Albert Bandura's Social Learning Theory in Psychology

Albert Bandura's Social Learning Theory In Psychology 28/07/23, 12:08 PM
Theories » Learning Theories
Albert
Bandura’s
Social
Learning
Theory
Saul Mcleod, Updated July 25,
By
PhD on 2023
Reviewed by Olivia Guy Evans
Social learning theory, proposed

by Albert Bandura, emphasizes
the importance of observing,
modeling, and imitating the
behaviors, attitudes, and
emotional reactions of others.
Social learning theory

considers how both
environmental and cognitive
factors interact to influence
human learning and behavior.
In social learning theory, Albert

Bandura (1977) agrees with the
behaviorist learning theories of
https://www.simplypsychology.org/bandura.html Page 1 of 28
classical conditioning and operant

conditioning. However, he adds
two important ideas:
1. Mediating processes occur

between stimuli & responses.
2. Behavior is learned from the

environment through the
process of observational
learning.
Table of Contents
What Is
Observational
Learning?
Observational learning is a
key aspect of social learning
theory, where individuals
learn and adopt behaviors by
observing others.
This process often involves

modeling after those who are
similar, high-status,
knowledgeable, rewarded, or
nurturing figures in our lives.
Children observe the people

around them behaving in various
ways. This is illustrated during the
famous Bobo doll experiment
(Bandura, 1961).
What is a model?
Individuals that are observed

are called models. In society,
children are surrounded by
many influential models, such
as parents within the family,
characters on children’s TV,
friends within their peer
group, and teachers at school.
These models provide examples of

behavior to observe and imitate,
e.g., masculine and feminine, pro
and anti-social, etc.
Children pay attention to some of

these people (models) and encode
their behavior. At a later time,
they may imitate (i.e., copy) the
behavior they have observed.
They may do this regardless of
whether the behavior is ‘gender

appropriate’ or not, but there are
several processes that make it
more likely that a child will
reproduce the behavior that
society deems appropriate for its
gender.
Influences On
Observational
Learning
Based on Bandura’s research,
several factors enhance the
likelihood of a behavior being
imitated. We are more prone
to imitate behaviors when the
following conditions apply:
Similarity: We are more likely

to model our behaviors after
individuals who are similar to
us. This is because we are more
likely to identify with these
individuals, making their
behaviors seem more relevant
and attainable. This can include
similarity in terms of age,
gender, ethnicity, or even
shared interests and values.
Identification with the

Model: Identification occurs
with another person (the
model) and involves taking on
(or adopting) observed
behaviors, values, beliefs, and
attitudes of the person you
identify with.
The motivation to identify with

a particular model is that they
have a quality that the
individual would like to
possess.
The more an individual

identifies with the model (for
instance, because they are
similar or aspire to be like the
model), the more likely they are
to imitate their behavior.
This relates to an attachment to

specific models that possess
qualities seen as rewarding.
Children will have several
models with whom they
identify. These may be people
in their immediate world, such
as parents or older siblings, or
they could be fantasy characters

or people in the media.
Identification is different from

imitation as it may involve
several behaviors being
adopted, whereas imitation
usually involves copying a
single behavior.
Rewarded Behaviors:
Individuals who see that a
model is rewarded for their
behaviors are likelier to imitate
them, while behavior resulting
in negative outcomes is less
likely to be copied.
This is known as vicarious

reinforcement. For instance, if a
student sees that another
student gets praised by the
teacher for asking questions,
they are likelier to ask questions
themselves.
Status: We are likelier to

imitate individuals who hold
high-status positions, such as
leaders, celebrities, or
successful people in our field of
interest.
High-status individuals are

often admired and seen as role
models, so their behaviors are
likelier to be seen as desirable
and worth imitating.
Expertise/Knowledge:
People are also more likely to
imitate individuals who are
experts or knowledgeable in a
certain area.
This is because these

individuals’ behaviors are seen
as effective and efficient ways of
achieving goals in that area.
Reinforcement and
punishment: The people
around the child will respond to
the behavior it imitates with
either reinforcement or
punishment. If a child imitates
a model’s behavior and the
consequences are rewarding,
the child will likely continue
performing the behavior.
If a parent sees a little girl

consoling her teddy bear and
says, “what a kind girl you are,”
this is rewarding for the child

