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Social Learning
Theory
Our third theory of
Learning
P34-35 Orange Pack
P339-342 Brain Text Book
By the end of today’s session
You will be able to
You will learn the meaning
of the following key terms...
Describe Social
Imitation
Modelling
Observation
Vicarious reinforcement
Identification
Shaping
Learning Theory
See page 1 orange pack
Define the Approach (iii)
Content (D)
Explain gender
development in terms of SLT
Content (E)
Make sure you have a white board ready
http://www.youtube.com/watch?v=P8tcnF_Styw
What does this advert suggest about
children’s attitudes and behaviour?
Behaviourism
S
R
Behaviourists aren’t
interested in what happens
in between S and R. They
don’t think it is relevant!
Social learning theory
S
O
R
Social Learning Theorists say important things take
place in the mind of the organism that mediate
between S and R.
Human’s aren't the same as animals. They say we do
need to know about a person’s mental processes.
Bandura agreed with the behaviourist
learning theories……which are….?
Classical conditioning
Operant conditioning
But
He was interested in
The mediating processes between
stimulus & response
The role of Observation in learning
Social learning Theory
Bandura’s research in the 1960’s
suggested that children seem to
learn by observation and imitation
without being directly reinforced.
He called this ……
He suggested that social
learning could be broken down
into stages
Modelling
Identification
Observation
Imitation
Reinforcement
Modelling
We model ourselves on other people
We choose our own role models
This is a COGNITIVE PROCESS. People
actively seek out and decide who they
want to be like.
Copying the behaviour of a chosen
person - a ‘role model’ depends on a
number of factors.
Who makes an effective
role model?
Same gender Same age/slightly older
Attractive
Higher
status/powerful
Admired or/and respected
Popular Someone we can identify with
Observation
We have to notice the behaviour
(GIVE ATTENTION)
and remember what we’ve seen
(RETENTION)
Imitation
This is simply
copying behaviour
and is the fastest
type of learning in
humans.
Behaviour may be
imitated because it is
seen as rewarding in
some way.
Bandura believed that four criteria
need to be met for imitation to occur
1. Attention to the role model
2. Retention of the observed
behaviour
3. Reproduction of the target
behaviour
4. Motivation to imitate the
observed behaviour
Restrictions on imitation
So not all behaviour is likely to be
imitated. According to SLT, the two
conditions for performing a
behaviour are:
Reproduction
Motivation
Why do we imitate?
Vicarious reinforcements
What???
Observe behaviour
being reinforced in
other people
Vicarious Reinforcement
Is a form of indirect
learning
We copy someone's
behaviour because
of the particular
outcome it had for
that person.
Thus, we learn from
observing other
peoples experiences
Self - efficacy
In order to imitate, children need the belief
that they have the capacity to imitate a
behaviour they have observed.
They also need Reinforcement of that
behaviour to keep them from extinguishing
the learned behaviour. Reinforcement
strengthens behaviour with positive
consequences.
Check your understanding
Write a definition of vicarious
reinforcement
What does self-efficacy mean?
According to Bandura what four
criteria need to be met for imitation to
occur?
Check
A group of students have a disagreement about which of the three
definitions below can be applied to the terms
1) Modelling
2) Reinforcement
3) Identification
a) A person’s desire to be like another person or to be
part of a particular social group
b) The process by which a response is strengthened
c) A procedure whereby a person observes another
person and then attempts to imitate his or her
behaviour.
Discussion points
Who would you say is a role model for young
boys?
Who is a role model for young girls these
days?
How might parents encourage sex appropriate
behaviours?
Do you think mothers and fathers differ in
how concerned they are about sex
appropriate behaviour?
What makes children continue to copy certain
behaviours?
Do you think other children encourage sex
typed behaviours?
Supporting Evidence
Aim: Dweck et al (1978) observed teachers use of negative
and positive feedback in the classroom.
Method: 79 children were observed in the classroom
twice a week for 5 weeks.
Observers were blind to the purpose of the experiment
The teacher’s verbal responses to the children were noted:
whether feedback was related to work/behaviour,
whether it was positive or negative and whether is was
related to content/presentation (i.e. neatness).
Results: Boys tended to receive positive reinforcement for
content, whilst girls for neatness. The pattern was
reversed for negative comments.
Conclusion: This study demonstrates that teachers
responded in different ways to boys and girls.
