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WJEC Social Learning Theory of Agression

Psychology presentation

nigel cannar

on 31 January 2015

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Transcript of WJEC Social Learning Theory of Agression

Social Learning Theory
of Aggression

Adapted from a Prezi by
Cornell Montgomery
It assumes that people learn new behaviour
through observational learning as opposed to operant conditioning.
If people observe positive desired outcomes
in the observed behaviour then they are
more likely to model, imitate and adopt the behaviour themselves.
If they then get rewarded for that aggressive behaviour they are more likely to repeat it in similar situations.
4) Motivation
Bandura et al 1961Study
Bobo Doll Study
The young children modeled
the behaviour they had seen.
These children changed their behaviour without being rewarded.
Children watch and learn about the consequences of aggression by watching others being reinforced or punished. This is called indirect or
vicarious reinforcement
Bandura (1986) claimed that in order for SLT to take place, children must form mental representation of events in their social environment
They must also represent possible rewards and punishments for their aggressive behaviour in terms of
expectancies of future outcomes
Mental Representation
Maintenance Through Direct Experience
Mental Representations
Brief overview:
Bandura et al (1961)
1. Young (3-5 years) children watched adults interact with toys - they did this individually.
2. Half the children saw the adult acts aggressively to toys, especially the bobo doll. Other half no agression.
3. Children then shown toys that they could not play with - this was to frustrate them.
4. Then taken to a room with toys and also a bobo doll.
5. Children in aggressive group displayed a good deal of aggressive behaviour resembling that of the model.
6. Non-aggressive group virtually no aggression
Bandura and Walters 1963
In 1963 Bandure and Walters carried out another experiment.
Bandura et al's original experiment does not tell us why children acted aggressively - this study study aimed to fill this gap.
Children divided into three groups, All shown a film clip.

Gp 1 = saw the model rewarded for showing aggressive behaviour.
Gp 2 = saw the model punished for showing aggressive behaviour
Gp 3 = observed the model with no subsequent consequences for the aggressive behaviour.
Children's subsequent play influenced by which film they saw.

Gp 1 - showed a high level of aggression in their own play.
Gp 2 - low level of aggression.
Gp 3 - Somewhere in the middle of Gps 1 & 2.
Bandura called this type of learning:
Vicarious Learning
Children learning about the likely consequences of actions, and then adjusting their subsequent behaviour
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