critique

The Acquisition and Learning of New Behaviors through Social Learning Theory

The Acquisition and Learning of New Behaviors through Social Learning Theory

Introduction

Social learning theory started out as an effort by Robert Sears and his peers to merge psychoanalytic and stimulus-response learning theory into an inclusive and widespread clarification of human behavior. The psychoanalytic learning theory brought forth the abundance of clinical analysis and the stimulus-response theory brought forth objectivity. Later on Albert Bandura discarded the psychoanalytic initiative components of the methodology, stressing in its place cognitive and information-processing capabilities that facilitate social behavior. Both of these theories were anticipated as a wide-ranging structure for the comprehension of human behavior (Grusec, 1992).

Social learning theory explicates human behavior with regards to incessant reciprocal interaction between cognitive, behavioral, and environmental impacts. The theory emphasizes on the learning that takes place within a social context. It deliberates that individuals learn from one another, including such notions as observational learning, imitation, and modeling. These are all concepts forged through by Albert Bandura. The wide-ranging ideologies of social learning theory imply that individuals can learn by observing the behavior of others and the aftermaths of such behaviors (Bandura, 1976). In addition, the philosophies insist that learning can take place even without a change in behavior. Behaviorists assert that learning has to be signified or embodied by a perpetual change in behavior. On the other hand, social learning theorists contend this and state that since individuals can learn simply through observation, it is not mandatory for the learning impact to be displayed in their actions or performance. This implies that, in social learning theory, learning may or may not result into behavioral alteration (Bandura, 1986).

Albert Bandura, through his study known as the Bobo doll experiment, revealed that children learn and imitate behaviors they have seen and witnessed in other individuals. The children that participated in the research observed an adult acting in a violent manner to a Bobo doll. Once the children had perceived and witnessed this, they were later on permitted to play to play in an area together with the Bobo doll. The results showed the children imitating the forceful and vehement actions they had seen the adult do. When the children were later allowed to play in a room with the Bobo doll, they started to emulate the violent and hostile actions they had previously observed (Bandura, 1977). The researcher acknowledged three simple models of observational learning. These are live, verbal and symbolic models. The first model encompasses an actual individual indicating or acting out a behavior. The second model encompasses explanations and elucidations of a behavior and lastly, the third model comprises of actual or imaginary characters exhibiting behaviors in books, movies, TV programs, or online media (Bandura, 2006).

Social learning theory encompasses three models. The first one is the notion that individuals can learn and acquire new behaviors through observation. The second one is the notion that the internal psychological or mental positions and statuses play a vital role on the whole development of learning and acquiring new behaviors. Lastly, in social learning theory, sociologists enforce the philosophies that simply because an individual has learnt something, it does not necessarily mean that it will automatically result in a change in behavior. Social learning theory can be deemed to be a channel or a changeover between behaviorist learning theories and cognitive learning theories. The theory relies on two concepts, which are learning by observing a certain behavior and modelling.

Concepts of Social Learning Theory

Behaviors can be learned and acquired through modelling. Some of the illustrations that can be put forth are kids can watch their elders write, pupils can see the tutor demonstrating solutions on the board and also perceive how someone reacts during a certain situation such as fear. This makes an individual learn about aggression. In fact, according to research undertaken by sociologists, children end up becoming aggressive once they watch the behavior displayed by violent and hostile models. Similarly, it is through observation and modelling that moral discernment and behavior is learnt and acquired. Through modelling, individuals are able to discern from what is deemed to be rightful and what is deemed to be wrongful. The impacts of modelling are that it creates learning and acquisition of new behaviors. It can also embolden and boost behaviors that were prohibited beforehand. Modelling can also escalate and intensify the occurrence of similar behaviors.

So exactly how does the environment reinforce and punish modeling? This is attained different means. First of all, the individual observing is reinforced by the model. An example would be a schoolgirl who changes her attire so as to fit in with a particular group is highly likely to be acknowledged and therefore, reinforced by that set of individuals. Secondly, the individual observing is reinforced by a third party. This particular individual may be demonstrating the activities of another person. A good example would be an exceptional pupil in class. The lecturer sees this and commendations and approves the student for displaying such behavior and therefore, reinforcing such behavior.