Activity Time
1. Use your text book to read and make notes on
Social Learning Theory (pages 339-342)
2. For next lesson be prepared to discuss the strengths
and weaknesses of SLT
3. Complete the gap fill on p36 of your Orange pack
4. Complete the terminology Sorting task onp37 of
your Orange pack
Extension Activity: Consider how SLT could be used to
explain gender development - Complete p38 in your
pack
Stretch & Challenge: Compare & contrast how the
psychodynamic, biological and Learning approach
explain gender development
TASK REMINDER
1. Use your text book to read and
make notes on Social Learning
Theory (pages 339-342)
2. For next lesson be prepared to
discuss the strengths and
weaknesses of SLT
3. Complete the gap fill on p36 of
your Orange pack
4. Complete the Sorting task on p
37 of your Orange pack
Extension Activity: Consider how SLT
could be used to explain gender
development p38 in your pack
Stretch & Challenge: Compare & contrast
how the psychodynamic, biological and
Learning approach explain gender
development
Learning Objectives
You should now be able to
Describe Social
Learning Theory
You will be able to define the
following key terms...
•Imitation
•Modelling
•Observation
•Vicarious reinforcement
•Identification
You should be able to
explain gender
identification in terms of
SLT
Top five things you have learned today
1.
2.
3.
4.
5.
HW: Complete today’s learning activities.
Read ahead. It’s Bandura’s Bo Bo doll study next (BTB p350).
Learning Approach
Key study
Bandura, Ross and
Ross (1961)
Make sure you have a white board ready
By the end of today’s session
You will be able to
You will recap ...
Terminology associated with
‘Bo Bo’ doll study by Bandura Laboratory Experiments and
experimental design
Ross and Ross (1961)
Describe (APRC) the
Evaluate (GRAVE) the
study by Bandura Ross and
Ross (1961)
See p1 Orange Pack
You will have considered
how observation can be used
as a way of gathering data
Before we begin….talk to your partner
1.. Come up with 2 behaviours you think
could be learned by watching others
2. Come up with 2 behaviours you think
could not be learned in this way
Be ready to explain your reasoning and be ready to share with the
rest of the class
Transmission of aggression through
imitation of aggressive models
Bandura, Ross & Ross (1961)
Aims
1. Bandura wanted to find out if children who saw
an adult behave aggressively to a inflatable doll
would copy the aggressive acts given the
opportunity
2. He also wanted to find out if boys were more
predisposed towards imitating aggression than
girls
3. He wanted to find out
if children are more likely
to copy same sex
role models
The participants
72 children (Stanford University nursery
school)
36 boys & 36 girls
age range 37 months - 69 months
Mean age 52 months (4 years 4 months)
Method – Bandura used a
controlled Laboratory
experiment
There were three conditions
24 children in each
condition
The THREE CONDITIONS
1. Aggressive condition
2. Non-aggressive condition
3. Control condition
Before being
assigned to a
condition
Participants in the experimental and control
conditions were matched on ratings of their
aggressive behaviour based on observed
social interactions in their nursery school
Participants were rated by both the teacher
and the experimenter - both of whom knew
the children well
So in order to ensure that each group contained
equally aggressive children they were all rated
for aggression before the experiment
Children were rated for
1. physical aggression
2. verbal aggression
3. aggression to inanimate objects
4. aggression inhibition (self-control)
Confederates
• Two adults: one male, one female served in
the role as the model
• One female experimenter conducted the study
for all 72 children
The Experimental design
6 boys saw aggressive male
6 boys saw non-aggressive male
6 boys saw aggressive female
6 boys saw non-aggressive female
6 girls saw aggressive female
6 girls saw non-aggressive female
6 girls saw aggressive male
6 girls saw non-aggressive male
Level 1 Independent Variable (IV)
aggressive or non-aggressive role
model
Level 2 Independent variable (IV)
gender of the role model
Level 3 Independent variable…?
Question
What type of
experimental/participant
design did Bandura use?
What type of research
method did Bandura use?
Write a TESTABLE two-tailed
hypothesis for the study
Write a TESTABLE one-tailed
hypothesis for the study
The Procedure
Phase one of the experiment
Modelling the behaviour
phase
Children were taken one at a time to a
separate part of the building by the female
experimenter for…
Phase 1 - Modelling
The child was sat in one corner of the room and
was encouraged to play with toys – potato
printing and tinker toys.
The model was sat in another corner. The model
also played with toys. Either in a subdued way or
aggressively depending on the experimental
condition.
