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Summary Social Learning Theory of aggression essay plan

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  • April 18, 2024
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  • 2021/2022
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Social Learning Theory of Aggression
Depth:
 Social learning – learning through observing others and imitating behaviours that are seen to be
rewarded.
 Bandura argued that children learn to be aggressive because either they are directly rewarded for
their aggressive behaviour, or they observe someone else appearing to be rewarded for their
aggression.
 Children primarily learn their aggressive responses through observation – watching the behaviour
of role models and the imitating that behaviour. This is more likely to occur if the individual
identifies with the model.
 Children observe and learn about the consequences of aggressive behaviour by watching others
being reinforced or punished. This is called vicarious reinforcement.
 Children witness many examples of aggressive behaviour at home and school, as well as on
television and in films.
 By observing the consequences of aggressive behaviour for those who use it, a child gradually
learns something about what is considered appropriate and effective conduct in the world around
them.
 Bandura also claimed that in order for social learning to take place, the child must form mental
representations of events in their social environment.
 The child must also represent possible rewards and punishments for their aggressive behaviour in
terms of expectancies for future outcomes – when appropriate opportunities arise, the child will
display the learned behaviour as ling as the expectation of reward is greater than the expectation
of punishment.
 Children learn rules of conduct from those around them, such as when as how to be aggressive –
these rules then become internalized and once established in childhood, this pattern of aggression
can become a way of life.
 The production of behaviour comes from maintenance through direct experience – a child who is
successful or praised for their aggressive behaviour will attach value to aggression and continue to
behave aggressively in the future. It also comes from self-efficacy – the extent to which we believe
our actions will achieve a desired goal. For children who have fewer positive outcomes when using
aggression, they are likely to develop a low self-efficacy and have less confidence in their ability to
use aggression.
Bredth:
KEY STUDY: Bandura
PROCEDURE: male and female children ranging from 3-5 years. Half were exposed to adult models
interacting aggressively with a life-sized Bobo doll. The model displayed physically aggressive acts towards
the doll, accompanied by verbal aggression. The other half were exposed to models that were non-
aggressive towards the doll. Following exposure to the model, the children were taken to a room where
there was a Bobo doll.
FINDINGS: Many of these children imitated the behaviour they had seen performed by the model both
physically and verbally. The imitation was at times a direct copy of the behaviour observed. The children
who observed the non-aggressive model, showed no aggression towards the doll. Boys showed greater
physical aggression.

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