Social Learning Theory Explain Social Learning Theory making

Social Learning Theory • Explain Social Learning Theory, making reference to TWO relevant studies

Social-Cognitive theory • Most Behaviorists explain behavior with the ABCs – A Antecedents (Events preceding behavior) – B Behavior itself – C Consequences of behavior • Social-Cognitive theorists emphasize observing others in a social setting

Dollard and Miller (1950) • Theory: most learning is the result of observation, not standard conditioning • Why? – Humans have attitudes, beliefs and expectations • Impact the way we make decisions, reason and solve problems • Soft Determinism – BUT…still not investigating ‘cognition’

Albert Bandura Social Cognitive Theory • behavior is learned and maintained through observation and imitation of others – positive consequences – cognitive processes • Plans, expectations, and beliefs. • Observational Learning – A process in which an individual learns new responses by observing the behavior of another (a model) • rather than through direct experience – Conditioning

Attention: paying attention to the model is a condition of learning Retention: Remembering what the model did Reproduction: People must have the capacity for imitating Motivation: People must be motivated to imitate (importance of model or reward)

Bandura and Aggression

Bandura’s Hypothesis 1. Aggressive models – imitated more than nonaggressive 2. Nonaggressive models – less aggressive than those who observed aggression and the control group (no model) 3. Same Sex Model – Imitate more than opposite sex 4. Gender of Participant – Males are more predisposed than girls toward imitating aggression

Method (Experimental) • Subjects – 36 boys and 36 girls (ranging from 3 – 6 years old) • Experimental Conditions – 24 => control group without model – 48 => two groups (one without aggressive model and one with) • Gender and Model Conditions – 8 experimental group and one control group • Dependent Variable: Level of Aggression – Through Observation

• Experimental Procedure – Observation Stage • Brought children into playroom • invited adult model to join the game – adult was taken into a corner with tinker toy set, mallet, and bobo doll (10 minute period) » Aggressive Model attack the Bobo doll » Nonaggressive Model ignored Bobo doll – Modeling Stage • Create anger and frustration – taking away their toys – lead them into another room » aggressive toys (Bobo doll) » nonaggressive toys (Tea set)

Data measurement • Observation – Measure of Aggression • Eight responses measured – – Imitate physical aggression of model Imitation of verbal aggression of model Mallet aggression Nonimitative aggression

Results (put with hypothesis info) • 3 of the 4 hypothesis supported 1. Aggressive models – imitated more than nonaggressive 2. Nonaggressive models (Inconclusive) – less aggressive than those who observed aggression and the control group 3. Same Sex Model – Imitate more than opposite sex • • Boys: 104 vs. 48. 4 Girls: 57. 7 vs 36. 3 4. Gender of Participant – Males are more predisposed than girls toward imitating aggression • 270 vs. 128 Acts of Violence

Method Analysis • Strength – Controlled Experimental Observation – Highly controlled IV and DV • 8 structured items being observed • Limitation – Too much control impacts external validity • BUT…the students did not know it was an experiment – Deception (Ethics)

Gender/Culture Application • Gender – Males were more aggressive • Culturally accepted? – Separated data into specific gender • applies to both gender (Strength) – Model those that are similar (Girl Models Girl) • Strengthens culturally accepted behavior • Culture – Applies only to children the US – Results cannot be applied outside the school setting • Less external validity

Bandura’s Study supports SLT • Vicarious (observational) Learning – Children clearly learned specific aggressive behavior • Children were not rewarded or punished – Vicarious learning • Criticism – Is this real aggression – “expected to show aggression” – Doesn’t mean all aggressive behavior is learned

Link to Biology • Definition of mirror neurons – Motor neurons fire when observing behavior • How does this link to SLT? • What mental disorder has limited mirror neurons? – How would this impact SLT?

Social Learning Begins Early!

Gergely et al. , 2002 • Theory: SLT and selective imitation in infants • Two conditions (viewed an adult model) – Hands-free condition • Hands on table, press light with head • 69% used their head – Hands occupied condition • Hands holding blanket, press light with head • ONLY 21% used their head • Implications – Support cognition • Used abstract and complex forms of cognition

Charlton et al. , 2002 • Aim: investigate whether children in St. Helena would exhibit more aggressive behavior after the introduction of television in 1995 • Method: Natural experiment (Field) • Procedure: – Participants: 3 -8 • Aggressive television matched UK exposure – Observation • Cameras observed behavior at school playgrounds – Interviews • Parents, teachers, children

• Results: no increase in aggressive or antisocial behavior – Same after 5 years • Implications – No apparent change in behavior after TV exposure – Interview results • Anitsocial behavior was not permitted • High degree of social control in community – May learn behavior but not show it • Social and cultural factors play a role in what is acceptable (expressed)

Evaluation of Charlton et al. , 2002 • High ecological validity – Real life event • Does not limit SLT – Limits Bandura’s research • Confirm the motivation component of SLT

Link Prejudice to Other Theories Theory Norms/ Roles Attribution Stereotypes SIT SLT How prejudices Develop Theories on how to reduce prejudice Research on Prejudice (causes and eliminating)