Evaluate Social Learning Theory, making reference

to two relevant studies.

The following essay will aim to provide a comprehensive understanding of the Social Learning Theory
(SLT), with references to two relevant studies.
A norm is a set of rules that are based on socially and culturally shared beliefs about how an individual
should behave. Thus, norms regulate behaviour within a group, and when people deviate or break from
these norms, they may be punished, marginalised, or seen as creating and affecting social change. As
"social animals," the desire to conform to group norms is influenced by a strong need to belong.

Albert Bandura proposed and developed social learning theory (SLT) as one way for society or culture to
pass on its norms to individuals within the group. According to SLT, "humans learn behaviour through the
environment, but more specifically, through observational learning."

Observational learning refers to how people learn by watching and “observing” models and imitating their
behaviour, thus noticing the consequences it has on them and their environment. When you make faces at
a toddler and they try to mimic you. When a new employee avoids being late to work after seeing a
co-worker get fired for it. When a younger sibling avoids making the same move their older sibling got
punished for. These are all mere examples of observational learning. The knowledge we inculcate through
mere observation can be denoted as influential or deterrent.

Modelling occurs via gatekeepers/ authoritative figures like parents, peers, media, teachers, etc.
Sometimes the model has a desired effect on the learner (e.g. when a teacher instructs children how to
solve a problem).
But often, models serve as "indirect models," in that they are not intending or trying to influence
behaviour (precarious reinforcement).

Learning occurs in three different ways, namely:

1. Classical Conditioning - learning via association
2. Operant Conditioning - learning via Rewards and Punishment (Get a person to behave in a way
by association or by rewarding them)
3. Observational Learning - learning via observation

According to Bandura, SLT is composed of four factors (ARRM) required for a person to successfully
model the behaviour of someone else.
1. Attention: The person must first pay attention to the significant features of the model's behaviour,
influenced by the model's distinctiveness, attractiveness, competence or power.
2. Retention: The observer must be able to retain information about the model's behaviour in
memory so that they may subsequently retrieve it and act on it via delayed imitation (also known
as "deferred imitation") or immediate imitation.
 3. Reproduction: The observer has to be able to physically and cognitively reproduce the desired
behaviour. Imitation and practice leads to improvement of the learnt behaviour.
4. Motivation: In order for observational learning to be successful, learners must want to
demonstrate the learnt behaviour that has been modelled. The presence of reinforcement (reward)
or punishment is an important motivational factor and is an indirect form of learning, known as
vicarious reinforcement.

SLT has been used to explain many things, but in particular, the role of violence in the media on
aggression in children.

Key Study 1: Bandura (1963) – Bobo Doll Experiment

One of the most significant research experiments on learning violence via models in the media or the
environment is by Bandura et al. (1963) The aim of the study was to test the observation and modelling of
aggressive behaviour. More specifically, to see (i) if children would imitate aggression modelled by an
adult and (ii) if children were more likely to imitate the "same-sex" models.

36 boys and 36 girls, aged between 3-6 years, from Stanford Nursery School were divided into 3 groups.
The groups were matched with regard to aggression based on an evaluation by their parents and teachers.
1st group (24) – Exposed to adult models who showed aggression by bashing inflatable "Bobo Dolls"
2nd group (24) – Observed a non-aggressive adult who assembled toys for 10 mins
3rd group (24) – control (no model)
In some groups, some children watched same-sex models and the rest watched opposite-sex models.
After watching the models, the children were placed in a room with a Bobo Doll and their behaviour was
observed for 20 minutes.

Bandura found that children who had observed the aggressive models were significantly more aggressive,
both verbally and physically. According to Bandura, SLT was demonstrated in the study, as children
showed signs of observational learning through aggression. Whilst, the children in the non-aggressive
group displayed almost no aggression. 88% of children imitated aggressive behaviour.
In regards to the second aim, Bandura observed that girls were more likely to imitate verbal aggression,
whereas boys were more likely to imitate physical behaviour. When boys observed women bashing the
Bobo Doll, they often made comments such as “Ladies shouldn't do that!” Therefore, children were more
inclined to copy the same sex model.

Since the children picked up specific aggressive behaviours through observing adult models, Bandura's
study serves as an example of and argument in evidence of observational or vicarious learning.

Key Study 2: Bandura (1965)

In 1965, Bandura conducted another similar study.

72 children (36 boys and 36 girls) from the same school were divided into 3 groups and were shown a
film in which an adult acts violently towards a bobo doll.
Group 1 (Control group) : They were shown a film with the adult behaving aggressively towards the Bobo
doll.
Group 2 (Model-rewarded condition): They were shown the same film but the adult was rewarded with
sweets and soft drink after showing aggression towards the bobo doll.
Group 3 (Model-punished condition): They were also shown the same film but later, a second adult comes
in and scolds the model for acting aggressively.
After watching the models, children were placed in a room with a bobo doll and their behaviour was
observed for a period of 10 minutes

Bandura observed that the control and model-rewarded groups showed an equal level of aggressiveness
towards the Bobo doll and model-punished condition showed significantly fewer aggressive acts.
However, when the children were asked to reproduce the behaviour of the model (and were rewarded by
each act of aggression they displayed), they all acted aggressively regardless of which original condition
they were in.

The children learned aggressive behaviour by observing and imitating an adult model, demonstrating
vicarious or observational learning. The study showed that means of operant conditioning, rewards and
punishment, acts as motivation (or de-motivation) to imitate behaviour.

Key study 3: Gergely et al. (2002)

In 2002, Gergely et al. administered another study supporting SLT. The aim of the experiment was to
investigate if younger children can learn/acquire behaviour through observational learning.
In this experiment, 14 month-old infants experienced 2 conditions: (i) hands-free and (ii) hands-occupied
conditions.

(i) Hands-free Condition: infants observed an adult place her hands on a table. Following this, she used a
strange action to light up/illuminate a light box by bending over and pressing the box with her forehead.

(ii) Hands-Occupied Condition: Where the infants observed the adult perform the same action to
illuminate the box. However, the model was using her hands to hold a blanket around her shoulders.

After a week, the infants were given an opportunity to play with the box. In the hands-free condition, 69%
used their head to illuminate the light, and in the hands-occupied condition, 21% used their head and the
rest used their hands to illuminate the light.

Gergely's findings demonstrated that very young infants have the ability to observe a model's behaviour
and infer his or her intentions and constraints on his or her behaviour. The infants then use such
information to decide precisely what parts of the model's behaviour are possible or desirable to imitate.
Therefore, demonstrating that very young children (14 months old) are capable of observing and imitating
behaviour, thus, supporting SLT.
In recapitulation, SLT helps explain why behaviour may be passed down in a family, within a culture, or
even within the whole human race. It also explains why children acquire some behaviour without
trial-and-error. However, even though behaviour may be acquired, it is not always demonstrated, which is
not stated explicitly in the SLT. Likewise, the SLT of observation, proposed by Bandura, is demonstrated
in the studies outlined previously.