Li Chun Ho IB Psychology Higher Explain social learning theory, making reference to two relevant studies.

In this response, I will explain the social learning theory (SLT) proposed by Bandura (1977, 1986) that suggests behavior is learnt through observation and replicating them and observing the consequences of the observed behavior. I will use the Bobo Doll Studies by Bandura, Ross & Ross (1963) and Eron & Huesmann (1986) that examined the modeling and adoption of aggression in children participants. The SLT is the concept that the behavior of others, known as models, are observed and imitated by others through observational learning. It is seen as particularly influential during childhood when authority becomes important. In order for the behavior to be successfully modeled, attention, retention, reproduction and motivation must be carried out. Attention begins the process when the individual perceives and attend to the significant features of the behavior. Distraction may negatively affect the learning process. Observing the behavior is not enough. Following attention, retention is the next process that requires the observer to memorize the behavior into memory. It includes symbolic coding, mental images and cognitive organization. It is vital that there is the ability to retrieve this information later and act on it. Thirdly, through motor reproduction, the action is imitated by retraction of the memory. The observer must be physically and cognitively capable of reproducing the behavior. The more the action is reproduced and practiced, the more skillful the observer becomes in producing the action. Lastly, motivation is vital for the observer needs to feel motivated to perform the action. The consequence of the action, whether it is reinforcement as a reward or a punishment, is an important factor towards motivation. This is an indirect form of learning, known as vicarious reinforcement. As shown by some studies, observational learning does not often lead to positive behavior One study outlining SLT is Bandura, Ross & Ross (1961). A lab experiment was conducted with 72 children of equal gender around 4 years old to test the observation and modeling of aggression. Beforehand, children were rated for aggression such that no more than half of them were aggressive. There were several conditions. The aggression group watched a video of an adult playing quietly then acted aggressively towards the doll, including kicking and punching it. In the non-aggression group, the adult continued to play quietly. In the control group, the children saw neither an aggressive nor nonaggressive video. They were then placed in a room with a Bobo doll. Children in the non-aggressive group showed almost no aggression, while those in the aggressive group imitated the behavior 88% of the time and were mainly aggressive. The acts were clearly imitations, not just general aggression. Eron & Huesmann (1986) aimed to investigate whether children watching violence on television would affect the aggressiveness of the childrens behavior. A longitudinal study involving 800 children participants globally would restudy them after 11 and 22 years later. The findings suggested the more hours children watched television, the greater the tendency to be more aggressive in school and playground. Although children at 8 years old were not aggressive, they are capable of becoming more violent compared with their peers who dont watch violence television shows while they do. Although the research is highly credible, it is important to consider bi-directional ambiguity where it is uncertain whether aggression drove them to watch more hours of television or the television drove them to be more violent. 1