and makes it more likely that
she will repeat the behavior.
Her behavior has been
positively reinforced (i.e.,
strengthened).
Reinforcement can be external

or internal and can be positive
or negative. If a child wants
approval from parents or peers,
verbal approval is an external
reinforcement, but feeling
happy about being approved of
is an internal reinforcement. A
child will behave in a way that it
believes will earn approval
because it desires approval.
Positive (or negative)

reinforcement will have little
impact if the external
reinforcement does not match
an individual’s needs.
Reinforcement can be positive
or negative, but the important
factor is that it will usually
change a person’s behavior.
Stages Of
Observational
Learning
SLT is often described as the
‘bridge’ between traditional
learning theory (i.e.,
behaviorism) and the
cognitive approach. This is
because it focuses on how
mental (cognitive) factors are
involved in learning.
Unlike Skinner, Bandura (1977)

believes humans are active
information processors and think
about the relationship between
their behavior and its
consequences.
Mediational Processes
Observational learning could not

occur unless cognitive processes
were at work. These mental
factors mediate (i.e., intervene) in
the learning process to determine
whether a new response is
acquired.
Therefore, individuals do not

automatically observe the
behavior of a model and imitate it.
There is some thought prior to

imitation, and this consideration
is called the mediational process.
This occurs between observing the

behavior (stimulus) and imitating
it or not (response).
There are four mediational

processes proposed by
Bandura:
1. Attention
The individual needs to pay

attention to the behavior and its
consequences and form a mental
representation of the behavior.
For a behavior to be imitated, it

has to grab our attention. We
observe many behaviors on a daily
basis, and many of these are not
noteworthy. Attention is,
therefore, extremely important in
whether a behavior influences

others to imitate it.
2. Retention
How well the behavior is

remembered. The behavior may
be noticed, but it is not always
remembered, which obviously
prevents imitation.
It is important, therefore, that a

memory of the behavior is formed
to be performed later by the
observer.
Much of social learning is not

immediate, so this process is
especially vital in those cases.
Even if the behavior is reproduced
shortly after seeing it, there needs
to be a memory to refer to.
3. Motor Reproduction
This is the ability to perform the

behavior that the model has just
demonstrated. We see much
behavior daily that we would like
to be able to imitate, but this is
not always possible.
Our physical ability limits us, so
even if we wish to reproduce the

behavior, we sometimes cannot.
This influences our decisions

whether to try and imitate it or
not. Imagine the scenario of a 90-
year-old lady who struggles to
walk while watching Dancing on
Ice.
She may appreciate that the skill

is desirable, but she will not
attempt to imitate it because she
physically cannot do it.
4. Motivation
The will to perform the behavior.

The rewards and punishments
that follow a behavior will be
considered by the observer.
If the perceived rewards outweigh

the perceived costs (if there are
any), then the observer will more
likely imitate the behavior.
If the vicarious reinforcement is

not important enough to the
observer, they will not imitate the
behavior.
Social Learning
Theory
Evaluation
The social learning approach
takes thought processes into
account and acknowledges the
role that they play in deciding
if a behavior is to be imitated
or not.
As such, SLT provides a more

comprehensive explanation of
human learning by recognizing
the role of mediational processes.
For example, Social Learning

Theory can explain many more
complex social behaviors (such as
gender roles and moral behavior)
than models of learning based on
simple reinforcement.
Lack of Clarity about

Cognitive Processes
Some critics argue that social

learning theory does not fully
explain the cognitive processes
involved in learning or how they
interact with environmental and
individual factors.
However, although it can explain

some quite complex behavior, it
cannot adequately account for
how we develop a range of
behavior, including thoughts and
feelings.
We have a lot of cognitive control

over our behavior, and just
because we have had experiences
of violence does not mean we have
to reproduce such behavior.
For this reason, Bandura modified

his theory and, in 1986, renamed
his Social Learning Theory, Social
Cognitive Theory (SCT), as a
better description of how we learn
from our social experiences.
Overemphasis on
Observation
Critics suggest that the theory
might overstate the role of

observational learning while
undervaluing other forms of
learning, such as operant
conditioning or individual
exploration and discovery.
Some criticisms of social learning

