1. Bandura (1965) Bo Bo doll experiment
This study supports imitation.

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

3. 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

4. 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.

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

6. 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.

7. 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.

8. 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).

9. 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.

10. 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?

11. 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?

12. 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.

13. 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

14. 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.

15. Revision activities…..

16. 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

17. 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

18. 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)

19. 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