Procedure
Non-aggressive Condition
The model assembled the tinker toys in a nonaggressive manner and ignored the Bobo doll
Aggressive Condition
The model began by assembling the Tinker Toys
for about a minute.
The model then turned to Bobo and spent the
remaining time being aggressive towards it
procedure
The model performed a number of distinctive aggressive acts
Physical Aggression
 The model lay Bobo on its side and sat on it then punched it
repeatedly on the nose
 The model hit Bobo on the head with the mallet
 The model tossed Bobo in the air aggressively then kicked it
around the room
Verbal Aggressive Statements
 ‘Sock him in the nose’
 ‘Hit him down’
 ‘Pow’
 ‘Kick him’
Verbal Non-Aggressive Statements
 ‘He sure is a tough fella’ & ‘He keeps coming back for more’
Bandura Ross & Ross
The BOBO doll study
What happened then?
Phase two of the experiment
The Arousal phase
This was necessary to provoke the
children
The children were intentionally upset
In phase 2 the child was taken into a
separate room laid out with a wonderful
array of brand new toys.
Once the child had started to play with
the toys they were told they had to
stop…as these toys were intended for
other children.
This upset many of the children
Bandura Ross & Ross
The BOBO doll study
• What happened then?
Phase three of the experiment
The Observation
phase
What was observed?
Imitation of physical aggression – kicking Bo Bo
Imitation of verbal aggression ‘pow’
Imitative non-aggressive verbal response -‘he
sure is a tough fella’
Novel aggressive acts - shooting with a gun
Test for Imitation
Participants were then taken to
the experimental room
This room contained a variety of toys of
Aggressive toys
A mallet and peg board
Two dart guns
A tether ball with a face painted on it, hung
from the ceiling
Non-aggressive
toys
Tea set
Crayons
Colouring paper
Dolls
Farm animals
Cars and trucks
As a control, the toys were placed in a fixed order
for each of the sessions
Controlled observation conducted
under laboratory conditions
The participant spent 20 minutes
in this experimental room
The participants behaviour was
rated using predetermined
response categories
It was rated by observers who
observed via a one way mirror
Procedure
• Behaviour was rated using TIME SAMPLING
• Behaviour was rated every 5 seconds during
the 20 minute session (using an electronic
timer)
• 240 response units were recorded for each
participant
• The male model scored all 72 sessions
• Half the participants were also scored by
a second observer
• Inter-rater reliability was high – the
correlation coefficient being in the .90s
Question
What was the total number of participants?
How many participants were in the control
condition?
How many girls saw a non- aggressive female
role model?
http://www.youtube.com/watch?
v=Pr0OTCVtHbU&feature=relat
ed
The results
IMITATION - the children in the
aggressive condition imitated many of the
modelled physical and verbal aggressive
behaviours
The children in the aggressive condition
displayed MUCH more non-imitative (noncopied) aggressive behaviour – in other words
they just played a lot more aggressively!
Results
Imitation of Physical aggression
Aggressive
female model
Aggressive male Non-aggressive
model
female model
Non-aggressive
male model
Female pps
5.5
7.2
2.5
0.0
Male pps
12.4
25.8
0.2
1.5
Results
Imitation of Verbal Aggression
Aggressive
female model
Aggressive male
model
Non-aggressive
female model
Non-aggressive
male model
Female pps
13.7
2.0
0.3
0.0
Male pps
4.3
12.7
1.1
0.0
Results
Non-imitative aggression
Female
pps
Male pps
Aggressive
female model
Aggressive male
model
Non-aggressive
female model
Non-aggressive
male model
21.3
8.4
7.2
1.4
16.2
36.7
26.1
22.3
The children in the NON- aggressive
condition imitated very few of the
modelled behaviour.
70% had zero scores.
the children in the non-aggressive
condition spent more time playing
with the toys (dolls etc.) also more
time doing nothing
GENDER RESULTS
Boys imitated more physical
aggression (but not verbal)
Boys were more aggressive after
watching the MALE aggressive
model
Girls were more verbally
aggressive after watching the
FEMALE aggressive model
Question
How did they check that the two observers were
recording the behaviour in the same way…….