Thirdly, the emulated behavior results into reinforcing outcomes. The numerous behaviors that are learnt and acquired from other individuals result into reinforcing or substantial outcomes. A good example would be a student observing the hard work and effort put in by a bright student during studying and seeing the results of how well he or she understands concepts. The observing student then emulated the same effort and also in the end comprehends the concepts. Lastly, the outcomes of the behavior displayed by the model have a vicarious significance on the behavior of the observer. This impact is referred to as vicarious reinforcement. It is the instance in which the model is reinforced for a reaction and then the observer displays intensification in that similar response. This can be well illustrated by the Bobo doll experiment done by Albert Bandura. After observing the model being acclaimed and commended for hitting the doll, devoid of reinforcement, the children started hitting the doll, as well.

Observational learning is a concept that simply enforces that learning takes place when an individual observes the behavior of another individual and in turn changes his or her behavior. The behavior of the observing individual can be positive or negative outcomes of the model’s behavior. These outcomes are referred to as vicarious reinforcements or can be vicarious punishment.

There are a number of ideologies that are comprised in social learning theory through observational learning. These are as follows:

1. An individual observing a model will only imitate and acquire behaviors displayed by the model if such behaviors perceived have features or traits that are appropriate and striking to the observer. Some of these traits include authority, astuteness, skills and capabilities and also fame.

2. The individual observing will respond and retort to the manner in which the model is treated and will in turn impersonate the behavior of the model. The likelihood of the individual emulating the behavior of the model increases if and when the behavior of the model is satisfactory. In contrast, when the model is reprimanded or punished, the likelihood of the individual emulating such behavior becomes minimal.

3. It is important for one to discern between the acquisition and implementation of a behavior. When an individual observes a model, he or she can acquire such behavior being displayed without implementing it. The individual might choose to perform such behavior in a forthcoming instance or situation where he or she deems fit.

4. The whole approach of learning by observation comprises of four practices or manners. These are attention, retention, production and lastly motivation.

i. Attention

In order to learn and acquire new behaviors, it is important for the observer to be keen and pay considerable attention to what is being displayed or demonstrated. This approach is subject to the traits and features of the model, such as how much one is fond of or relates to the model. The practice is also determined by the features of the observer. For example, the prospects and level of anticipation as well as how much his or her emotions are stirred by the model.

ii. Retention

This whole process is determined and reliant on the level of remembrance of the observer. After observation of a certain behavior, an individual is expected to be able to recall such behavior at a later period of time. Therefore, the retention process relies on how well the observer is able to sustain the observation mentally but also be able to remember the physical demonstrations, as well.

iii. Production

For observational learning to take place, the observer should be able to emulate and imitate the demonstration both physically and intellectually. In several instances, the observer is equipped with the necessary reactions. However, at times the demonstrations displayed by the model may encompass abilities or talents not yet acquired by the observer. For example, it is simple to observe and enjoy a clown placing a burning stick down his throat but emulating such behavior is totally different.

iv. Motivation

The individual observing the traits displayed by the model will only go ahead and emulate or mimic such demonstrations if the observer has certain incentive, enthusiasm or motivation to do so. Therefore in this phase, the existence and manifestation of reinforcement or punishment to the model or straight to the individual observing is deemed the most significant.

5. The learning and acquisition of the behavior being displayed by the model is determined by the attention and retention phases while the implementation of such behavior is reliant on the motivation and production phases.

6. The progress and advancement of any individual is mirrored by the intricate relation of the individual, the individual’s behavior and the surrounding environs. The association between these components is referred to as reciprocal determinism. The physical features, convictions and outlooks of an individual affect the behavior as well as the environment. Nevertheless these stimuli can be reciprocated.

The behavior of an individual can impact the outlooks of himself or herself and also the approaches and opinions about other people. Similarly, plenty of what an individual learns is originated from environmental sources such as the television and online media, family and also books. It is important to note that environment influences the behavior of an individual. Whatever an individual observes can significantly sway what he or she does, but at the same time, the individual’s behavior also plays a big part to his or her environment.

Applications

The concepts above can be applied in numerous instances. These instances are discussed below.

