Learning Approaches

The learning approaches propose that behaviours or responses are learned through experiences. Researchers observe how behaviour is acquired and study its underlying mechanisms. The learning approaches focus on observable behaviour and rule out the involvement of the biological and cognitive approaches to learning. It considers the study of cognitive mental processes as unscientific, as we cannot directly observe them.

The learning approach is explained through two main theories, behavioural and social learning theory. Both theories have been investigated by credible psychologists and theorists with slight differences in their models.

Learning approaches: Behavioural theory

The behavioural theory assumes that behaviours are a result of our interaction with the environment. It considers responses observable by doing or saying, disregarding the role of mental processes in learning as they cannot be directly quantified and observed.

It assumes that animals and humans use the same basic processes for learning; hence, animal studies can be replicated on human beings. Behavioural theorists consider psychology to be a scientific study and, therefore, use lab-controlled experiments to achieve reliable results. The behavioural approach is explained mainly through classical and operant conditioning.

Classical conditioning

Classical conditioning was discovered by Ivan Pavlov in 1897, who proposed that learning takes place through association. He observed that when dogs were given food (unconditional stimulus) with the sound of a bell (neutral stimulus), the dogs salivated (unconditional response). However, after repeating this process a few times, the dogs salivated on just the sound of the bell without being presented with the food. The bell now became a conditioned stimulus producing a conditioned response - the salivation of the dogs.

Operant conditioning

Skinner discovered operant conditioning in 1948. Skinner (1948) suggested that we observe a behaviour by looking at the consequences it receives. Consequences can be positive or negative; the behaviour is more likely to be repeated if the consequences are positive. The behaviour is less likely to be repeated if it has negative consequences. If behaviour is punished, it will be more likely to be avoided.

Skinner (1948) experimented on rats and pigeons. A rat was placed in a Skinner box for a specific amount of time. While roaming in the Skinner box, the rat accidentally pressed a lever and received food through a food dispenser (positive reinforcement). Similarly, the rat was placed in the Skinner box with an electrocuted floor. While running in the Skinner box, the rat pressed the lever and the electric shocks stopped (negative reinforcement). The rat quickly learned to press the lever as soon as it was placed in the electrocuted Skinner box to avoid an unpleasant experience.

Evaluation of behavioural theory

➕ The conclusions drawn from behavioural theory are reliable and easily replicable.

➕ It has significant practical applications; for example, systematic desensitisation uses classical and operant conditioning principles to treat phobias.

➖ It considers humans as passive beings, undermining the role of mental processes and genetic functions in their behaviour.

➖ Behavioural studies derived their results by experimenting on animals, including uncomfortable/ unethical mental and physical conditions.

Learning approaches: Social learning theory

Social learning theory supports many of the assumptions of behavioural theory. It also suggests that behaviours are learned directly from experience through classical and operant conditioning. However, it adds to the theory by suggesting that behaviours may also be learned indirectly from observation by imitating others. It differs from behavioural theory in that it considers that cognitive processes play an important part in learning.

An additional concept in social learning theory is vicarious reinforcement. It is understood as learning through consequences. It proposes that learning occurs by observing another person being either punished or rewarded for their behaviour. Behaviour is judged as worth repeating or not before being imitated.

Bandura’s (1961) bobo doll experiment

Bandura (1961) outlined the role of mediational processes in learning. He suggested four processes: attention (acknowledging a behaviour), retention (remembering the behaviour), reproduction (imitating that behaviour) and motivation (imitating the behaviour for the observed vicarious reinforcement - positive or negative).

Bandura’s bobo doll experiment was conducted on nursery school children. The children were exposed to an aggressive model, a non-aggressive model and no model at all. After the exposure, the children were taken into a separate room with a bobo (inflatable) doll and were observed. Children exposed to the aggressive model exhibited aggressive behaviour compared to those exposed to the non-aggressive and no model conditions.

In another variation, children were less likely to copy behaviour they saw being punished compared to the children who observed aggressive behaviour being rewarded.

Evaluation of social learning theory

➕ Social learning theory helps to explain the influence that the media may have on human behaviour.

➕ Social learning theory provides a comprehensive picture of human behaviour and considers the role of cognitive mediational processes, unlike behavioural theory.

➖ The research experimented on children. If this experiment had included adults in the sample, the results might be different as the adults would have developed a full understanding of social and moral values.