1. Approaches in Psychology
Component 2 
Behaviourism& SLT

2. The Learning Approach: Social Learning Theory
Behaviourism
Lesson Objectives
The Learning Approach:
Social Learning Theory
Understand
To describe key assumptions and concepts of SLT.
Apply
To explain real life examples of SLT.
Evaluate
To discuss the strengths and weaknesses of SLT & behaviourism.

3. What does this advert suggest about children’s behaviour?
What does this advert suggest about children’s behaviour?

4. Albert Bandura
He argued that OC and CC cannot account for all human behaviour.
There must be a difference between t he stimulus and response.
There must be something at the middle point that changes/create behaviour S R

5. Assumptions
Supported the assumption that we learn through our environment.
He argued that we primarily learnt through observation and imitating others within a social context.
This is the Social Learning Theory (SLT).
Suggesting that learning occurs directly through CC and OC and also indirectly.

6. Social Learning Learning by observation
People observe the behaviour of other people (models)
They may imitate the behaviour they observe
Whether or not they do so depends on the observed consequences:
Vicarious reinforcement
Vicarious punishment

7. Vicarious…what???
Observe how behaviour is reinforced in other people

8. Vicarious reinforcement.
As a child you are walking through a supermarket… You notice a boy pushing items off the shelf onto the floor …. The mother of the boy stops the boy and puts him in the trolley as punishment for damaging items.
Why is this vicarious reinforcement?
Observing Behaviour + its consequences

9. Role of Mediational processes
It is believed that SLT is a ‘Bridge’ between the Behaviourist (or Learning theory) and the Cognitive approach due to a focus on how mental (cognitive) factors influence learning.
It argues that there are four mental or mediational processes that relate to both the learning and performance of a behaviour.

10. A person pays attention to someone else’s behaviour
Retention
They memorise the behaviour they have observed
Motor Reproduction
They practice the behaviour themselves
Motivation
Given a reason, they may use it

11. 4 Processes Learning Performance
Attention – the extent we notice certain behaviours
Retention – how well the behaviour is learnt
Motor reproduction – the ABILITY to preform the behaviour.
Motivation – the WILL to perform the beh, which is often determined by whether the behaviour is rewarded or punished.
Performance

12. Process of Modelling ATTENTION. RETENTION REPRODUCTION MOTIVATION.
Remember ARRM.

13. Identification
People/children are more likely to copy behaviour of someone whom they identify as a role model.
The role model models behaviour which a child/person copies ( FYI: The role model doesn’t always need to be present for the behaviour to be replicated – Also look at the media, people NOT present in your life but people copy behaviour)

14. Factors that increase the chance of behaviour being repeated
Same Age
Same Gender
High Status
Likeable/Popular

15. How did this get tested…
Behaviourism
How did this get tested…
Bandura agreed with the Behavourists that we learn directly from our experiences through classical and operant conditioning.
However, he argued that we also learn indirectly, by observing and imitating others, especially if others appear to be rewarded for their behaviour.

16. Research relating to SLT
Bandura et al’s (1963) Bobo doll study:
P’s were 66 nursery children. They viewed a model behaving aggressively towards a Bobo doll, they were then allowed to play with the doll and their behaviour was monitored.
Children who saw a model being rewarded for acting aggressively were more likely to act aggressively. (condition 1)
Children who saw the model being punished for acting aggressively behaved least aggressively. (condition 2)
Yet when offered a reward to act aggressively those in condition 2 showed they had learned as many aggressive techniques as those in condition 1. Meaning all the children had learned how to behave aggressively.

17. Behaviourism
Summary
Classical Conditioning
Pavlov
Learning through association directly – the association is formed by you!
Operant Conditioning
Skinner
Learning through consequences directly. You are on the receiving end of reinforcement/punishment.
SLT
Bandura
Learning through imitation. This is indirect as you are watching what happens as a result of someone else’s behaviour!

18. Apply it… Behaviourism
One of SLT’s great strengths is it’s practical application to real life.
It helped us to understand why the James Bulger Murder happened and gave us some great insights into how to prevent teenage violence.
Using your knowledge of social learning theory research Jamie Bulger case and apply your knowledge to this.

19. Evaluate Behaviourism
Complete the evaluation points. Make sure you explain why it is a strength or weakness to maximise your depth!
‘Social Learning Theory is supported by Bandura’s Bobo doll studies. These found that...’ ‘This suggests that….’
‘However this evidence can be criticised by….., proving that SLT did not occur.’ ‘Nevertheless it was conducted experimentally in a lab so….’
‘A strength of Social Learning theory is that it helps explain cultural differences in behaviour….’
‘A further weakness of Social Learning theory is that it overlooks alternative explanations for behaviour which may be equally or more valid. For example, in Bandura’s studies boys were consistently more aggressive than girls…’
‘SLT has practical applications for real life e.g… ‘
‘However SLT could be argued to be a better explanation of behaviour than classical and operant conditioning because…’

20. Behaviourism
Exam Q
6 marks

21. Behaviourism
Mark Scheme

22. Behaviourism
Mark Scheme

23. Behaviourism
Essay
Outline and evaluate the social learning theory approach. Refer to evidence in your answer.
(Total 12 marks)

24. How do I answer an approaches Q?
Revision
How do I answer an approaches Q?
What does contribution mean?
What skills will I demonstrate?
Discuss the contribution of behaviourist psychologists such as Pavlov and Skinner to our understanding of human behaviour. (12 Marks)
How could I use these to help me?
Annotate the question with some ideas!

25. How do I answer an approaches Q?
Revision
How do I answer an approaches Q?
AO1 – How has the behaviourist approach contributed to understanding human behaviour?
AO3 – How can the behaviourist approach be evaluated?

26. Revision
How do I evaluate?
In a 12 marker you should aim for between 5-6 points of description (AO1) and 3-4 well explained evaluation points (AO3).
You need to explain why your evaluation points are strengths and weaknesses to be effective.
However if you are unconfident in your explanation, you may want to cover more points to be on the safe side. E.g. if you aim for 5 evaluation points, chances are you will have 3 out of 5 that are well explained! Hopefully 

27. How do I answer an approaches Q?
Revision
How do I answer an approaches Q?
AO1 – How has the behaviourist approach contributed to understanding human behaviour?
AO3 – How can the behaviourist approach be evaluated?
Blank slate, behaviour is determined through learning and experience.
Classical conditioning, learning through association.
E.g. phobias.
Operant conditioning, learning through consequence
E.g. children’s behaviour through reinforcement/punishment)
Objective/measurable behaviours
S – Pavlov/Skinner
P – Useful for treatment of phobias, e.g. Systematic desensitisation, flooding
E – Skinner/Pavlov are based on animals and therefore not generalisable to human behaviour.
C – Contrast with biological that suggests that behaviour is determined by nature, genes/hormones/CNS
Other points – e.g. Deterministic, reductionist, based on scientific methods, unethical as it assumes humans have no control/free will over their behaviour.

28. Revision
Now assess your plans…
What mark would your plan get you if it was a written essay?
Key terms used and explained?
Studies and names?
Balance of AO1/AO3?
At least 3 well explained ‘effective’ evaluation points?