Prentice Hakl Evonomics Principles in Action Guided Reading and Review Book Studylib
Albert Bandura'south Social Learning Theory
By Saul McLeod, updated 2016
Social learning theory, proposed by Albert Bandura, emphasizes the importance of observing, modelling, and imitating the behaviors, attitudes, and emotional reactions of others. Social learning theory considers how both environmental and cerebral factors interact to influence human learning and behavior.
In social learning theory, Albert Bandura (1977) agrees with the behaviorist learning theories of classical workout and operant workout. However, he adds two important ideas:
- Mediating processes occur between stimuli & responses.
- Behavior is learned from the surround through the process of observational learning.
Observational Learning
Children observe the people around them behaving in various ways. This is illustrated during the famous Bobo doll experiment (Bandura, 1961).
Individuals that are observed are called models. In society, children are surrounded by many influential models, such as parents within the family, characters on children'southward Goggle box, friends within their peer group and teachers at schoolhouse. These models provide examples of behavior to find and imitate, due east.g., masculine and feminine, pro and anti-social, etc.
Children pay attention to some of these people (models) and encode their behavior. At a afterwards time they may imitate (i.east., re-create) the behavior they have observed.
They may do this regardless of whether the beliefs is 'gender appropriate' or not, just there are a number of processes that brand it more likely that a kid will reproduce the behavior that its society deems advisable for its gender.
Outset, the kid is more probable to attend to and imitate those people it perceives as similar to itself. Consequently, it is more likely to imitate behavior modeled by people of the same gender.
Second, the people around the kid volition answer to the behavior it imitates with either reinforcement or penalization. If a child imitates a model's behavior and the consequences are rewarding, the child is likely to go along performing the behavior.
If a parent sees a little daughter consoling her teddy bear and says "what a kind girl you are," this is rewarding for the child and makes information technology more likely that she will repeat the behavior. Her beliefs has been reinforced (i.e., strengthened).
Reinforcement tin can exist external or internal and can exist positive or negative. If a child wants approval from parents or peers, this approval is an external reinforcement, but feeling happy about beingness approved of is an internal reinforcement. A kid volition comport in a way which it believes volition earn approval considering information technology desires blessing.
Positive (or negative) reinforcement will have little impact if the reinforcement offered externally does not match with an individual'south needs. Reinforcement can be positive or negative, only the important cistron is that it will usually lead to a change in a person's beliefs.
Third, the child will besides accept into account of what happens to other people when deciding whether or not to copy someone's deportment. A person learns by observing the consequences of some other person'southward (i.eastward., models) beliefs, eastward.thou., a younger sister observing an older sis being rewarded for a particular behavior is more probable to repeat that beliefs herself. This is known equally vicarious reinforcement.
This relates to an attachment to specific models that possess qualities seen every bit rewarding. Children will have a number of models with whom they identify. These may be people in their immediate world, such as parents or older siblings, or could be fantasy characters or people in the media. The motivation to identify with a item model is that they have a quality which the private would like to possess.
Identification occurs with another person (the model) and involves taking on (or adopting) observed behaviors, values, beliefs and attitudes of the person with whom you are identifying.
The term identification as used by Social Learning Theory is similar to the Freudian term related to the Oedipus circuitous. For instance, they both involve internalizing or adopting another person's behavior. Nonetheless, during the Oedipus circuitous, the child can merely identify with the same sex parent, whereas with Social Learning Theory the person (child or adult) can potentially identify with any other person.
Identification is different to imitation every bit it may involve a number of behaviors being adopted, whereas imitation usually involves copying a single beliefs.
Mediational Processes
SLT is often described as the 'span' between traditional learning theory (i.e., behaviorism) and the cognitive approach. This is because it focuses on how mental (cognitive) factors are involved in learning.
Unlike Skinner, Bandura (1977) believes that humans are active information processors and retrieve well-nigh the relationship between their behavior and its consequences.
