History of Social Learning Theory

Based on Behaviorist Principles

• traditional behaviorism: the only aspect of human beings that is real and relevant to psychology is overt behavior,
• all behavior can be controlled by its consequences

Social Learning

1930’s - Clark Hull related learning theory to psychoanalysis in a graduate course

1939 - publication of Frustration and Aggression with contributions by those who would pioneer social learning theory

1940s & 1950s ­ exploration of imitation, neuroses, cross-cultural influences on personality, identification, etc.
* emphasized the role of socialization ­ how society attempts to teach children to behave like ideal adults of that society
* proposed that there are learned drives (e.g., aggression, dependency) which are derived from primary biological drives (need to eat in infancy creates a dependency) and that imitation as one of the most powerful socialization forces

1963 ­ Bandura and Walters’ research on vicarious reinforcement in children, still emphasized S-R connections

Present ­ Bandura’s social cognitive theory emphasizes a more cognitive approach, with particular interest in the development of self-efficacy

In general, SLT broadened learning to include the content (it now included social learning) and context (where learning occurs or is exhibited) AND the types of learning that could occur (observational learning as well as direct experience)

observational learning can explain how complex behaviors are learned without reinforcement and why they might first occur even in the absence of a model

Biographical Sketch

General Orientation to the Theory

Assumptions

 a) innately organized reflexes and biological tendencies
 b) capacity for symbolizing
 c) capacity for forethought
 d) capacity for vicarious learning
 e) reflexive self-consciousness

Problems for Study
 
Phenomena to be explained: learning effects of imitation

Models can influence imitative behavior in four ways:
  1. teach brand new behaviors (observational learning effects)
  2. strengthen or weaken inhibitions (inhibitory and disinhibitory effects)
  3. increase emotional arousal (environmental enhancement effects; applies to already acquired behaviors)
  4. increase the use of particular objects by drawing attention to them
(response facilitation effects; changes an ongoing behavior)

Methodology ­ retains TLT’s emphasis on experiments, though some studies have ventured out into the field

Internal Principles

Bandura’s Triadic Reciprocal Determinism (Triadic Reciprocality)
three components to social learning: behavior (B), person (P), and environment (E)
 

     B (complexity, duration, skill, etc.)

(concepts, beliefs,  P                E (situation, roles, relationships, models)
self-concept, motives,
intentions, personality)

Bridge Principles

this complex system of reinforcement can be influenced by differential contributions (they can vary according to the situation), temporal dynamics (they can vary over time), and fortuitous determinants (they can vary according to chance - “life paths”)

Change Mechanisms

learning (acquisition) can occur without performance
 
 

	Acquisition	Phase	Performance	Phase
	Attentional Processes	Retention Processes	Production Processes	Motivational Processes
Modeled Events -->	modeled events	encoding	representation/ feedback	incentives	Matching Pattern -->
	observer attributes	observer attributes	observer attributes	observer attributes

In Bandura’s theory, reinforcement (especially vicarious reinforcement) works because it is informative and motivational, not because it creates associations

More complex behavior can arise from the integration of simper skills, but would also include a cognitive level and active reorganization; complex behavior can also be acquired at once

but at some level it is questionable as to whether TLT or SLT can be considered developmental theories

The research

Aggression
Altruism
Sex roles
Self-efficacy
Moral development & behavior

Contributions and Evaluation of the Theory

Contributions and Criticisms

+ focus on social influences on behavior
+ focus on the interface of cognition, social-emotional behavior, & motivation

­ inadequate account of development
­ inadequate account of cognitive development
­ emphasis on social conformity and social norms

Evaluation

Scientific worthiness

• testability     (high)
• external validity    (high)
• predictive validity   (med)
• internal consistency   (high)
• theoretical economy   (low)

• temporality    (present)
• cumulativity    (present)
• directionality    (present)
• new mode of organization  (absent)
• increased capacity for self control (present)

• interpretability    (high)
• versatility     (high)
• availability    (med)
• guidance     (high)