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rewarded for that behaviour."},{"text":"By receiving direct reinforcement.","correct":false,"explanation":"Direct reinforcement requires personal experience of a consequence, whereas Bandura showed that behaviour can be learned simply by observing other people and the outcomes they receive."},{"text":"By undergoing classical conditioning.","correct":false,"explanation":"Classical conditioning learns associations through direct stimulus pairings. Bandura argued that behaviour can instead be acquired by observing models without direct personal experience."},{"text":"By acting through trial and error.","correct":false,"explanation":"Trial-and-error learning requires the individual to perform actions and experience consequences. Bandura showed that new behaviour can be learned by observing others instead."}]},{"id":"532fce23-01a5-423b-b95e-3d857916dce3","cardType":"cloze","points":null,"front":"Traditional behaviourism explains learning through [ ], where the individual receives direct [ ].","back":"Traditional behaviourism explains learning through direct conditioning, where the individual receives direct rewards or punishments.","mcqOptions":[{"text":"Traditional behaviourism explains learning through direct conditioning, where the individual receives direct rewards or punishments.","correct":true,"explanation":"Traditional behaviourism focuses on direct conditioning: behaviour changes because the individual personally experiences reinforcing rewards or behaviour-reducing punishments."},{"text":"Traditional behaviourism explains learning through observational learning, where the individual receives direct rewards or punishments.","correct":false,"explanation":"Observational learning belongs to social learning theory, not traditional behaviourism. Behaviourism emphasises direct conditioning, in which the learner personally receives rewards or punishments."},{"text":"Traditional behaviourism explains learning through direct conditioning, where the individual receives direct vicarious rewards or punishments.","correct":false,"explanation":"Vicarious consequences are observed happening to another person rather than received directly. Traditional behaviourism instead explains learning through direct rewards or punishments experienced personally."},{"text":"Traditional behaviourism explains learning through cognitive mediation, where the individual receives direct mental representations.","correct":false,"explanation":"Cognitive mediation involves internal thought processes and is associated with social learning theory. Traditional behaviourism explains learning through direct conditioning using rewards or punishments."}]},{"id":"70b9070e-5ca8-4b25-bf39-cd54112250ee","cardType":"basic","points":2,"front":"In SLT, mediational processes come between which two things?","back":"The environmental stimulus and the behavioural response.","mcqOptions":[{"text":"The environmental stimulus and the behavioural response.","correct":true,"explanation":"Mediational processes are internal cognitive events occurring after an environmental stimulus is encountered but before the individual produces a behavioural response."},{"text":"The environmental stimulus and the cognitive mediational process.","correct":false,"explanation":"The mediational process is itself the intervening stage, not the second endpoint. It comes between the environmental stimulus and the resulting behavioural response."},{"text":"The behavioural response and the reinforcing consequence.","correct":false,"explanation":"A response followed by a consequence describes operant conditioning. In social learning theory, mediational processes intervene between an environmental stimulus and a behavioural response."},{"text":"The observed model and the received reinforcement.","correct":false,"explanation":"Models and reinforcement can influence learning, but they are not the two sides of cognitive mediation. Mediational processes connect an environmental stimulus to a behavioural response."