theory arise from their
commitment to the environment
as the chief influence on behavior.
Describing behavior solely in

terms of either nature or nurture
is limiting, and attempts to do this
underestimate the complexity of
human behavior.
It is more likely that behavior

is due to an interaction
between nature (biology) and
nurture (environment).
Finally, observational learning

does not happen in isolation. Each
individual brings their unique
personal characteristics, prior
experiences, and current
circumstances to the learning
process.
These factors can all influence
what is learned, how it is

interpreted, and whether and
when it is acted upon.
Difficulty in Predicting
Behavior
Social learning theory provides a

valuable framework for
understanding how learning
occurs. However, predicting
behavior in real-world contexts
can be challenging, given the
many potential models and
reinforcements in a person’s
environment.
The complexity of predicting

behavior based on the social
learning theory stems from the
number of potential influencing
factors in a person’s environment.
In real-world contexts, an
individual is exposed to countless
potential role models across
various settings, including family,
friends, teachers, and media
figures. Moreover, these models’
behaviors are often rewarded or
punished inconsistently, further
complicating the learning process.
Neglect of Biological
Factors
Social learning theory has been

critiqued for not adequately
addressing biological factors, such
as genetic predispositions, which
can also impact behavior.
Social learning theory is not a full

explanation for all behavior. This
is particularly the case when there
is no apparent role model in the
person’s life to imitate for a given
behavior.
The discovery of mirror neurons

has lent biological support to the
social learning theory. Although
research is in its infancy, the
recent discovery of “mirror
neurons” in primates may
constitute a neurological basis for
imitation.
These are neurons that fire if the

animal does something itself and
if it observes the action being
done by another.
Freud vs. Bandura
Freud’s psychoanalytic theory and
Bandura’s social learning theory

both acknowledge the importance
of identification, but their
perspectives differ significantly.
While both theories acknowledge

the importance of identification,
they conceptualize it differently
and have distinct views on human
behavior, learning, and the
potential for change.
1. Focus: Freud’s theory focuses

heavily on the unconscious
mind, instinctual drives, and
early childhood experiences.
On the other hand, Bandura’s

social learning theory
emphasizes learning through
observation and modeling,
taking into account cognitive
and environmental factors.
2. Identification: Freud’s
concept of identification in the
Oedipus complex involves a
child identifying with the same-
sex parent and internalizing
their characteristics.
This process is driven by

psychosexual development and
often results in the

development of gender roles. In
contrast, social learning theory
sees identification as a more
flexible process.
Regardless of age, individuals

can identify with and learn
from anyone around them, not
necessarily limited to parents or
same-sex individuals.
3. Determinism vs. Agency:

Freud’s theory leans toward
psychic determinism,
suggesting that unconscious
desires largely shape our
behaviors and feelings.
Social learning theory, while

acknowledging the influence of
environment, also stresses
personal agency – our capacity
to influence our own behavior
and the environment in a
purposeful, goal-directed way.
4. Change: In Freudian theory,

personality is largely formed by
age 5, making change difficult.
Social learning theory suggests
that because learning is a
lifelong process, individuals can

change their behaviors and
attitudes throughout life.
FAQs
What are the 4 stages of

social learning theory?
The social learning theory

proposes that individuals learn
through observation, imitation,
and reinforcement. According to
the theory, there are four stages of
social learning:
1. Attention: In this stage,

individuals must first pay
attention to the behavior they
are observing. This requires
focus and concentration on the
model’s behavior.
2. Retention: In this stage,

individuals must remember the
behavior they observed. This
involves cognitive processing
and memory storage.
3. Reproduction: In this stage,

individuals attempt to
reproduce the behavior they
observe. This may involve
practicing and refining the
behavior until it can be
performed accurately.
4. Motivation: In this stage,

individuals must have a reason
or motivation to perform the
behavior. This may involve
reinforcement, punishment,
social approval, disapproval, or
other incentives.
What is the main idea of

social learning theory?
Social Learning Theory, proposed

by Albert Bandura, posits that
people learn through observing,
imitating, and modeling others’
behavior. This theory posits that
we can acquire new behaviors and
knowledge by watching others, a
process known as vicarious
learning.
Bandura emphasized the

