Introduction
Psychology social learning theory (observational learning theory) is associated with Albert Bandura who was the discoverer of the theory (Akers & Sellers, 13). This was as a result of his research on modelling and imitation. The theory holds that behaviour can be learned at a cognitive level through observation of other people’s behaviours and as a result the observer(s) are capable of imagining themselves in the same observable situation and incurring similar results or outcomes. This means that people learn by observing the behaviour, attitudes and the outcomes of others. This is normally done through modelling. Modelling refers to where a person observes then creates an idea to the person of how new behaviours are performed and this is coded in the person’s brain thus giving rise to predetermined or standardized principles which act as a guide for action (Akers & Sellers, 19). The essential concepts behind Bandura’s theory are the operant theory, reinforcement, punishment and motivation.
Social Learning Theory and Criminology
There are three distinct motivational aspects under this theory which are: external reinforcement, vicarious reinforcement and self-reinforcement. The principle behind External reinforcement is that the behaviour of an individual is determined by environmental consequences. These consequences can either be desirable or undesirable. For desirable consequences, there is an increase in frequency whereas for the undesirable consequences there is a decrease in frequency because it is punishable (Akers & Sellers, 27). This kind of behaviour is said to be reinforced rather than acquired through good will. Therefore, undesirable behaviour operates in an environment where it produces negative results which are either reinforcing or punishable. This means that in criminal activities, if the defendant engaged in any of the criminal activities and was rewarded either by money or an increased prestigious status or feelings of adequacy, then the criminal is bound to engage in further criminal activities (Perlstadat, 5). But if the consequences were detrimental and would lead to jail and shunned in the society, then the criminal would not be willing to commit the same crime once more.
Self-reinforcement is inclined to one’s own sense of pride or as predetermined or standardized principles of one’s own behaviour as perceived within self (Perlstadat, 6).
Therefore, the social learning theory tends to explain human behaviour as a constant interface between cognitive, behavioural and environmental factors in a mutual manner.
Modelling is carried upon under certain conditions which include: attention, retention, reproduction and then motivation. Attention refers to the factors that yield an increase or decrease of the attention paid and may include: distinctiveness, prevalence, complexity and functional value. On the other hand, one’s own characteristics such as arousal levels, perception or past reinforcements can affect one’s attention (Akers & Sellers, 37). Retention refers to the ability to store the observable data or experiences. Retention is best done by use of symbolic try outs, imageries, figurative codes and cognitive association. Reproduction in this context refers to the presentation of the experience gained through observation and is categorized by individual abilities and reflection on the use of the experience gained. Motivation refers to the guiding luring principles that compel the observer to replicate what is seen with an intention of getting the rewards of the outcome.
Under criminology, the theory holds that crime related acts are obtained through observation (Champion, 39).
On the other hand, the reinforcement of these criminal behaviours is hatched from both the internal and external sources. This reinforcement can either be in form of tangible or intangible rewards/social rewards for the criminal activity. Tangible rewards include money and assets among others whereas intangible/social rewards include increase in social status and acceptance to a particular cult (brotherhood/sisterhood) (Perlstadat, pars. 1 – 7).
This theory also allows learning through observing behaviour, which catapults for change in behaviour thus enabling new behaviours to be created due to the re-innovation of the observed behaviour. This means that if the observer observed a certain scene years ago such as robbery with a baseball butt, the observer is compelled to do the same but using a cruder weapon which is readily available such as a gun to commit the same crime. This gives the old behaviour a face-lift in this context instead of using a baseball butt, the criminal offender opts to use a gun because maybe it is readily available or it is affordable or because one wants to steal a lot more money than he had observed earlier.
Application and Impact of Social Learning Theory in Today’s context
Social learning theory is used extensively to understand aggressive behaviour, violent criminal offences and psychological disorders (Hart & Kristonis, 3).
This theory is particularly applied in the contexts of behaviour modifications. Bandura’s main focus was on the concept’s self-efficacy (self-confidence towards learning) in a number of contexts. The most common was television which most of the times is very pervasive and compelling for it programs the mind to accept certain things as true or as good. This preconditions the mind by creating certain perceptions about people or products which may be detrimental to the society. For instance, adverts by use of popular or famous people may make a person change adopt the advertised product so as to be identified with the famous person in the advert thus compelling people to feel a sense of belonging with the famous and this result can be referred to as brain clogging (Hart & Kristonis, 4). The emergence of internet and more perverse video games has also brought the whole arena on a whole new level as the internet has exposed a lot of children to a wide centre of behaviours which are immoral thus compelling a child to grow knowing certain things as acceptable such as pornographic cites which may lure a child to believing everyone can have sex.