A) by testing for inter-rater reliability
B) by testing for experimenter bias
C) by testing for demand characteristics
D) By testing for extraneous variables
Answer
A) inter-rater reliability
Question
Which of the following are aims of the experiment?
a) To investigate whether participants exposed to
aggressive models would reproduce aggressive
acts resembling those of their models
b) To investigate if boys would be more predisposed
towards imitating aggression than girls
c) To investigate whether children enjoy observing
and imitating aggressive behaviour
Answers
a&b
Analysing the data
Which statistical test could Bandura have used?
Mann-Whitney U test
Name the conditions required for this test to be
used
1. Test of difference
2. Ordinal data
3. Independent Measures design
Write down the statement of significance if
Bandura tested at the 5% level of significance
P<0.05
Bandura et al concluded
that…
Learning can take place by
observation
no classical or operant
conditioning was required!
Also that children are more likely
to copy same sex models!
Bandura suggested that Freud’s
theory of identification may be
used to explain how learning took
place.
The child first identifies with the
same sex role model and then
copies their behaviour.
Evaluation
Thinking about the participants
To whom can we generalise the findings?
Thinking about the methodology
Is the study reliable?
Evaluation
Thinking about methodology
Does this study have ecological validity?
Does the study have internal validity?
Evaluation
Thinking about BPS guidelines……..
WAS THIS STUDY ETHICAL?
Application
This study started the debate about
children learning aggressive behaviour
from watching violence on TV.
How might watching TV differ from the
experience of the children in the Bandura
experiment?
Activity Time 
1. Use your text book (pages 350-354) to help
you complete pages 28-30 in your Orange
Pack
2. Complete the gap fill on p32 of your Orange
Pack
3. Stretch & Challenge: Collect a ‘spot the
mistake’ sheet from me 
Extension Activity: Read the original study.
See Stretch & Challenge box
See the blog
Activity Time 
1. Use your text book (pages
350-354) to help you
complete pages 28-30 in your
Orange Pack
2. Complete the gap fill on p32
of your Orange Pack
3. Stretch & Challenge: Collect
a ‘spot the mistake’ sheet
from me 
Extension Activity: Read the
original study.
See Stretch & Challenge box
See the blog
Learning objectives
You should now be able to….
Describe (APRC) the study
by Bandura Ross and Ross
(1961)
Evaluate (GRAVE) the study
by Bandura Ross and Ross
(1961)
Have practiced using
terminology associated with
Laboratory Experiments and
experimental design
Top five things you have learned today
1.
2.
3.
4.
5.
Recap reinforcement
 Direct learning – behaviour is strengthened or weakened (repeated/not
repeated) due to a particular response (i.e. reward/punishment)
 Rewards can be Internal (feelings) and external (materialistic)
 Positive reinforcement – A behaviour is followed by something pleasant
 Negative reinforcement – A behaviour is followed by the removal of
something unpleasant
 Positive Punishment – The likelihood of a behaviour is reduced when
followed by something unpleasant
 Negative Punishment - The likelihood of a behaviour is reduced by the
removal something pleasant
SLT
• Identification – with a role model PPA
• Attention – pay attention, notice the
behaviour
• Retention – remember what you saw
• Reproduction – have the means to copy it
• Motivation – have the desire to copy it
Imitation – copy it
• Reinforcement – can be internal or external
(vicarious learning)
Exam questions
1. Define reinforcement (2 marks)
2. Define imitation (2 marks)
3. Define modelling and give two
examples of why someone chooses to
have particular role models. (3 marks)
4. Distinguish between the terms
imitation and identification. (3 marks)
Copy and complete – a later study
by Bandura
Modelling involves learning through ________. The
adults behaviour was ______ in this study. The
likelihood of imitation depended on the __________ of
the adults actions. If the child saw the adults
behaviour __________, this acted as _________
(indirect) learning/reinforcement ,because the child
then proceeded to imitate it. If the child saw the adult
________ for their actions, they were less likely to
imitate them.
observation
imitated
consequences rewarded
vicarious
punished
Supporting Evidence
Aim: Dweck et al (1978) observed teachers use of negative
and positive feedback in the classroom.
Method: 79 children were observed in the classroom
twice a week for 5 weeks.
Observers were blind to the purpose of the experiment
The teacher’s verbal responses to the children were noted:
whether feedback was related to work/behaviour,
whether it was positive or negative and whether is was
related to content/presentation (i.e. neatness).
Results: Boys tended to receive positive reinforcement for
content, whilst girls for neatness. The pattern was
reversed for negative comments.
Conclusion: This study demonstrates that teachers
responded in different ways to boys and girls.