Social learning theory

Social learning theory explains human behavior in terms of  continuous reciprocal interaction between cognitive, behavioral, an environmental influences.

A general contention is that much of the development in human cognition is explained by the interplay internal personal factors in the form of (1) cognitive, affective and biological events, (2) behavior, and (3)environmental events. People are viewed as having control over 'the motivational, affective, and social determinants.

The social element in particular emphasizes that “people can learn new information and behaviors by watching other people, also known as observational learning or modeling”. Albert Bandura's social learning theory tries to explain how children model their behavior after those around them.

Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation.

People learn through observing others’ behavior, attitudes, and outcomes of those behaviors. “Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences.

Key belief of social learning theory are as follows:

1.   Learning is not purely behavioral; rather, it is a cognitive process that takes place in a social context.

2.   Learning can occur by observing a behavior and by observing the consequences of the behavior (vicarious reinforcement).

3.   Learning involves observation, extraction of information from those observations, and making decisions about the performance of the behavior (observational learning or modeling). Thus, learning can occur without an observable change in behavior.

4.   Reinforcement plays a role in learning but is not entirely responsible for learning.

5.   The learner is not a passive recipient of information. Cognition, environment, and behavior all mutually influence each other (reciprocal determinism).

Bobo Doll Experiment

Bandura (1961) conducted a study to investigate if social behaviors (i.e. aggression) can be acquired by observation and imitation.Bandura, Ross and Ross (1961) tested 36 boys and 36 girls from the Stanford University Nursery School aged between 3 to 6 years old.

Method

A lab experiment was used, in which the independent variable (type of model) was manipulated in three conditions:

• Aggressive model shown to 24 children
• Non-aggressive model shown to 24 children
• No model shown (control condition) - 24 children

In the experimental conditions children were individually shown into a room containing toys and played with some potato prints and pictures in a corner for 10 minutes while either:

1.     24 children (12 boys and 12 girls) watched a male or female model behaving aggressively towards a toy called a 'Bobo doll'. The adults attacked the Bobo doll in a distinctive manner - they used a hammer in some cases, and in others threw the doll in the air and shouted "Pow, Boom".

2.     Another 24 children (12 boys and 12 girls) were exposed to a non-aggressive model who played in a quiet and subdued manner for 10 minutes (playing with a tinker toy set and ignoring the bobo-doll).

3.     The final 24 children (12 boys and 12 girls) were used as a control group and not exposed to any model at all.

Children who observed the aggressive model made far more imitative aggressive responses than those who were in the non-aggressive or control groups.

Bandura outlined three types of modeling stimuli:

• Live model- in which an actual person is demonstrating the desired behavior

• Verbal instruction- in which an individual describes the desired behavior in detail and instructs the participant in how to engage in the behavior.

• Symbolic-in which modeling occurs by means of the media, including movies, television, Internet, literature, and radio. Stimuli can be either real or fictional characters.

Exactly what information is gleaned from observation is influenced by the type of model, as well as a series of cognitive and behavioral processes, including:

1.                 Attention: In order to learn, observers must attend to the modeled behavior. Attention is impacted by characteristics of the observer (e.g., perceptual abilities, cognitive abilities, arousal, past performance) and characteristics of the behavior or event (e.g., relevance, novelty, affective valence, and functional value).

2.                 Retention: In order to reproduce an observed behavior, observers must be able to remember features of the behavior. Again, this process is influenced by observer characteristics (cognitive capabilities, cognitive rehearsal) and event characteristics (complexity).

3.                 Reproduction: To reproduce a behavior, the observer must organize responses in accordance with the model. Observer characteristics affecting reproduction include physical and cognitive capabilities and previous performance.

4.                 Motivation:The decision to reproduce (or refrain from reproducing) an observed behavior is dependent on the motivations and expectations of the observer, including anticipated consequences and internal standards.

Educational Implications

1.     Students learn a great deal by simple observing others.

2.      Describing the consequences of behaviors can effectively increase appropriate behaviors and decrease inapprpriate one.

3.      Modeling provides an alternative to shaping for teaching new behaviors.

4.     Teachers, parents and other adults must model appropriate behaviors and take care that they don't model innapropriate ones.

5.      Exposure to a variety of other models further enhances the students' learning.

6.     Students must believe that they are capable of accomplishing school tasks.

7.     Teachers should help students set realistic expectations for their accomplishments.

8.      Self-regulation techinques provide effective methods for improving student behavior

Draw backs

1.     Does not take into account physical and mental changes.

2.     Doesn’t explain all behavior.

3.     Doesn’t explain behavioural differences.

4.      Doesn’t take in account that what one person views as punishment, another person may view as a reward.