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A-Level · Psychology

PSY.APP4 Social Learning Theory: Imitation, Modelling and Bandura's Research

AQA 7182 · Calculators not allowed · about 60 minutes

Total Marks

Name: _______________________________ Date: ____ / ____ / ______

Answer ALL questions. Show all your working.

Define the basic idea of Social Learning Theory as an explanation of behaviour in a social context, naming the role of observation.

(Total for Question 1 is 2 marks)

Outline what is meant by 'imitation' in Social Learning Theory, using a brief example in a classroom setting where a pupil copies a teacher.

(Total for Question 2 is 2 marks)

Outline what is meant by 'modelling' in Social Learning Theory, and explain how a model differs from an ordinary demonstrator in terms of influence.

(Total for Question 3 is 2 marks)

Explain vicarious reinforcement in Social Learning Theory and give a short example involving siblings at home where one child's praise affects the other's behaviour.

(Total for Question 4 is 3 marks)

Explain the mediational process 'attention' in Bandura's Social Learning Theory, as it applies to observing aggressive behaviour in a playground and why some models attract attention.

(Total for Question 5 is 3 marks)

Explain the mediational process 'retention' in Social Learning Theory and how it enables later imitation of a sequence of actions observed in a short TV clip.

(Total for Question 6 is 3 marks)

Explain the mediational process 'motor reproduction' in Social Learning Theory and why a learner's physical ability matters when imitating a model's skilled action.

(Total for Question 7 is 3 marks)

Explain the mediational process 'motivation' in Social Learning Theory, including the role of expected outcomes and perceived rewards in deciding to imitate a model.

(Total for Question 8 is 3 marks)

Describe Bandura, Ross and Ross's Bobo doll research procedure and main findings on the imitation of aggression, naming the key conditions and the pattern of results.

(Total for Question 9 is 6 marks)

Outline two strengths of Social Learning Theory compared with strict behaviourism, each with a brief explanation of why it matters for understanding human behaviour.

(Total for Question 10 is 4 marks)

A seven year old, Yusuf, watches an action movie at home in which a charismatic adult character uses aggressive words and pushes other characters, and the character is applauded by on-screen peers. The next day Yusuf replicates some of the aggressive words while playing with friends at school, but does not use the pushing behaviour. Explain, using Social Learning Theory and its mediational processes, why Yusuf imitated some aggressive behaviour and not other elements of the model's actions.

(Total for Question 11 is 6 marks)

Evaluate Social Learning Theory as an explanation of behaviour, compared with strict behaviourism. In your answer discuss strengths such as the inclusion of cognitive factors and social context, and limitations such as reliance on artificial laboratory studies and potential underestimation of biological influences. You should reach a balanced judgement.

(Total for Question 12 is 12 marks)

Mark scheme · PSY.APP4 Social Learning Theory: Imitation, Modelling and Bandura's Research

Question 1

B1 states that behaviour is learned from observing and imitating others in a social context oe
B1 mentions that learning can occur indirectly through observing consequences for others (vicarious reinforcement) oe
Answer: Behaviour is learned by observing and imitating others in a social context, and by learning from the observed consequences for those models (vicarious reinforcement).

Question 2

B1 states imitation is copying the behaviour of a model observed in others oe
B1 gives a brief classroom example, e.g. a pupil copying a teacher's method of answering a question oe
Answer: Imitation is copying a model's behaviour; for example, a pupil sees a teacher raise their hand before speaking and copies that behaviour in class.

Question 3

B1 states modelling involves demonstrating behaviour that others may observe and imitate oe
B1 explains that a model is often someone of status or similarity whose behaviour is more likely to be copied than a random demonstrator oe
Answer: Modelling is demonstrating behaviour for others to observe and potentially copy; a model is usually someone with status or similarity so observers are more likely to imitate them than a random demonstrator.

Question 4

M1 defines vicarious reinforcement as learning that occurs when an observer sees a model receive a consequence for behaviour oe
A1 explains that the observer is more likely to imitate the behaviour if the model is rewarded, less likely if punished oe
A1 gives an example, e.g. a child copies an older sibling who is praised for tidying toys oe
Answer: Vicarious reinforcement is learning from observing the consequences someone else receives; if a child sees an older sibling praised for tidying toys, the child is more likely to imitate that tidy behaviour.

