Bandura (1965) Bo Bo doll experiment This study supports imitation. http://www.youtube.com/watch?v=YclZBhn40hU

Social Learning Theory and how it could be used to explain gender development

Social Learning Theory Albert Bandura (1986) Our behaviours, (including sex typed behaviours) are a product of the environment. The reason we act and behave the way we do has been explained in 4 simple ways: Modelling Identification Imitation Reinforcement

Imitation This is simply copying behaviour and is the fastest type of learning in humans. This behaviour may be imitated because it is seen as rewarding. Thus the rewards stop and the behaviour too ceases.

Restrictions on imitation Not all behaviour is likely to be imitated. According to SLT, the two conditions for performing a behaviour are: Reproduction Motivation

Self - efficacy In order to imitate, children need the belief that they have the capacity to imitate a behaviour they have observed. They also need Reinforcement of that behaviour to keep them from extinguishing the learned behaviour. Reinforcement strengthens behaviour with positive consequences.

Reinforcement This is direct learning – Our behaviour is strengthened (repeated/not repeated) due to a particular response (i.e. reward/punishment) Rewards can be Internal (feelings) and external (materialistic) Positive R– A behaviour is followed by something pleasant Negative – A behaviour is followed by the removal something unpleasant Punishment – The likelihood of a behaviour is reduced when followed by something unpleasant.

Evidence ….. Fagot (1978) observed how parents reinforce (verbal encouragement) stereotypical masculine and feminine behaviours and punish (criticise/tell off) non-stereotypical behaviours… Through observations she found that girls were reinforced for asking for help, playing close and dressing up but discouraged for jumping and climbing. Whereas boys were reinforced for playing with building bricks but discouraged from playing with dolls (sex inappropriate toys).

Study to support Aim: Dweck et al (1978) observed teachers use of negative and positive feedback in the classroom. Method: 79 children were observed in the classroom twice a week for 5 weeks. Observers were blind to the purpose of the exp and the teachers verbal responses to the children were observed: whether feedback is related to work/behaviour, whether it was positive or negative, whether is was related to content/presentation (i.e. neatness). Results: Boys tended to receive positive reinforcement for content, whilst girls for neatness. The pattern was reversed for negative comments. Conclusion: This study demonstrates that teachers do respond in different ways to boys and girls.

Vicarious Reinforcement This is indirect learning We copy someone's behaviour because of the particular outcome it had for that person. Thus, we learn from observing other peoples experiences Can you think of any examples of your own – especially in relation to gender development?

Discussion points Who would you say is a role model for young boys? What do you think makes a person a role model? How might parents encourage sex appropriate behaviours? Do you think mothers and fathers differ in how concerned they are about sex appropriate behaviour? What makes children continue to copy certain behaviours? Do you think other children encourage sex typed behaviours?

Identification An individual desires to be like a specific model or part of a social group because they possess qualities they view as rewarding, i.e. attractiveness or status. The child experiences a form of attachment to them and aspires to be like them. Unlike imitation, identification implies some form of relationship between the imitator and imitated.

Gender Identification There is evidence that an individual identifies more with same-sex models (Bandura,1963). However, level of identification can also be affected by factors such as: Power/Status Popularity Attractiveness

Modelling Copying the behaviours of a chosen person - a ‘role model’ depends on a number of important factors. The usual role models for a boy is his father and a girl her mother. But of course people have more than one role model – so who are they and why? Maccoby and Jacklin (1974) referred to this process as self-socialisation because the learning does not depend on the need for direct reinforcement from other people. This is where COGNITIVE FACTORS come in to place. People actively seek out and decide who they want to be like for various reasons.

Revision activities…..

Question reinforcement and identification A group of students have a disagreement about which of the three definitions below can be applied to the terms modelling, reinforcement and identification • a person’s desire to be like another person or to be part of a particular social group; • the process by which a response is strengthened; • a procedure whereby a person observes another person and then attempts to imitate his or her behaviour. Write down the definition which illustrates each of the following: (i) modelling (ii) Reinforcement (iii) Identification

Copy and complete – a later study by Bandura Modelling involves learning through ________. The adults behaviour was ______ in this study. The likelihood of imitation depended on the __________ of the adults actions. If the child saw the adults behaviour __________, this acted as _________ (indirect) learning/reinforcement ,because the child then proceeded to imitate it. If the child saw the adult ________ for their actions, they were less likely to imitate them. observation imitated vicarious consequences rewarded punished

Exam questions Define reinforcement (2 marks) Define imitation (2 marks) Define modelling and give two examples of why someone chooses to have particular role models. (3 marks) Distinguish between the terms imitation and identification. (3 marks) Distinguish between positive reinforcement and negative reinforcement (3 marks)

SLT Identification – seek out a role model PPA Attention – pay attention, notice the behaviour Retention – remember what you saw Reproduction – have the means to copy it Motivation – have the desire to copy it (vicarious learning) Imitation – copy it Reinforcement – can be internal or external