Social learning theory Flashcards
What is social learning theory?
Learning through direct reinforcement and observing others and imitating behaviours that are rewarded (vicarious reinforcement)
What is direct reinforcement in the context of gender development?
Children are more likely to be reinforced for demonstrating behaviour that is gender-appropriate and the child is more likely to repeat behaviour
What is differential reinforcement?
The way in which boys and girls are encouraged to show distinct gender-appropriate behaviour
What is indirect (vicarious) reinforcement in the context of gender development?
If child observes their role model receive positive consequences for their behaviour they are more likely to imitate it – e.g. if a little girl sees her mother receive a compliment when she wears make-up and a pretty dress, the girl may imitate this behaviour
What is identification?
A child attaches themselves to a person who is seen to be ‘like me’ or they are like someone ‘I want to be’ – known as role models
What is modelling from the models perspective?
The precise demonstration of a behaviour that may be imitated by an observer (e.g. mother modelling stereotypically feminine behaviour when tidying the house)
What is modelling from the observers perspective?
The imitation of a behaviour portrayed by the model (e.g. when a little girl imitates her mother setting the table, she (mother) is modelling the behaviour)
What are the four meditational processes?
- Attention
- Retention
- Motor reproduction
- Motivation
What are the 3 strengths of the social learning theory explanation for gender?
Research support for modelling-
Perry and Bussey (1979) showed film clips to 8-9 year olds, where boys and girls were seen selecting an apple or pear (both gender-neutral items). Later when given a choice of fruit boys selected the fruit they had seen another boy selecting in the clip, and the same for girls.
Counter-argument- the children only modelled the same-sex behaviour as long as the behaviour was not counter to gender stereotypes (e.g. a man wearing a dress). Whilst research supports SLT explanation of gender, it seems that the effects of modelling are limited by existing societal gender stereotypes.
Explains changing perception of gender roles in Western society-
How society regards stereotypical masculine and feminine behaviour today has changed massively. There is less of a clear-cut distinction between males and females and that people are embracing the idea of androgyny, and gender fluidity more and more.
This can be explained by a shift in social expectations and cultural norms over the years that has meant new forms of acceptable gender behaviour have been reinforced. As there has been no corresponding change in people’s basic biology within the same period, such a shift in perspective and perception is much better explained by theories of social learning, rather than the biological approach.
Considers influence of thought processes- SLT does not take as hard of a deterministic approach as biological explanations for gender as it incorporates the element of free will – people think about the behaviour they have observed before they imitate it, which is demonstrated through the mediational processes (specifically the element of motivation).
What are the two limitations of the social learning theory explanation for gender?
Direct tuition may be more effective than modelling-
Research has shown that children do not always model the behaviour of a same-sex model and that direct tuitions may be more important.
Martin et al. (1995) found that preschool boys played with toys labelled ‘boys toys’ (direct tuition because they were told the toy was for boys). They did this even if they saw girls playing with them. They didn’t play with toys labelled ‘girls toys’ even when they saw boys playing with them (they didn’t model same-sex behaviour when ‘told’ that it was a girl’s toy).
Overemphasis on social processes-
Whilst SLT acknowledges the role of innate, biological behaviours, it does not incorporate them into the theory, and places too much emphasis on the role of the environment.
SLT would suggest that through the processes of modelling, reinforcement, identification, etc. that a child could be raised any gender, despite their biological sex. Yet, the case study of David Reimer suggests that it is not possible to raise a biological male as a female and override chromosomal influence.
Modern researchers are more likely to adopt a biosocial theory of gender, which suggests that there are innate biological differences between boys and girls that are reinforced through social interaction and cultural expectations.
