SOCIOCULTURAL APPROACH: Social Cognitive Theory (SCT) Lecture Notes

Learning Objective

• Understand the Social Cognitive Theory (SCT).

Short Answer Question (SAQ)

• Prompt: Describe the Social Cognitive Theory. Refer to one study in your response.

Key Concepts

Observational Learning

• Definition: Behavior of role models internalized and reproduced by individuals.

Social Norms

• Definition: Shared standards of acceptable behavior by groups; can be informal understandings or codified into rules and laws.

Social Cognitive Theory (SCT)

• Attention: Focus on the role model’s behavior.
• Retention: Ability to remember the behavior observed.
• Reproduction: Ability to replicate the behavior.
• Motivation/Expectancies: Desire to imitate based on anticipated outcomes.
• Potential/Self-Efficacy: Belief in one's ability to execute the behavior successfully.

Self-Efficacy

• High self-efficacy leads to mastery of challenging tasks and recovery from setbacks.
• Low self-efficacy results in fear of failure and reluctance to imitate.

Factors Influencing SCT

• Consistency: Regular behavior increases likelihood of learning.
• Identification: Seeing someone as a role model.
• Reward/Punishment (Vicarious Reinforcement): Motivation through observed outcomes.
• Liking the Model: Warm and friendly models are more likely imitated than cold ones.

Study 1: Bandura (1961) Bobo Doll Experiment

Aim

• Investigate if children imitate observed aggression.
• Examine influence of role model's and child's sex on imitation.

Participants

• 72 children from Stanford University nursery (36 boys, 36 girls), aged 37-69 months.
• 24 children in a control group observed no role model behavior.

Research Method

• Laboratory experiment.

Variables

• IV1: Aggressive versus non-aggressive model.
• IV2: Gender of the model.
• DV: Imitation of physical aggression by children.

Procedure

• Pre-study aggression rating of children for group matching.
• Children individually exposed to role model playing with toys.
• Aggressive role model displayed novel aggressive actions on a Bobo doll.
• Children's behavior observed for imitation in subsequent play.

Findings

1. Imitation of Aggression: Children exposed to aggressive models exhibited more aggression.
2. Influence of Model’s Sex: Boys more likely to imitate same-sex physical aggression; girls equally likely to imitate verbal aggression.
3. Gender Differences: Boys played more with toy guns; girls with dolls and tea sets.

Conclusion

• Exposure to aggressive models reduces inhibition and increases aggressive responses in children.
• Imitation more likely with male models.

Extended Response Question (ERQ): Evaluation of Social-Cognitive Theory

Introduction

• Define key terms and describe SCT.
• Present argument and counterargument.

Support

• Research Evidence: Experiments establish cause and effect, control variables.
• Limitations: Brief exposure to models; potential demand characteristics in labs.

Challenges

• Ethical concerns with using young children and potential long-term effects.
• Generalizability issues due to lab setting and sample homogeneity.

Study 2: Charlton et al (2000)

Aims

• Investigate television's impact on children's behavior, focusing on aggression.

Sample

• Children aged 3-8 in two primary schools on St. Helena.

Research Method

• Natural experiment.
• IV: Introduction of television.

Procedure

• Pre- and post-television behavior recorded using Playground Behavior Observation Schedule (PBOS).
• Analyzed prosocial and antisocial behavior before and after TV introduction.

Findings

1. Minimal Change: Only nine significant differences out of 64 comparisons.
2. Antisocial Behavior: No significant increase in aggression post-TV.
3. Gender Differences: Boys showed more antisocial acts; girls showed slightly more prosocial acts.

Conclusion

• Television had minimal impact on children's behavior.
• Community factors like high surveillance may have mitigated TV's influence.

Evaluation

• Strengths: Consistent environment in both observations (same schools).
• Limitations: Unique community setting, limited generalizability.
• Comparison: Conflicting evidence from other studies (e.g., Tannis Williams).

Final Thoughts

• SCT might not account for all factors influencing behavior; other explanations exist.
• Limited applicability across different age groups and settings.