Observational learning could not occur unless cognitive processes were at work. These mental factors mediate (i.e., arbitrate) in the learning procedure to determine whether a new response is acquired.
Therefore, individuals exercise non automatically discover the behavior of a model and imitate it. There is some thought prior to imitation, and this consideration is called mediational processes. This occurs between observing the behavior (stimulus) and imitating it or not (response)
There are four mediational processes proposed by Bandura:
- Attention: The individual needs to pay attention to the behavior and its consequences and class a mental representation of the behavior. For a behavior to be imitated, information technology has to grab our attention. Nosotros observe many behaviors on a daily basis, and many of these are not noteworthy. Attending is therefore extremely important in whether a behavior influences others imitating it.
- Memory: How well the beliefs is remembered. The behavior may be noticed only is it not always remembered which obviously prevents imitation. It is important therefore that a memory of the behavior is formed to be performed later by the observer.
Much of social learning is not firsthand, and then this procedure is peculiarly vital in those cases. Even if the behavior is reproduced presently subsequently seeing information technology, there needs to be a retention to refer to.
- Reproduction: This is the ability to perform the behavior that the model has simply demonstrated. We encounter much beliefs on a daily basis that we would like to be able to imitate but that this non always possible. We are limited past our concrete ability and for that reason, even if we wish to reproduce the behavior, we cannot.
This influences our decisions whether to effort and imitate it or not. Imagine the scenario of a ninety-year-old-lady who struggles to walk watching Dancing on Ice. She may appreciate that the skill is a desirable one, but she will not endeavour to imitate it because she physically cannot do it.
- Motivation: The will to perform the behavior. The rewards and punishment that follow a behavior volition exist considered by the observer. If the perceived rewards outweigh the perceived costs (if there are any), then the behavior will be more likely to exist imitated by the observer. If the vicarious reinforcement is not seen to be important plenty to the observer, then they will not imitate the beliefs.
Disquisitional Evaluation
The social learning approach takes thought processes into account and acknowledges the role that they play in deciding if a beliefs is to be imitated or not. Equally such, SLT provides a more comprehensive caption of human learning by recognizing the function of mediational processes.
For example, Social Learning Theory is able to explain many more complex social behaviors (such as gender roles and moral behavior) than models of learning based on simple reinforcement.
Nonetheless, although it can explain some quite complex behavior, it cannot adequately account for how we develop a whole range of behavior including thoughts and feelings. We have a lot of cerebral control over our behavior and but because we accept had experiences of violence does non mean we have to reproduce such behavior.
It is for this reason that Bandura modified his theory and in 1986 renamed his Social Learning Theory, Social Cognitive Theory (SCT), as a meliorate description of how nosotros acquire from our social experiences.
Some criticisms of social learning theory ascend from their commitment to the environs as the principal influence on behavior. It is limiting to draw behavior solely in terms of either nature or nurture and attempts to practise this underestimate the complexity of human behavior. It is more likely that behavior is due to an interaction between nature (biology) and nurture (environment).
Social learning theory is not a full explanation for all beliefs. This is particularly the case when there is no apparent role model in the person'southward life to imitate for a given behavior.
The discovery of mirror neurons has lent biological support to the theory of social learning. Although inquiry is in its infancy the contempo discovery of "mirror neurons" in primates may found a neurological ground for imitation. These are neurons which fire both if the animal does something itself, and if it observes the activeness being done by another.
How to reference this commodity:
How to reference this article:
McLeod, S. A. (2016, Febuary 05). Bandura - social learning theory. Just Psychology. www.simplypsychology.org/bandura.html
APA Style References
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. Ross, D., & Ross, Due south. A. (1961). Transmission of aggression through the false of aggressive models. Journal of Aberrant and Social Psychology, 63, 575-582
How to reference this article:
How to reference this article:
McLeod, S. A. (2016, Febuary 05). Bandura - social learning theory. Merely Psychology. www.simplypsychology.org/bandura.html
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