Evaluate the evidence for social learning theory as an explanation for aggressive behaviour.

Social learning theory suggests that we learn by observing and copying the behaviour of "role models" - these may be people who are of the same gender, similar age, or have other desirable characteristics, such as popularity and wealth. Bandura (1961) proposed that there are 4 processes which facilitate learning through SLT - the first two deal with observation of behaviour (attention and retention), whilst the last two deal with actually carrying out this behaviour (motivation and motor reproduction). The main evidence supporting the link between SLT and aggression was provided by Bandura et al (1961) in their BoBo doll study - children watched a video recording of an adult behaving either aggressively or passively towards a BoBo doll, and they were consequently rewarded for their behaviour. The researchers found that the children who had observed the adult acting aggressively towards the doll, and who were rewarded for this behaviour, were more likely to carry out this aggressive behaviour themselves. Bandura et al (1961) suggested this is evidence that the children were observing and modelling the behaviour of a role model. However, there are multiple limitations associated with these conclusions. Firstly, there's the issue of demand characteristics - the purpose of the Bobo doll is to act aggressively towards it, and so children may have done so due to the expectation that this was required. A way to deal with this is to use a neutral object/toy, such as a stuffed teddy. Secondly, watching video recordings of aggressive behaviour lacks the ecological validity associated with real-life traumatic or aggressive events, which may therefore limit the applicability of SLT to everyday life. Thirdly, using an adult as a role model may not be the best test of SLT. Rather, a better endorsement would be more aggressive behaviour when watching another child acting aggressively towards the doll and being rewarded for doing so, compared to watching an adult behaving violently and a control of no violent behaviour. Lastly, SLT cannot differentiate between the short-term and long-term facilitation of aggressive behaviour. A better explanation of this was proposed by Buschman and Geen (1990), whereby short-term aggressive behaviour may be caused by priming of aggressive schemas, whilst long-term aggressive behaviour may occur through a change in beliefs and attitudes.