}]},{"id":"2a67afdc-36d5-432f-98ed-1a2011270734","cardType":"basic","points":2,"front":"Why is SLT called a cognitive-behavioural bridge?","back":"It links observable behaviour with cognitive mediational processes.","mcqOptions":[{"text":"It links observable behaviour with cognitive mediational processes.","correct":true,"explanation":"Social learning theory retains behaviourism’s focus on observable actions while recognising internal processes such as attention, retention, motor reproduction and motivation."},{"text":"It links observable behaviour with direct conditioning processes.","correct":false,"explanation":"Direct conditioning and observable behaviour both belong to traditional behaviourism, so this does not create a cognitive-behavioural bridge. The bridge comes from including cognitive mediational processes."},{"text":"It links observable behaviour with unconscious emotional conflicts.","correct":false,"explanation":"Unconscious conflicts are associated with psychodynamic explanations rather than social learning theory. SLT links observable behaviour with conscious cognitive mediational processes."},{"text":"It links observable behaviour with biological maturation processes.","correct":false,"explanation":"Biological maturation concerns innate developmental change, not the cognitive element of SLT. The theory bridges approaches by connecting observable behaviour with cognitive mediational processes."}]},{"id":"ed2146d3-9001-4e61-90f4-e2e89aed19fb","cardType":"basic","points":1,"front":"What must a model do for social learning to occur?","back":"Demonstrate the behaviour.","mcqOptions":[{"text":"Demonstrate the behaviour.","correct":true,"explanation":"A model must display or demonstrate a behaviour so that the observer has an example to attend to, remember and potentially reproduce."},{"text":"Reinforce the behaviour.","correct":false,"explanation":"Reinforcement can affect whether an observed behaviour is performed, but the model must first demonstrate the behaviour so the observer can learn it."},{"text":"Punish the behaviour.","correct":false,"explanation":"Punishment may reduce motivation to imitate an action, but it is not the model’s essential role. The model must demonstrate the behaviour."},{"text":"Explain the behaviour.","correct":false,"explanation":"A verbal explanation is not necessary for observational learning. What matters is that the model demonstrates the behaviour for the observer to watch."}]},{"id":"48864275-1160-4f23-9a65-267386eee49b","cardType":"cloze","points":null,"front":"A parent or peer is a [ ]; a TV or video-game character is a [ ].","back":"A parent or peer is a live model; a TV or video-game character is a symbolic model.","mcqOptions":[{"text":"A parent or peer is a live model; a TV or video-game character is a symbolic model.","correct":true,"explanation":"A live model is physically present and demonstrates behaviour directly, whereas a symbolic model is represented through media such as television or video games."},{"text":"A parent or peer is a symbolic model; a TV or video-game character is a live model.","correct":false,"explanation":"The categories have been reversed. A physically present parent or peer is a live model, while a character represented through media is a symbolic model."},{"text":"A parent or peer is a symbolic model; a TV or video-game character is a symbolic model.","correct":false,"explanation":"A media character is correctly classified as symbolic, but a physically present parent or peer is a live model because their behaviour is observed directly."},{"text":"A parent or peer is a live model; a TV or video-game character is a verbal model.","correct":false,"explanation":"A parent or peer can be a live model, but a character portrayed through television or a video game is classified as a symbolic model."}]},{"id":"76c9b2ba-451a-4864-810a-58e7d572413f","cardType":"basic","points":2,"front":"What makes identification with a model more likely?","back":"

