children are simply behaving in the way that they thought was expected
- So the research may tell us little about how children actually learn aggression in every day life
Underestimates the in uence of biological fathers
- Bandura makes little reference to the impact of biological factors on social learning
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