importance of cognitive processes
in learning, which set his theory

apart from traditional
behaviorism.
He proposed that individuals have

beliefs and expectations that
influence their actions and can
think about the links between
their behavior and its
consequences.
Why is social learning

theory important?
Social learning theory helps us

understand how our environment
and the people around us shape
our behavior. It helps explain how
individuals develop new skills and
behaviors by paying attention to
the behavior of others and then
trying to reproduce that behavior
themselves.
It is an important theory for

psychologists, educators, and
anyone interested in human
behavior and development.
Who is Albert Bandura?
Albert Bandura was a prominent
Canadian-American psychologist
known for his work in social
learning theory and the concept of
self-efficacy.
His groundbreaking research on

observational learning, through
experiments such as the Bobo
Doll experiment, shifted the focus
of psychological theory from
behaviorism to cognitive
processes.
Bandura’s work significantly

influenced the understanding of
how individuals learn within
social contexts.
Albert Bandura is best known for

his contributions to the field of
psychology, particularly in the
areas of social learning theory,
self-efficacy, and aggression. He is
considered one of the most
influential psychologists of the
20th century.
Bandura’s work has significantly

impacted our understanding of
human behavior and has
informed fields such as education,
psychology, and social work.
References
Bandura, A. Ross, D., &

Ross, S. A. (1961).
Transmission of
aggression through the
imitation of aggressive
models. Journal of
Abnormal and Social
Psychology, 63, 575-582
Bandura, A. (1977). Social

learning theory.
Englewood Cliffs, NJ:
Prentice Hall.
Bandura, A. (1986). Social

foundations of thought
and action: A social
cognitive theory. Prentice-
Hall, Inc.
Deaton, S. (2015). Social

learning theory in the age
of social media:
Implications for
educational
practitioners. Journal of
Educational
Technology, 12(1), 1-6.
Fryling, M. J., Johnston,
C., & Hayes, L. J. (2011).

Understanding
observational learning: An
interbehavioral
approach. The Analysis of
verbal behavior, 27, 191-
203.
Grusec, J. E. (1994). Social

learning theory and
developmental
psychology: The legacies of
Robert R. Sears and Albert
Bandura.
Nabavi, R. T. (2012).
Bandura’s social learning
theory & social cognitive
learning theory. Theory of
Developmental
Psychology, 1(1), 1-24.
Overskeid, G. (2018). Do
we need the environment
to explain operant
behavior?. Frontiers in
Psychology, 9, 302037.
Reviewer Author
Olivia Guy Evans

BSc (Hons), Psychology,
MSc, Psychology of
Education
Associate Editor for
Simply Psychology
Olivia Guy-Evans is a writer and

associate editor for Simply
Psychology. She has previously
worked in healthcare and
educational sectors.
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Albert Bandura's Social Learning Theory In Psychology 28/07/23, 12:08 PM

Theories » Learning Theories

Social learning theory, proposed

Social learning theory

In social learning theory, Albert

classical conditioning and operant

1. Mediating processes occur

2. Behavior is learned from the

This process often involves

Children observe the people

Individuals that are observed

These models provide examples of

Children pay attention to some of

They may do this regardless of

whether the behavior is ‘gender

Similarity: We are more likely

shared interests and values.

Identification with the

The motivation to identify with

The more an individual

This relates to an attachment to

they could be fantasy characters

Identification is different from

This is known as vicarious

Status: We are likelier to

High-status individuals are

This is because these

If a parent sees a little girl

this is rewarding for the child

Reinforcement can be external

Positive (or negative)

Unlike Skinner, Bandura (1977)

Observational learning could not

Therefore, individuals do not

There is some thought prior to

This occurs between observing the

There are four mediational

The individual needs to pay

For a behavior to be imitated, it

whether a behavior influences

How well the behavior is

It is important, therefore, that a

Much of social learning is not

This is the ability to perform the

Our physical ability limits us, so

even if we wish to reproduce the

This influences our decisions

She may appreciate that the skill

The will to perform the behavior.

If the perceived rewards outweigh

If the vicarious reinforcement is

As such, SLT provides a more

For example, Social Learning

Lack of Clarity about

Some critics argue that social

However, although it can explain

We have a lot of cognitive control

For this reason, Bandura modified

Critics suggest that the theory

might overstate the role of

Some criticisms of social learning

Describing behavior solely in