1. Criminology

Sociologists have applied the concepts of social learning theory to explain the human behavior, especially the violation of social norms or laws. The learning has been linked to the development and sustenance of bad behavior (Decker, 1986). Research undertaken by Hanna, Crittenden and Crittenden used data from students to ascertain the associations among role models. The study examined laws and capitalism. The results showed that forthcoming business leaders who learnt in environments promoting all moral philosophies apart from virtue ethics are subjective to their role models. Nevertheless, variances in unethical behavior were found to be linked to the social influences of capitalism and laws (Hanna, Crittenden and Crittenden, 2013). This shows that observing and modelling the behaviors of a model that is deviant in nature can result into the observer undertaking such behaviors, as well (Parangimalil, 2014). The concept of criminal behavior is considered to be learned in both social and nonsocial circumstances through mixtures of direct reinforcement, vicarious reinforcement, unequivocal training, and observation. Both the likelihood of being open to definite behaviors and the kind of reinforcement are reliant on the norms followed by a particular group of individuals (James, Hater and Gent, 1978).

2. Business

Social learning theory can also be applied in businesses. This is done by emulating the business markets on how the particular behaviors displayed in such markets in order to increase success within a particular firm or industry (Scherer, Adams, Wiebe, 1989). For example, Kauppinen and Juho did a research in the internationalization of small and middle size enterprises (SMEs) from the perspective of social learning theory. The research showed that entrepreneurs can understand and emulate the constructive and knowledge of actions of other entrepreneurs and learning the market (Kauppinen, Juho, 2012).

3. Mindsets in Schooling

The approaches of attention and retention are applied in schooling and educating students. A good example is the manner in which young students in the early age classes are taught. The teacher uses a chart containing drawn diagrams and when the teacher points and mentions the name, the pupils say back in unison. This is known as reciprocal learning where both the pupils and the teacher participate (Zimmerman, 2000).

In addition, schools model the behavior of students using modelling. One example would be rewarding the pupils who display good behavior. Teachers can also award prizes to students who have passed tests. This models the other students to work hard and achieve, as well. In addition, punishing students for bad behavior in turn will model the students to avoid such behaviors. Using these concepts of social learning theory, the teachers are able to instill the appropriate behavior in the students (Zimmerman, 2000).

4. Psychotherapy

Psychotherapy is another way in which social learning theory can be applied. The concepts have been used in the application of anxiety syndromes. In addition, the theory makes the most of emotion which plays a big part (Weiner, 1985). The idea of fear or any form of anxiety has been studied to start through learning. Nonetheless, majority of the victims who suffer from such ailments barely ever recall such instances. There are several of such situations. For example, the fear of heights can be learned and acquired when an individual sees another person fearing such activities. The same applied on the fear of clowns. Some children begin to fear clown when they observe their other siblings fearing the clowns, as well. On the other hand, such behaviors can be learnt. For example, an individual’s fear of spiders could arise from reading that such insects are very dangerous and could cause great harm on a person.

5. Media Impacts

Another application of social media theory is the impact of media. Through media sources, individuals are modelled and acquire plenty of behaviors by observing what is displayed. One of the impacts would be violence. Research sociologists have linked plenty of violence occurrences to that displayed in media sources such as television and video games. This is particularly regular with young kids. Video games and programs that air wrestling or fighting have had a considerable influence on the behavior of small children and the accidental instances that occur. On the other hand, media has also been responsible for the acquisition of moral behavior. Conversation or preservation of nature has been greatly influenced through media sources that display animals being harmed and educate people to avoid such behavior.

6. Developmental Psychology

Development, growth and progression in terms of moral and gender aspects are another application of social learning theory. The theory plays a vital role in shaping and developing the behavioral features and traits of young children. When it comes to the gender aspects, parents and elderly people around children while growing up play a vital role in modelling them. For example, a girl will learn and acquire female-based behaviors from the mother, elder sister or any female figures around her while growing up. The same applies to a boy. Additionally, the environment in which the child grows up in plays a big part in the psychological advancement and thinking of the child. For example, research has shown that most of the children who are brought being discouraged and put down end up struggling in areas such as studies or at times doubt their capabilities. For example, a child who is brought up being told that he or she is stupid at some point may doubt whether he or she can succeed. Such environmental and developmental psychology aspects matter in the advancement of one’s behavior (Zimmerman, 1989).

The same case applied in terms of motivation and emotion. Characteristics such as anger and temper are acquired by children by observing the behaviors of figures such as their parents and the elderly ones around them. No individual can claim that they were born with anger in them or temper. Such traits are learnt and acquired from their environments and become part of their behavior. The supposed permanency of sources influences variations in expectation of accomplishment. The magnitudes of causation affect a variability of common emotional involvements, including anger, appreciation, guilt, ineptness, pity, arrogance, and shame. Expectancy and distress, in turn, are assumed to influence motivated behavior (Weiner, 1985).

References

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