Question 5

M1 states attention is the first mediational process, involving focusing on the model's behaviour oe
A1 explains factors that influence attention, e.g. the model's distinctiveness, status or observers' interest, in the playground context oe
A1 links the idea to aggression, e.g. a child pays attention to a popular older child's aggressive play and so encodes it oe
Answer: Attention is the first mediational process where the observer must notice the model's behaviour; for example, a child is more likely to notice and attend to aggressive play by a popular older child because of the model's status or the behaviour's salience.

Question 6

M1 states retention involves storing a mental representation of the observed behaviour so it can be recalled later oe
A1 explains that retention can be improved by rehearsal or by the distinctiveness of the behaviour, helping later imitation oe
A1 gives an example, e.g. a child remembers the sequence of actions from a short TV clip and reproduces them at playtime oe
Answer: Retention is storing a mental representation of the observed behaviour so it can be reproduced later; for example, a child remembers the sequence of moves from a short TV clip and later reproduces them at playtime.

Question 7

M1 states motor reproduction is translating the mental representation into physical action oe
A1 explains that ability, practice and physical coordination affect whether the observer can reproduce the model's behaviour oe
A1 gives an example, e.g. a child may notice a complex skateboard trick but be unable to reproduce it until they develop the necessary skills oe
Answer: Motor reproduction is translating the stored representation into real actions; physical ability and practice affect whether the observer can reproduce the model's skilled behaviour, for example a child may not yet have the coordination to copy a complex skateboard trick.

Question 8

M1 states motivation concerns whether the observer wants to reproduce the behaviour, based on expectations of reward or punishment oe
A1 explains vicarious reinforcement and intrinsic rewards can increase motivation to imitate oe
A1 gives an example, e.g. seeing a sibling praised for good marks increases a learner's motivation to copy their study habits oe
Answer: Motivation is the desire to reproduce the behaviour, influenced by expected outcomes; seeing someone praised or rewarded makes imitation more likely, for example a child who sees a sibling praised for studying may be motivated to copy their study habits.

Question 9

M1 outlines the basic procedure: children observed an adult model behaving aggressively towards an inflatable Bobo doll, or a non-aggressive model, or no model (control) oe
M1 notes that models were real adults and the children were later allowed to play with the Bobo doll in a separate room where imitation could be observed oe
A1 reports the main finding that children who observed aggressive models imitated aggressive actions and language more than those who observed non-aggressive or no model oe
A1 mentions that children were more likely to imitate same-sex models and that male models tended to elicit more physical aggression in boys oe
A1 notes the conclusion that observing aggression can lead to imitated aggressive behaviour, supporting observational learning and modelling oe
A1 adds that the study highlighted the role of vicarious reinforcement and attention in encouraging imitation, as part of SLT's mediational processes oe
Answer: Children who observed an adult model behaving aggressively towards a Bobo doll later imitated aggressive actions and words more often than children who observed a non-aggressive model or no model. Same-sex models were imitated more, and boys tended to imitate physical aggression from male models more than girls. The findings supported observational learning, modelling and the mediational role of attention and vicarious reinforcement.

Question 10

M1 identifies a strength, e.g. SLT recognises cognitive mediational processes (attention, retention, motor reproduction, motivation) oe
A1 explains why this matters, e.g. it explains how learning can be indirect and involves thought processes, making the theory more flexible for complex behaviours oe
M1 identifies a second strength, e.g. SLT accounts for the influence of social context and identification with role models oe
A1 explains why this matters, e.g. it can explain how cultural and gendered behaviours spread via models, which behaviourism alone cannot easily predict oe
Answer: Strengths include recognising cognitive mediational processes which allow indirect learning and explain complex behaviour, and accounting for social context and identification with role models, which explains how cultural or gendered behaviours are transmitted.

