Sample 2

This essay will evaluate the Social Cognitive Learning Theory through its application to aggression. The social cognitive learning theory is a theory proposed by Albert Bandura that suggests that human behaviour can be learned through observation, from watching models and imitating their behaviour. Effective modeling requires three conditions: attention, retention and motivation. In order for the learning to happen, attention must be paid to the model; this can be affected by the authority, attractiveness or the desirability of the models behaviour or the outcome of said behaviour.  If the model is seen as being rewarded for a behaviour, the observer will also want to receive such a reward.  This is known as vicarious reinforcement. Following the observation, the learner must be able to retain and remember the behaviour. Finally, the learner must have the motivation to repeat the behaviour based on the outcome expectancy. Several factors affect the learner's motivation to replicate behaviour, such as the likeability of the model, identification with the model and the consistency of the behaviour. In addition, the individual must feel that he can actually do what the model can do - in other words, there must be a feeling of self-efficacy.

Bandura's Bashing Bobo Study (1961), explored the theory through a lab experiment investigating how aggressive behaviour develops in children. His aim was to see whether or not and to what extent the children would replicate the behaviour of a model assigned to them. Bandura selected 36 boys and 36 girls, ranging in age from 3 - 5 years old. The children were divided into groups to study to what extent the participants would imitate an aggressive v.s nonaggressive model as well as same-sex v.s non-same sex model. Bandura's findings were that children who saw aggressive models, did in fact act more aggressively themselves, boys were in general more aggressive than girls and were more influenced by male models. Girls were more physically aggressive when in observing a male model but were more verbally aggressive when with a female model. The study strengthens Bandura's theory as it was clear that the participants (both boys and girls) imitated their model.

The study is also evidence of the motivation factor of cognitive learning; boys were more influenced by male models because they identified with them and girls were more likely influenced by the female-models. Boys also viewed the male model as an authority figure; one of the participants even compared the behaviour of the model to that of his father. This identification provided a sense of self-efficacy - that is, that the children were able to do what the model had done. Another advantage of the study is that the participants were pre-tested on their aggression levels using researcher triangulation and the outliers were removed from the experiment. A limitation of this study is that the setting is rather artificial and does have ecological validity; the encounter with the model is very brief and the children are in an unusual environment, being placed alone in a room with a stranger. The aggression is also measured on a doll and does not reflect on how the children would act with a real-life human being or animal. Finally, the study only looks at the short-term effects of observing the model and does not show that the behaviour was learned and then shown again in the future; The theory also cannot explain the children that did not imitate the model.  It appears that the theory may have stronger explanatory power than predictive power for an individual's behaviour.

Joy et al. (1986) carried out a prospective natural experiment on the effects of television on the level of aggression of children. Children in a remote part of McMurdo were tested and observed on their levels of aggression one year prior to the introduction of television and a year after. The study found that the children were more aggressive a year after they gained access to TV.  A similar study was carried out on the island of St. Helena by Charlton et al. (2002). In contrast, the 2002 study did not find any change in aggression. Following an examination of both studies some major differences can be found in the two studies. Firstly, children in St. Helena were more likely to watch TV with their parents, so it may be presumed that they were not as easily exposed to violent television. Secondly, the majority of St. Helena is black, while the majority of western television features white actors. Therefore, in accordance to the social cognitive theory the children in St.Helena would be viewing the behaviour of an out-group, making them less likely to replicate the behaviour than Canadian children observing the behaviour of their white in-group. This is because they do not identify with the group and therefore may not feel the sense of self-efficacy in being able to replicate the behaviour. Both studies were natural experiments and have high ecological validity since in both cases the children were observed on the playground in their regular environment. A limitation found in both studies is that aggression on the playground is difficult to quantify and it is possible that there may have been some level of researcher bias.

There are several strengths of the theory.  First, there is empirical evidence to support it.  The theory has been shown to have validity both in the lab (Bandura) and in natural environments (Joy and Charlton). The theory also can be applied to a large range of behaviours, not just aggression. It has been used in education as well as in therapy. Finally, the theory is complex and explains cultural differences in behaviour. It also shows how we may learn without having to directly receive a reward or punishment. There are, however, limitations of the theory.  First, the theory is only one perspective.  It does not account for biological factors in aggression.  How biology influences SCT could be a factor.  Secondly, the studies of aggression have ethical concerns. Finally, the theory cannot explain all behaviour as some children did not imitate the model in spite of meeting the criteria of the theory.

Overall, it can be concluded that despite its limitations the social cognitive theory is supported by research and can help contribute to our understanding of human behaviours.

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