According to theory, aggressive behaviours are acquired through observation

and mimicking the aggressive conduct of others. Bandura (1971) used the
phrase modelling to explain how individuals learn aggressive conduct and
incorporate them in their own behaviours. Modelling is often known as vicarious
learning, which is learnt through aggressive behaviours being rewarded. By this
the aggressive behaviour has been reinforced by the observer and leads to the
individual mimicking this behaviour. The four basic processes of social learning
are attention, retention, motivation and reproduction. However, self-efficacy is
the most significant element of social learning. If an individual believes that
intimating that behaviour will likely lead to a desired result, they will increase the
frequency of that behaviour. This provides an explanation as to why individuals
differ in their conducts. It also offers an explanation as to why individuals will
react in an aggressive manner in one situation where they feel confident in
comparison to a situation where they are less likely of success.
Furthermore, an important element of social learning is the individual being
observed. The chances are an infant is more influenced by a person with power
and imitation is high when there is a familiarity aspect, which increase the
infants self-efficacy. Role models are very influential and usually individual who
have been subject to abusive or aggression are more likely to be aggressive
themselves in later life (Baron and Richardson, 1994).
The social learning theory provides an explanation for acquiring an aggressive
disposition, as children mimic aggressive behaviour, particularly where such acts
are those of their role model, thereby supporting social learning (Bandura and
Walters, 1963). This helps to explain why Peter is consistently aggressive, he has
procured this aggressive behaviour from the modelling of his parents (Lynne and
Pete), and due to the familiarity to his role models, this behaviour has increased
his self-efficacy.
The social learning theory also explains how Peter's aggressive behaviour and
tantrums are sometimes rewarded, which results in further aggression when he
can't get his way in some situations. The social learning theory provides an
explanation for this through vicarious learning that if children learn that
aggressive acts are rewarded, and, therefore, continue with this sort of
behaviour, which reinforces their self- efficacy and the frequency of that
behaviour.
Furthermore, the researcher observes Peters aggressive actions continue in a
nursery setting, where his parents are not present. Surveillance of Peter at the
nursery records him punching, and kicking other children. The social learning
theory can explain this behaviour as he is mimicking his role models through
observed behaviour and learning. This highlights how aggression is an acquired
behaviour, and can occur even without provocation (Bandura, & Huston, 1961).
Furthermore, the way in which Lynne and Peter interact with the grandparents
swearing and shouting explains why Peter has developed this form of behaviour.
For example, should a child witness their primary caregiver becoming

consistently abusive towards others, they are likely to be abusive themselves

(Bandura, 1971).

Evidence supports this theory as Bandura, Ross & Ross (1963) found that infants
learn aggressive acts through the modelling of other people's behaviour. On the
contrary, Jefferys (1985) argues against this claim, postulating that these
responses to offensive conduct are not learned but are inherited, and that social
the reinforcement of aggressive acts are indeed based on the association of the
conditioned stimulus to an unconditioned stimulus (Jeffery, 1985). However,
academics pose a criticism of this research. Also, academics argue that the
experiment was not ethical or morally appropriate, as the children were
encouraged to become aggressive (Worthmann and Loftus, as cited in Fraley,
1992). However, Jefferies (1985) argues against this evidence claiming that it
was conducted in only one nursery, and therefore, cannot be generalized to the
whole population. (Jeffery, 1985).