Social Learning Theory Gender

Quiz: nature vs. nurture

Social learning theory Explain the key assumptions of the Social Learning theory Watch the advertisement What does this suggest about behaviour? https://www.youtube.com/watch?v=KHi2dxSf9hw

Mediational (Cognitive) processes SLT is the bridge between learning theory and the cognitive approach. The cognitive approach values mental processes These mental factors mediate in the learning process to determine if a response is acquired

What are the social influences on gender? Parents, peers, schools, media siblings, wider family, religion

Two different types of socializing agents that may exert an influence on gender: 1) Informal socialising agents People who are in close contact with the individual, such as: parents, siblings, extended family, friends 2) Formal socialising agents These are more distant organizations or entities, but they still exert an influence on individual behaviour. Examples include schools, media. What are the key terms for SLT?

A01: Key terms Identification: The process by which a child attaches themselves to a (same-sex) model whose qualities they would like to possess for themselves. Modelling: Displaying behaviour to be imitated or copying a chosen person’s behaviour. Observational Learning: SLT suggests children observe role models, (especially same –sex) this may be internalised and performed themselves i.e. observing mum pushing a push chair.

A01: Key terms Imitation: Gender behaviour is acquired through the child copying the actions of others. Direct reinforcement: Children are reinforced (praised) for gender- appropriate behaviour, so this is more likely to be repeated. Differential reinforcement: The way in which boys and girls are encouraged to show distinct gender-appropriate behaviour and learn gender identity. Indirect reinforcement: If a child sees another person being reinforced for gender-appropriate behaviour, they are likely to copy/imitate this behaviour in the hope that they too will receive the reward (reinforcement) – vicarious reinforcement.

A01: Meditational processes Mental factors mediate in the learning process to determine if a response is acquired 1. Attention In order to learn through observation, you must of course first be paying attention to the behaviour. Therefore, distractions, a lack of interest in the subject or a lack of interest in the person (the model) performing the behaviour will reduce the likelihood that the behaviour will be learned. 2. Retention Even if you learn a behaviour, you still need to remember it well enough to repeat it later. If you feel that you can't remember it well enough or that you don't even remember the behaviour then it is as though you never learned it in the first place and you are not likely to imitate the behaviour.

Meditational processes 3. Reproduction Even if you learned how to double somersault on TV it doesn't mean you're likely to try it. Reflecting upon if you would be able to reproduce the behaviour is another important factor in whether or not you'll do the behaviour. Perhaps you feel you are not as capable physically or mentally or not trained enough to repeat a behaviour that you in theory know how to reproduce. This reflection may urge you to try to repeat the behaviour or to try easier or related tasks that you know could build you up to the behaviour you saw (like practicing a single somersault on a trampoline). 4. Motivation Of course, what is equally as important as the other factors is having the reason to actually perform the behaviour. This again is something we consciously decide and we reflect on the consequences of the behaviour that we have seen. We weigh up any vicarious reinforcement and punishment that we can associate with that behaviour and then conclude on whether or not to perform the behaviour.

Think back to your childhood…. How do Disney portray males and females? Using Social learning theory. How do you think this effect children? Discuss https://www.youtube.com/watch?v=B8O8p0Ac1Rg https://www.youtube.com/watch?v=Rcwkedn31hs

Application Five year old Mary watched intently as her mum applied her make-up. She paid careful attention to the way her mum added the lipstick and darkened her eyelashes with a brush. Mary also noticed how her father described her mother as beautiful when he entered the room. When left alone, Mary sneaked back into her mum’s room and proceeded to give herself a makeover. Unfortunately, she ended up getting mascara in her eye and lipstick all over her face. Use the four meditational processes of social learning theory to explain Mary’s experience.

Application Use the four meditational processes of social learning theory to explain Mary’s experience. Attention – This is where the behaviour is noticed and observed. Five- year-old Mary watched intently as her mum applied her make-up. She paid careful attention to the way her mum added the lipstick and darkened her eyelashes with a brush. Retention: Next is memorising where the behaviour is committed to memory. Mary also remembered how her father had described her mother as `beautiful` when he came into the room. Reproduction: Then the behaviour is imitated, meaning it is performed or reproduced. Mary sneaked back into her mum’s room and proceeded to give herself a makeover. And finally there is motivation which decides whether the action is carried on and depends on whether it brings desirable consequences either straight away or anticipated. Mary also noticed how her father described her mother as ‘beautiful’ when he entered the room.

research Hagan and Kuebli (2006) examined how parents influence sex differences in young children’s physical risk taking behaviours. Eighty three- and four-year old children climbed across a five- foot high catwalk and walked across a three-foot high beam under their mother or father’s supervision. Both of these activities posed potential threats to pre-schoolers’ safety without proper parental monitoring. Fathers of daughters monitored their children more closely than did fathers of sons. In contrast, mothers of daughters and mothers of sons monitored their children similarly. Other research also shows that fathers’ behaviour discriminates more between girls and boys than mothers’ behaviour does.

Research Friedman et al (2007) tested the relationship between mothers' gender attitudes, mothers' comments about gender, and young children's gender-stereotyped beliefs. Mothers read and discussed a gender-related story to their child. 74 mother-child pairs were studied. A content analysis of the mother’s talk was carried out. Mothers with gender-equal attitudes used more counter- stereotypical comments. Mothers used more counter- stereotypic comments with daughters than sons. Mothers' gender attitudes predicted gender stereotyping in younger children (3-5 years) but not older children (6-7 years).

Research Evans and Davies (2000) looked at the books published in 1997 in America for children in the first, third and fifth grade. They carried out a content analysis and found that although there was a roughly equivalent number of male and female characters represented (54% male and 46% female) the characters were still presented differently. Male characters were much more aggressive and competitive, whilst female characters more passive and emotionally expressive.

Research Bigler (1995) conducted a field experiment in which classroom teachers were asked to use gender as a category to divide children into groups, so the pupils were in girl or boy groups. Control classes were divided into colour groups (red/green) or were given no explicit instructions about grouping. Four weeks later the children in the gender groups showed more gender stereotypical views compared to the control groups and their own pre- test scores.

Evaluation points Developing elaboration and effective commentary skills Lists of evaluative points can only gain limited marks in examination answers. To gain more marks, the points need to be elaborated by, for example:  explaining how and why the point/issue/debate is relevant explaining the consequences and implications considering negative and positive consequences and implications where appropriate making sure that the material is made relevant to the requirements of the question. Task: complete the evaluation points on the handout provided

Bandura’s research https://www.youtube.com/watch?v=zerCK0lRjp8