Social Learning Theory of Aggression
Depth:
Social learning – learning through observing others and imitating behaviours that are seen to be
rewarded.
Bandura argued that children learn to be aggressive because either they are directly rewarded for
their aggressive behaviour, or they observe someone else appearing to be rewarded for their
aggression.
Children primarily learn their aggressive responses through observation – watching the behaviour
of role models and the imitating that behaviour. This is more likely to occur if the individual
identifies with the model.
Children observe and learn about the consequences of aggressive behaviour by watching others
being reinforced or punished. This is called vicarious reinforcement.
Children witness many examples of aggressive behaviour at home and school, as well as on
television and in films.
By observing the consequences of aggressive behaviour for those who use it, a child gradually
learns something about what is considered appropriate and effective conduct in the world around
them.
Bandura also claimed that in order for social learning to take place, the child must form mental
representations of events in their social environment.
The child must also represent possible rewards and punishments for their aggressive behaviour in
terms of expectancies for future outcomes – when appropriate opportunities arise, the child will
display the learned behaviour as ling as the expectation of reward is greater than the expectation
of punishment.
Children learn rules of conduct from those around them, such as when as how to be aggressive –
these rules then become internalized and once established in childhood, this pattern of aggression
can become a way of life.
The production of behaviour comes from maintenance through direct experience – a child who is
successful or praised for their aggressive behaviour will attach value to aggression and continue to
behave aggressively in the future. It also comes from self-efficacy – the extent to which we believe
our actions will achieve a desired goal. For children who have fewer positive outcomes when using
aggression, they are likely to develop a low self-efficacy and have less confidence in their ability to
use aggression.
Bredth:
KEY STUDY: Bandura
PROCEDURE: male and female children ranging from 3-5 years. Half were exposed to adult models
interacting aggressively with a life-sized Bobo doll. The model displayed physically aggressive acts towards
the doll, accompanied by verbal aggression. The other half were exposed to models that were non-
aggressive towards the doll. Following exposure to the model, the children were taken to a room where
there was a Bobo doll.
FINDINGS: Many of these children imitated the behaviour they had seen performed by the model both
physically and verbally. The imitation was at times a direct copy of the behaviour observed. The children
who observed the non-aggressive model, showed no aggression towards the doll. Boys showed greater
physical aggression.
Depth:
Social learning – learning through observing others and imitating behaviours that are seen to be
rewarded.
Bandura argued that children learn to be aggressive because either they are directly rewarded for
their aggressive behaviour, or they observe someone else appearing to be rewarded for their
aggression.
Children primarily learn their aggressive responses through observation – watching the behaviour
of role models and the imitating that behaviour. This is more likely to occur if the individual
identifies with the model.
Children observe and learn about the consequences of aggressive behaviour by watching others
being reinforced or punished. This is called vicarious reinforcement.
Children witness many examples of aggressive behaviour at home and school, as well as on
television and in films.
By observing the consequences of aggressive behaviour for those who use it, a child gradually
learns something about what is considered appropriate and effective conduct in the world around
them.
Bandura also claimed that in order for social learning to take place, the child must form mental
representations of events in their social environment.
The child must also represent possible rewards and punishments for their aggressive behaviour in
terms of expectancies for future outcomes – when appropriate opportunities arise, the child will
display the learned behaviour as ling as the expectation of reward is greater than the expectation
of punishment.
Children learn rules of conduct from those around them, such as when as how to be aggressive –
these rules then become internalized and once established in childhood, this pattern of aggression
can become a way of life.
The production of behaviour comes from maintenance through direct experience – a child who is
successful or praised for their aggressive behaviour will attach value to aggression and continue to
behave aggressively in the future. It also comes from self-efficacy – the extent to which we believe
our actions will achieve a desired goal. For children who have fewer positive outcomes when using
aggression, they are likely to develop a low self-efficacy and have less confidence in their ability to
use aggression.
Bredth:
KEY STUDY: Bandura
PROCEDURE: male and female children ranging from 3-5 years. Half were exposed to adult models
interacting aggressively with a life-sized Bobo doll. The model displayed physically aggressive acts towards
the doll, accompanied by verbal aggression. The other half were exposed to models that were non-
aggressive towards the doll. Following exposure to the model, the children were taken to a room where
there was a Bobo doll.
FINDINGS: Many of these children imitated the behaviour they had seen performed by the model both
physically and verbally. The imitation was at times a direct copy of the behaviour observed. The children
who observed the non-aggressive model, showed no aggression towards the doll. Boys showed greater
physical aggression.
