Social learning (theory)
Abstract - The social learning theory
is the behavior theory most relevant to criminology. Albert Bandura believed
that aggression is learned through a process
called behavior modeling. He believed that individuals do not actually inherit
violent tendencies, but they modeled them after three principles (Bandura,
1976: p.204). Albert
Bandura argued that individuals, especially children learn aggressive reponses
from observing others, either personally or through the media and
environment. He stated that many
individuals believed that aggression will produce reinforcements. These
reinforcements can formulate into reduction of
tension, gaining
financial rewards, or gaining the praise of others, or building self-esteem
(Siegel, 1992: p.171). In the Bobo doll experiment, the children
imitated the aggression of the adults
because of the rewarded gained. Albert Bandura was interested in child development.
If aggression was diagnosed early in
children, Bandura believe that children would reframe from being adult criminals.
"Albert Bandura argued that aggression in children is influenced by the
reinforcement of family members, the
media, and the environment"(Bandura, 1976: pp. 206-208).
Overview: The social learning theory
of Bandura emphasizes the importance of observing and modeling the behaviors,
attitudes, and emotional reactions of
others. Bandura (1977) states: "Learning
would be exceedingly laborious, not to mention hazardous, if people had to
rely solely on the effects of their own
actions to inform them what to do.
Fortunately, most human behavior is learned observationally through modeling:
from observing others one forms an idea of
how new behaviors are performed, and
on later occasions this coded information serves as a guide for action." (p22).
Social learning theory explains human
behavior in terms of continuous reciprocal
interaction between cognitive, behavioral, an environmental influences. The
component processes underlying
observational learning are: (1) Attention,
including modeled events (distinctiveness, affective valence, complexity,
prevalence, functional value) and observer
characteristics (sensory capacities,
arousal level, perceptual set, past reinforcement), (2) Retention, including
symbolic coding, cognitive organization, symbolic
rehearsal, motor rehearsal), (3) Motor
Reproduction, including physical capabilities, self-observation of reproduction,
accuracy of feedback, and (4)
Motivation, including external, vicarious
and self reinforcement.
Because it encompasses attention,
memory and motivation, social learning theory spans both cognitive and behavioral
frameworks. Bandura's theory improves
upon the strictly behavioral interpretation
of modeling provided by Miller & Dollard (1941).
Overview of Social Cognitive Theory
and Social Learning Theory. Excellen place to start.
Ronald Akers is a renowned sociologist,
who is currently on the faculty of University of Florida. Akers is most
known for his work with social learning theory,
which was first present by Akers and
Robert Burgess in their 1966 article, “A Differential Association-Reinforcement
Theory of Criminal Behavior.” Akers
continued using this theory over the
following decades to explain deviant behavior. This paper will outline
the historical context that influenced Akers and his
development of social learning theory.
Then, the development and structure of Akers’ theory will be discussed.
This will be followed by an analysis of the
criticism and response to the criticism.
Finally, the paper will conclude with an overview of current use and policy
implications.
Social learning theory focuses on
the learning that occurs within a social context. It considers that people
learn from one another, including such concepts as
observational learning, imitation,
and modeling. Among others Albert Bandura is considered the leading proponent
of this theory.
Social Learning Theory's
explanations of aggression
When Rotter developed his Social Learning
Theory, the dominant perspective in clinical psychology at the time was Freud's
Psychoanalysis, which focused on people's
deep-seated instinctual motives as determining behavior. Individuals were
seen as being naive to their unconscious impulses, and treatment required
long-term analysis
of childhood experience. Even learning approaches at the time were dominated
by drive theory, which held that people are motivated by
physiologically-based impulses that
press the individual to satisfy them. In developing Social Learning Theory,
Rotter departed from instinct-based
Psychoanalysis and drive-based behaviorism. He believed
that a psychological theory should have a psychological motivational principle.
Rotter chose the
empirical law of effect as his motivating factor. The
law of effect states that people are motivated to seek out positive stimulation,
or reinforcement, and to avoid unpleasant
stimulation. Rotter combined behaviorism and the study of personality, without
relying on physiological instincts or drives as a motive force.
Lave argues that learning as it normally
occurs is a function of the activity, context and culture in which it occurs
(i.e. it is situated). This contrasts with traditional
classroom learning activities which involve knowledge
which is often presented in an abstract form and out of context. Social interaction
is a critical component of situated
learning--learners become involved in a `community of practice' which embodies
certain beliefs and behaviors to be acquired. As the beginner or
newcomer moves from the periphery of
this community to its centre, they become more active and engaged within
the culture and hence assume the role of
expert or `oldtimer'.
Observational or social learning is based
primarily on the work of Albert Bandura. He and his colleagues were able
to demonstrate through a variety of
experiments that
the application of consequences was not necessary for learning to take place.
Rather learning could occur through the simple processes of
observing someone else's activity.
This work provided the foundation for Bandura's later work in social cognition.
Social learning theory mixes many approaches
from different schools of psychology. Like Skinner and the other behaviourists
(see Behaviourism), social
learning theorists agree that punishments and rewards
play an important rôle. However, they also pay great attention to the
mental processes intervening
between perception of a stimulus and
the decision to respond.