Impact of Environment on Modelling
The environment also contributes to reinforcing modelling on others in a number of ways. An observer can be reinforced by the model in that a person may tend to change behaviour due to an external stimulus. For example, if a person is newly employed in a place where people go to work in casual wear all week long, in a case where he was previously wearing suits to work maybe compelled to change to casual wear and this would be as a result of the organizational culture. The observer can also be reinforced by a third party where one tries to ape another person thus modelling one’s behaviour to abide to another person, (Perlstadat, 5). In this case for example, a student leader may try to imitate the actions of the principle and the change of behaviour may be noticed and commended by a teacher or the principle for having such an outstanding in character
Limitations
Social learning theory faces a deficit in explaining the role played by peers (friends-acquaintances), family members or other social agencies in the process of modifying the observers’ conventional or un-conventional behaviours (Champion, 38).
On the other hand, it fails to explain the process through which the observer acquires these conventional or unconventional behaviours and only focuses on the social contexts through which these behaviours are acquired. Therefore, it only looks at the models and ignores the modes of acquiring such conducts.
Social learning also fails to predict what the observer regards as positive. Therefore, a need to set clear boundaries on what is negative and what is positive arises which may be a problem to generalize due to the varying cultural practices and belief systems that span through different nationalities which may hinder a general perception. For example, in some parts of the Middle East, it is legal for a husband to kill a wife if he found her committing adultery which is referred to as mercy killing. On the other hand, such an act is a criminal act of the highest order in America (Perlstadat, 7). This proves that there is a gap in the theory than needs support in applying the same in different and varying cultural contexts around the world.
Doctrines associated with the Social Learning Theory
The main principle held in this theory is the ability to gain knowledge and information from others by simple observation and showing related immediate results regarding those behaviours. Learning can occur without behavioural change and this means that a person can learn something through observing something which may not result to any behaviour change (Akers & Sellers, 32). In learning, cognition plays a major role especially when it comes to interpretation of human learning which has an effect on behaviours that people exhibit in that they are aware of the future reinforcements, consequences of punishments since it is understood that for any cause, there is an immediate effect (Perlstadat, 7).
Conclusion
Social learning is a very significant aspect of life especially during childhood although at times it may happen at later age. This has brought the media violence, internet exposure and parents/guardians as role models on the lime light. This is because it is argued that children tend to replicate what they see most and in this day and age, television, internet and parents (guardians) are the most influential people in the growth of children and in respect, the children tend to learn and implicate what they see from these authorities thus building up thoughts and principles based on these authorities’ actions either towards them or towards other people and they do this by merely observing and later on replicating to have the experience of the same while yearning to recoup the same rewards their authorities (Akers & Sellers, 41). The social learning theory has, for several decades, been the basis under which psychological abilities have been linked to behavioural actions due to the fact that it comprehends abilities to pay attention and memory capabilities as well as learning enthusiasm. This theory is significant in determining the cause of criminal acts by the offenders as behavioural and cognitive factors are considered. This is important in taking the appropriate actions towards criminal offenders.
Works Cited
Akers Ronald & Sellers Christine. “Criminological Theories: Introduction, Evaluation and Applications”. Roxbury Publishing Company. 4th Edition: 2004: 4-41. Web.
Champion Dean. “Probation, Parole and Community Corrections”. Prentice Hall Publishers. 6th Edition: 2007: 36 – 39.
Hart Karen & Kristonis William. “Critical Analysis of an Original Writing on Social Learning Theory: Imitation of Fil-Mediated Aggressive Models by: Albert Bandura, Dorothea Rose and Sheila A. Rose (1963). A& M University: College of Juvenile Justice and Psychology. 2005: 1 – 7. Web.
Perlstadat Harry. “Bringing Sociological Theory and Practice Together: A Pragmatic Solution”. Michigan State University. 1998: 1 – 7. Web.