SOCIAL LEARNING THEORY

The Social Learning Theory (SLT) was in the beginning introduced in 1941 to explain the
imitating behaviors among humans and animals. But it was Albert Bandura who from the early
1960s, started adding knowledge to the theory suggesting that children too naturally imitate the
behaviors of other children without expecting any rewards. According to Bandura (1977) the
theory is in essence is an explanation of how humans behave as a result of constant reciprocal
interaction between cognitive behaviors and environmental determinants.
The core concepts in SLT is that; learning is both a behavioral and cognitive process for
the learner; the learning process can occur by observing behaviors and it's repercussions that
might lead to punishment or reward, a concept summed up as vicarious reinforcement; the
learner has to observe, deduce information from the observation and make decisions based on the
observation on the behavior, also known as the observational learning model; reciprocal
determinism where the learner does not play a passive role as a recipient of information;
Although reinforcement plays a role in learning, it is not completely accredited for the process.
In SLT, learners are encouraged to observe behaviors of others and imitate them, observe positive
behaviors modeled and practiced (very key when explaining media's use of the social learning
theory), improve their own ability to apply new skills, grow positive attitude about applying
acquired skills and get support from the environment so as to use these acquired skills.
Bandura (1961) introduced three models of observational learning by conducting an
interesting experiment with children using "bobo dolls" that intended to prove that human
behavior was through social imitation and not inherited through genes. In the experiment, an
adult was given the bobo doll and was required to act aggressively with the doll while children
watched him. Later on when the children were given the bobo dolls, they also acted aggressively
towards it. The observational models introduced from this theory were:
1. Live model where a person demonstrates the preferred behavior. For example in the case
of the bobo dolls experiment.
2. Verbal instruction model where desired details are explained or described in terms of
giving instructions
3. Symbolic model which applies in media (television, online, radio or books) where the use
of fictional or real characters are used to exhibit a desired character.
For social learning to effective, the modeling process must include the certain steps
which include; the learner must pay attention to the learning process and eliminate all other
distractions that might disrupt the process; Retention, which is basically remembering what has
been observed or learned. Retention levels are dependent on the learner's abilities. If the learner
cannot retain what was learned, he might need to go back to the observational model again for a
refresher; the learner should be able to reproduce the new behavior learnt; the learner has to be
motivated to keep practicing the behavior. Reinforcement comes in through punishment and
rewards.
The social learning theory has been used to study media violence especially through
video games and its effects among children and consequently how it affects them when they
become adults. Akers and Burgess (2001) hypothesized that lack of reward for positive
experience or punishment for aggressive behavior reinforces aggression. There's a noteworthy
correlation between playing violent video games, watching violent television, and aggressive
behavior later on in life.

However, media can also use the theory's model in creating social change through the use
of edutainment, which is content that has integrated education and entertainment. Bandura
(2004) explains that the content created enforce social change by using characters who depict
positive behaviors. A very interesting example given is Telenovelas, commonly known as soap
operas. Here, the content usually has three characters that are symbolic and represent the
demographic. The creators of the content ideally conduct research using focus groups that
represent the entire community, where they discuss the social problems that affect the society and
come up with a dramatized representation that gives a solution that encourages positive behavior.
In the three characters, there's a positive role model with desired positive values, a
negative character with undesirable values and one who seats in the middle and is unsure about
the values. Eventually, at the end of the telenovela, the one with negative values is painted as
wicked one and is punished by being killed at the end of the soap opera, or loses everything that
they held dear ending up miserable. The ones who accept the positive values and are positive role
models are rewarded handsomely by true love, wealth and happiness.
REFERENCES
Anderson, C.A.; Bushman, B.J. (2001). "Effects of violent video games on aggressive behavior,
aggressive cognition, aggressive affect, physiological arousal, and pro-social behavior: A metaanalytic review of the scientific literature". Psychological Science 12 (5): 353
359. doi:10.1111/1467-9280.00366
Bandura, A. (1961). Psychotherapy as a learning process. Psychological Bulletin, 58, 143-159.
Bandura, Albert (1977). Social Learning Theory. Oxford, England: Prentice-Hall.

Bandura, A. (2004). Social cognitive theory for personal and social change by enabling media.
Retrieved fromhttp://web.stanford.edu/dept/psychology/bandura/pajares/Bandura2004Media.pdf

PUBLISHED WORKS

Paik, H.; Comstock, G. (1994). "The effects of television violence on antisocial behavior: A
meta-analysis.". Communication Research 21 (4): 516546.doi:10.1177/009365094021004004
Singhal, A., & Obregon, R. (1999). Social uses of commercial soap operas: A conversation with
Miguel Sabido [Journal article]. Journal of Development Communication, 10(1), 68-77.
Retrieved from http://www.media-diversity.org/en/additional-files/documents/D
%20Miscellaneous/Social%20Uses%20of%20Commercial%20Soap%20O
ORorke, Kevin. "Social learning theory & mass communication." ABEA Journal 25 (2006): 7274.