Social learning theory (SLT) suggests we learn aggressive behaviour through observation of role models and then imitate the behaviour if the expectation of reward outweighs that of punishment. Vicarious reinforcement occurs by observing consequences of aggressive behaviour with the child learning what behaviour is effective. If the model receives their expected outcome then behaviour is likely to be repeated, even if the behaviours is aggressive.
Bandura claimed for social learning to take place the child must be able to form a mental picture of the behaviour with their own social environment. The child must be able to imagine the future outcome of their aggressive behaviour e.g. reward or punishment. If children are rewards for the aggressive behaviour e.g. by getting what they want, they will attach value to the behaviour and will be more likely yo repeat it. Children who are not rewarded for aggressive behaviour will be less confident in using it, therefore less likely to repeat it.
Bandura's Bobo Doll study provides the main supporting evidence for this theory. It was found if children observed an aggressive model then subsequently they would show similar aggression towards a bobo doll. Children appeared to learn behaviour solely from observation. The study was conducted in a laboratory environment with the model being observed on a TV screen suggesting social learning can occur without a real life model. However, this reduces the external validity as a real model was not observed. In real life emotional arousal may hinder how much is remembered. However, vicarious learning occurs through observation and can explain aggressive behaviour in the absence of direct reinforcement which previous classical conditioning theories were unable to explain.
It is suggested the children may have been able to guess the purpose of the study therefore showed demand characteristics. Noble et al reported on one child who was overheard saying ''Look mommy, there's the doll we're supposed to hit'', supporting this possibility. Results therefore lack realism and validity in the findings. However, it may be argued that the child may have occurred this expected behaviour through social learning and observation of others prior to the experiment. Therefore would support the process of SLT as the children then repeated the same behaviour in the experiment.
Ethical issues are raised in such research as children were deliberately frustrated and to an extent encouraged to act aggressively which is ethically wrong. Also aggressive behaviour may be encouraged in the future due to the learning effects that occur. Consequently leading to the discontinuation of children in such studies in the 1990's. Due to this results may only generalise to this time period and behaviour shown by children today may not produce the same results.
Most studies into SLT have been conducted with children, therefore issues of generalisations to the adult population have been argued. However, Phillips et al found rates of homicide within the US frequently increased after a major televised boxing match, suggesting SLT may apply to adults as well. However, this was correlational and we cannot know whether those committing the acts of aggression observed the boxing match. The theory assumes anyone exposed to the aggressive behaviour will subsequently act aggressive, with the expectation of reward. This is deterministic as not everyone acts aggressive after observing aggression and we have free will and the ability to choose to commit such behaviour.
Bandura suggested that free will, personality and environment act together to produce our actions. Therefore developed SLT to counter the determinism of operant conditioning. He also saw biological factors as important but only as a possible source of initial impulses to be aggressive. After this, social and cognitive factors take over. This contrasts biological explanations that hormones can create a strong disposition for aggressive behaviour, meaning biology is much more important than Bandura suggested. Highlighting a strong interaction in social and biological factors in determining aggressive behaviour.
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