Question 11

M1 identifies attention: Yusuf may have attended to the charismatic adult and the verbal aggression because the model was distinctive and rewarded by peers oe
A1 explains that vicarious reinforcement made the verbal aggression more likely to be imitated because Yusuf saw the model being applauded, increasing expected rewards oe
M1 identifies retention: Yusuf encoded the aggressive words which are easier to remember than a sequence of physical actions oe
A1 explains that verbal phrases are discrete units that are easier to rehearse and recall, supporting later reproduction oe
M1 identifies motor reproduction: Yusuf may lack opportunity or confidence to perform pushing at school, or physical constraints, so did not reproduce it oe
A1 links motivation: Yusuf may have been motivated to use the words because they gained attention at home and seemed rewarded, whereas pushing risked sanctions at school so motivation to perform it was lower oe
Answer: Yusuf likely attended to the charismatic, rewarded model and encoded the verbal aggression; vicarious reinforcement increased his expectation of reward for copying words. Verbal phrases are easier to retain and rehearse than physical sequences, and Yusuf may lack the motor ability, opportunity or motivation to push others at school because of potential sanctions. Thus attention, retention, motor reproduction and motivation together explain imitation of words but not of pushing.

Question 12

Level 4 (10-12): Knowledge of Social Learning Theory is accurate and well detailed, including mediational processes and Bandura's findings. Evaluation is thorough and balanced, integrating strengths and limitations and comparing effectively with strict behaviourism. Argument is coherent with a clear, justified conclusion about the overall usefulness of SLT.
Level 3 (7-9): Knowledge of SLT is generally accurate with some detail. Evaluation includes relevant strengths and limitations and some comparison with behaviourism, though the balance or depth may be uneven. Application and reasoning are mostly clear and supported.
Level 2 (4-6): Knowledge is limited or partially accurate. Evaluation is present but superficial, with limited comparison to behaviourism. Arguments may be descriptive rather than analytical, and the judgement may be weak or underdeveloped.
Level 1 (1-3): Knowledge is minimal and answers are brief or list-like. Evaluation is very limited or absent and comparison to behaviourism is missing. No coherent conclusion is reached.
Level 0 (0): No creditable content.
Indicative content:
- AO1: Social Learning Theory proposes that behaviour is learned through observation, imitation and modelling, and emphasises mediational processes: attention, retention, motor reproduction and motivation.
- AO1: Bandura's Bobo doll studies demonstrated that children imitated aggressive behaviour modelled by adults, that same-sex models were often imitated more, and that seeing a model rewarded increases imitation via vicarious reinforcement.
- AO3 strengths: SLT advances on strict behaviourism by recognising internal cognitive processes, explaining indirect learning and accounting for the role of social context and identification with role models, which helps explain cultural transmission of behaviour.
- AO3 strengths: SLT integrates observational learning with ideas about reinforcement without requiring direct reinforcement, matching many real-world situations where people learn from others' experiences.
- AO3 limitations: Much supporting evidence, including Bandura's laboratory studies, has been criticised for low ecological validity and demand characteristics, which may exaggerate imitation and limit generalisability to real-world complex social interactions.
- AO3 limitations: SLT may underplay biological influences such as innate temperament or hormonal factors that predispose individuals to aggressive responses, which behaviourism also does not address but which biological explanations cover.
- AO3 limitations: The theory can be criticised for being descriptive about how imitation occurs without offering precise mechanisms for how mediational processes operate neurologically, and for potential difficulties in predicting when imitation will occur.
- AO3 evaluation and comparison: Behaviourism gives clear, testable principles focused on stimulus-response associations and direct reinforcement, which can produce precise experimental predictions, but behaviourism struggles to explain learning that occurs without direct reinforcement or the importance of observed consequences, where SLT offers a better fit.
- Balanced judgement: Conclude that SLT is a major improvement over strict behaviourism for explaining learning in social contexts because it includes cognitive and social factors, but students should note its empirical limitations and that a full account of behaviour also requires consideration of biological factors and more ecologically valid research methods.

Social Learning Theory: Imitation, Modelling and Bandura's Research - Worksheets, Questions and Revision