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Unlock This CourseAlbert Bandura's Social Learning Theory revolutionised our understanding of how people learn. Unlike traditional learning theories that focused on direct experience, Bandura showed that we can learn simply by watching others. This theory is particularly important for understanding how children develop behaviours, both positive and negative, through observation.
Key Definitions:
Attention: You must pay attention to the behaviour being modelled. Without attention, no learning occurs.
Retention: You must remember what you observed. The behaviour needs to be stored in memory.
Reproduction: You must be physically and mentally able to copy the behaviour you observed.
Motivation: You must have a reason to perform the behaviour, often through rewards or avoiding punishment.
Bandura's most famous study involved children watching adults interact with an inflatable Bobo doll. Children who saw adults being aggressive towards the doll later copied this aggressive behaviour when left alone with the toy. This groundbreaking research showed that children learn through observation, even without direct reinforcement.
While Bandura's early work focused on aggressive behaviour, researchers became interested in whether the same principles could explain prosocial behaviour. If children could learn to be aggressive through observation, could they also learn to be helpful, kind and cooperative?
Television, video games and online content provide countless models for children to observe and potentially imitate.
Characters who demonstrate helping, sharing and caring behaviours can inspire similar actions in viewers.
Understanding media's prosocial potential helps create content that promotes positive social development.
In 2014, Sara Prot and her colleagues conducted a comprehensive study to investigate whether exposure to prosocial media content could increase helping behaviour in children and adolescents. This research was groundbreaking because it specifically examined positive media effects rather than focusing solely on negative impacts.
Researchers: Sara Prot, Craig Anderson, Douglas Gentile and others
Year: 2014
Focus: Effects of prosocial media on helping behaviour
Participants: Over 3,000 children and adolescents across multiple studies
The Prot et al. study used a multi-method approach, combining experimental and correlational research designs. This comprehensive methodology strengthened the reliability of their findings and allowed them to examine both short-term and long-term effects of prosocial media exposure.
Experimental Studies: Participants were randomly assigned to play either prosocial or neutral video games, then their helping behaviour was measured through various tasks.
Correlational Studies: Researchers examined the relationship between participants' regular exposure to prosocial media and their everyday helping behaviours.
Longitudinal Component: Some participants were followed over time to assess whether prosocial media effects persisted beyond immediate exposure.
The researchers carefully selected video games that featured helping, cooperation and caring behaviours. Examples included games where players rescue characters, work together to solve problems, or care for virtual pets or communities.
The Prot et al. study produced several important findings that supported Bandura's Social Learning Theory in the context of prosocial behaviour:
Children who played prosocial video games showed increased helping behaviour immediately after gameplay. They were more likely to help the researcher pick up spilled pencils, assist other participants and engage in cooperative activities.
Prosocial behaviour increased within minutes of playing prosocial games, demonstrating immediate modelling effects.
Helping behaviour was quantified through specific tasks, providing concrete evidence of behavioural change.
Effects were observed across different age groups, though younger children showed stronger immediate responses.
One particularly compelling finding involved a helping task where participants could choose to help the researcher organise materials. Children who had just played prosocial games spent significantly more time helping compared to those who played neutral games, demonstrating clear behavioural modelling.
Perhaps most importantly, the study found that regular exposure to prosocial media was associated with increased prosocial behaviour over time. Children who frequently consumed prosocial media content showed more helping, sharing and cooperative behaviours in their daily lives.
Prosocial Cognition: Participants developed more positive thoughts about helping others and were more likely to notice opportunities to help.
Empathy Development: Regular exposure to prosocial media was linked to increased empathy and perspective-taking abilities.
Social Skills: Children showed improved social interaction skills and were better at resolving conflicts peacefully.
The Prot et al. findings perfectly illustrate Bandura's Social Learning Theory principles in action:
Attention: Engaging games captured children's attention to prosocial models
Retention: Memorable game experiences helped children remember prosocial behaviours
Reproduction: Children could easily copy the helping behaviours they observed
Motivation: Positive game experiences motivated children to repeat prosocial actions
Like all psychological research, the Prot et al. study has both strengths and limitations that must be considered when evaluating its findings.
Large Sample Size: Over 3,000 participants provided strong statistical power and generalisability.
Multiple Methods: Combining experimental and correlational approaches strengthened the evidence.
Real-world Relevance: Findings have practical implications for media content creation and parenting.
Cross-cultural Validity: Studies were conducted in different countries, supporting universal applicability.
Artificial Setting: Laboratory conditions may not reflect real-world media consumption patterns.
Short-term Measures: Some effects were measured immediately after exposure, limiting long-term conclusions.
Individual Differences: Not all children responded equally to prosocial media exposure.
Causation Questions: Correlational findings cannot definitively prove that prosocial media causes prosocial behaviour.
The research has influenced game developers, educators and parents to consider the prosocial potential of media. Many educational games now incorporate helping and cooperation elements and parents are encouraged to select media content that models positive social behaviours.
The Prot et al. study has significant implications for understanding how media shapes social development. It demonstrates that Bandura's Social Learning Theory applies not just to face-to-face interactions but also to digital media experiences.
This research encourages a more balanced view of media effects, showing that technology can be a powerful tool for promoting positive social development when used thoughtfully. It also highlights the importance of media literacy and conscious content selection in supporting children's prosocial development.