Social Learning Theory Revision
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| show | Combines principles from behaviourism and CA/Concerned with human behaviour/Sees people as active manipulators of their environment rather than passive receivers/Observational learning can take place without reinforcement/Meditational processes
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| show | Someone who demonstrates (or 'models') the attitude or behaviour to be learned
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| What is a live model? | show 🗑
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| show | A model portrayed in the media (e.g a character or celebrity)
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| What is imitation? | show 🗑
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| show | The extent to which an individual relates to a model, determining how likely they are to imitate the model
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| show | Either observing and imitating the behaviour of a model (the observer) or demonstrating the behaviour to be learnt (the model)
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| show | Learning through observing the consequences of another's actions and adjusting their subsequent behaviour accordingly (e.g a student receiving a detention for bad behaviour, the class is less likely to replicate that behaviour)
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| What are mediational processes? | show 🗑
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| Name the mediational processes. | show 🗑
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| show | A behaviour being observed, how attentive the observer is to the behaviour
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| show | Whether the observed behaviour is remembered by the observer
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| show | Whether the observed behaviour is physically possible to replicate
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| What does 'motivation' mean, as a mediational process in SLT? | show 🗑
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| show | Bandura et al carried out an experiment involving children observing adults interacting with a Bobo doll in either an aggressive or non-aggressive manner. The aggressive model displayed distinctive physically aggressive acts e.g hitting it & verbal abuse
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| What were the findings of the Bobo doll study (Bandura et al, 1961)? | show 🗑
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| show | Children who observed the model being rewarded for the aggressive behaviour were more likely to show high levels of aggression than those who'd observed the model being punished for the same behaviour.
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| show | Behaviour is observed -> Behaviour is imitated -> Behaviour is reinforced -> Behaviour is repeated -> Behaviour is internalised
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| show | Yes - Akers (1998), the probability of someone committing criminal behaviour increases when exposed to models who commit criminal behaviour/Ulrich (2003), the strongest cause of violent behaviour in adolescence was association with delinquent peer groups
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| show | Yes - Fox and Bailenson (2009), using computer generated 'virtual' humans engaging in exercise or loitering. The models that looked similar to the participants made the participants exercise more or loiter more, depending on what it was doing.
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| What do Siegel and McCormick (2006) suggest as an alternate explanation to deviant attitudes in adolescence? | show 🗑
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| show | There are many, many factors that could be affecting behaviour that SLT may neglect, so it becomes hard to show that one particular thing (social learning) is the main cause.
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