| What did Bandura believe behaviour comes from? | Learned through observation, occurs directly thorugh classical conditioing or indirectly through viacarious reinforcement - when someone gets rewarded so you want to do it too. |
| What does the SLT see people as? | They see people as active manipulators of their own environment rather passive recievers of experiences. Learning occurs through imitation and experience of role models |
| What are the 4 parts of 'The Role of Mediational processes' | 1. Attention
2. Retention
3. Reproduction
4. Motivation |
| What is attention? | Behaviour to be imitated has to grab our attention - attention is extremly important in whether a behaviour has an influece in others imitating it |
| What was retention? | Behaviour has to be noticed, but it is not always rememberd which prevents imitation
Memory of the behaviour has to be formed to be later performed |
| What is reproduction? | Ability of the observer to perform the behaviour |
| What is motivation? | Rewards and punishment that follows a behaviour will be considered. If rewards outweighs any percevied costs then the behaviour will be more likely to be imitated by the observer. (Vicarious reinforcement) |
| Why is the SLT called the bridge? | Bridge between behaviourism and the cognitive approach. Focuses on the mental facotrs that are involved in learning, there is some though prior to imitation this concideration is called the mediational process. Occurs between observing behaviour (stimulus) and imitating it (response) |
| Aim of Bandura's study? | See if children will imitate aggressive role model behaviour if they aren't rewarded. - See if children are more likley to copy same-sex role models than opposite-sex role models - boys more aggresive than girls? |
| Sample of Bandura? | 72 childrne (36 boys and 36 girls) aged between 37 and 69 months from the Stanford uni nursery school. One male and one female that were role models |
| What was the experimental design? | Matched pairs design - matched on aggression observed from their teachers; devided in 8 group of 6 children and a control group of 24 children. 4 saw an agressvie model and 4 saw a non-aggressive model. Further devided into male and femlae children who observed a male or female model |
| What were the experimental conditions? | Ppts invided in to placy a game with familiar toys in a seperate part of the room to the role model.
Non aggressive conditon - role modle played with the other toys and not the Bobo doll.
Agressive condition: played with the Bobo doll by being agressive. Used the same behaviours: hitting Bobo with mallet, pushing it and sitting on it, punching it in the nose, throwing it in the air, shouting 'kick it' |
| What happened after 10 mintues? | Experimenter took the ppt to anothe room with highly attractive toys, 2 mintues they were not allowed to play with anymore (mild aggression arousal)
Went to a adjacent room for 20 mintues with non-aggressive toys and a Bobo doll, the behaviour was obseved through a one-way at 5 second intervals: verbal, physical, agressive or non-aggressive, imitative or non-imitative |
| What were the results for reproduction? | Ppts in aggressive groups reproduced more physical and verbal aggressive behaviour.
Ppts in non-aggressive conditiones engaged more non-aggressive play or sat quielty |
| What were the results for sex differences? | Boys imitated more physical aggression than girls, no significant difference in the imitation of verbal aggression between the seces
Biys imiated more phsycial and verbal aggression after being exposed to the male agressive role model than girls |
| What was the conclusion of the study? | -Children learn through observation without reinforcement
-Children learn aggression from adult role models, especially if the model is the same sex
-Imiation of aggression occured from an unknown model, agression could be easily imitated from any agressor |
| Strength of SLT? | -Acknowledges mediational processes in learning
-Classical or operant conditioning doesn't acknowledge this process, they don't show the gap between stimulus and response and therefore doesn't provide an adequate explanation
-Humans and animals store the beahviour that they observer in their brain for them to be able to reproduce it later when they have the right motivations. By recongnising the important of mediational, which is a cogntivie approach, allowing for a overall more holisitc approach
-Despite this, SLT has been crisiticsed for making little references to genetics and biological factors, making it too reductionist |
| Another strength of SLT? | -Principles have been applied to a range of real-wrold behaviours.
-SLT has the advantage of being able to explain cultural differences within behaviour. SLT principles like modelling, imitation, and reinforcement, which explains how children how others around them, including the media, explain how cultural norms are transmitted through particular societies
-Used to examine and evalute the effectiveness of advertising: Andsager found that 'identification with a character or example may increase the likelihood that audiences will model behaviour presented in an anti-alcohol message'
-Increases valu of the SLT approach in its contribution to psychology developing over time, bc it can account for real-wrold behaviour beyond the lab |
| Another strength of SLT? | -Behaviour is controlled by outside forces, such as modelling, but that cognitions, in the form of mediational processes, also have a role to play
-Bandura emphasised the role of reciporal determinism in the sense that we are not merley influence by our external enviornemnt, but we also exert an influence upon it by the behaviours wer choose to perform
-Element of choice suggests that there is some free will in the way we behave.
-Soft determinism perspective on behaviour allows for a more interactive approach, allowing for people to realise that they can choose who to surround themselves with as wel as not just allowing for an excuse. More generally accurate understanding of human behaviour |
| A weakness of SLT? | -Supporting research by Bandura was done in a laboratory environment, leading to methodlogical erros
-Young childnre were taking part in an articifical environemtn, making them vulberable to demand characteristics, therefore lowering the internal validity as they are not acting in their 'normal' way
-Bobo dolls are mainly made to be striked and punched, the children were behaving in a way which they were expected
-Causes teh data to be un-generalisable about how children actually learn aggression in real life as the task lacked any sense of mundane realism. |