Similarity to the observer, e.g. age or gender.
High status or power.

","mcqOptions":[{"text":"

Similarity to the observer, e.g. age or gender.
High status or power.

","correct":true,"explanation":"Observers identify more readily with models who seem similar to themselves or possess desirable qualities such as high status and power."},{"text":"

Dissimilarity to the observer, e.g. age or gender.
Low status or power.

","correct":false,"explanation":"This reverses both influences on identification. Identification is more likely when a model resembles the observer and has high status or power."},{"text":"

Similarity to the observer, e.g. age or gender.
Low status or power.

","correct":false,"explanation":"Similarity does increase identification, but low status or power does not. Observers are more likely to identify with similar models who have high status or power."},{"text":"

Dissimilarity to the observer, e.g. age or gender.
High status or power.

","correct":false,"explanation":"High status or power can encourage identification, but dissimilarity generally makes it less likely. Similarity in characteristics such as age or gender strengthens identification."}]},{"id":"bc79c6e9-29e9-425a-884c-e1323a360506","cardType":"cloze","points":null,"front":"Copying a model’s observed behaviour is [ ]; feeling connected to the model is [ ].","back":"Copying a model’s observed behaviour is imitation; feeling connected to the model is identification.","mcqOptions":[{"text":"Copying a model’s observed behaviour is imitation; feeling connected to the model is identification.","correct":true,"explanation":"Imitation means reproducing behaviour displayed by a model, while identification is the observer’s sense of similarity, connection or desire to be like that model."},{"text":"Copying a model’s observed behaviour is identification; feeling connected to the model is imitation.","correct":false,"explanation":"The two processes have been reversed. Copying observed behaviour is imitation, whereas feeling connected to or similar to the model is identification."},{"text":"Copying a model’s observed behaviour is modelling; feeling connected to the model is attachment.","correct":false,"explanation":"Modelling is the demonstration of behaviour, and attachment describes an emotional bond. Copying is imitation, while connection with the model is identification."},{"text":"Copying a model’s observed behaviour is reinforcement; feeling connected to the model is internalisation.","correct":false,"explanation":"Reinforcement concerns consequences that affect behaviour, while internalisation is not the SLT term for connection to a model. The correct processes are imitation and identification."}]},{"id":"b96509ed-f267-4439-9d4d-0b94571a740c","cardType":"basic","points":2,"front":"What effect does observing a model being rewarded have on imitation?","back":"Imitation becomes more likely because the observer expects the same reward.","mcqOptions":[{"text":"Imitation becomes more likely because the observer expects the same reward.","correct":true,"explanation":"Vicarious reinforcement occurs when the observer sees a model rewarded. Anticipating a similar reward increases the observer’s motivation to reproduce the model’s behaviour."},{"text":"Imitation becomes less likely because the observer expects the same punishment.","correct":false,"explanation":"This confuses vicarious reinforcement with vicarious punishment. Observing the model receive a reward makes imitation more likely because the observer expects comparable behaviour to be rewarded."},{"text":"Imitation becomes more likely because the observer directly receives the reward.","correct":false,"explanation":"The observer does not receive the reward directly in vicarious reinforcement. Imitation becomes more likely because the model’s reward creates an expectation of similar consequences."},{"text":"Imitation remains equally likely because only direct rewards affect behaviour.","correct":false,"explanation":"This overlooks the vicarious nature of social learning. Seeing the model rewarded can increase imitation even though the observer has not personally received any reward."}]},{"id":"bbacafb8-abb3-4b8e-ba25-7cba97d10a35","cardType":"basic","points":1,"front":"In vicarious reinforcement, who receives the actual reward?","back":"The model, not the observer.","mcqOptions":[{"text":"The model, not the observer.","correct":true,"explanation":"In vicarious reinforcement, the model receives the actual reward. The observer witnesses this consequence and may become more motivated to imitate the rewarded behaviour."},{"text":"The observer, not the model.","correct":false,"explanation":"This describes direct rather than vicarious reinforcement. The model receives the actual reward, while the observer learns by watching the consequence experienced by the model."},{"text":"Both the model and the observer.","correct":false,"explanation":"Vicarious reinforcement does not require both people to be rewarded. The model receives the actual reward, and the observer merely witnesses it and anticipates similar consequences."},{"text":"Neither the model nor the observer.","correct":false,"explanation":"A reward must be observed for vicarious reinforcement to occur. The model receives that reward, while the observer’s behaviour is influenced without being rewarded directly."}]},{"id":"a3da1bd6-47bd-4159-9368-0ace47b05cfe","cardType":"cloze","points":null,"front":"Observing a model being [ ] makes imitation less likely; this is [ ].","back":"Observing a model being punished makes imitation less likely; this is vicarious punishment.","mcqOptions":[{"text":"Observing a model being punished makes imitation less likely; this is vicarious punishment.","correct":true,"explanation":"Seeing a model punished shows the observer that the behaviour has negative consequences. This vicarious punishment reduces motivation to reproduce the model’s behaviour."},{"text":"Observing a model being rewarded makes imitation less likely; this is vicarious reinforcement.","correct":false,"explanation":"This reverses the usual effect of observing a reward. Vicarious reinforcement generally makes imitation more likely, whereas observing punishment reduces imitation through vicarious punishment."},{"text":"Observing a model being punished makes imitation less likely; this is direct punishment.","correct":false,"explanation":"The observer is watching someone else receive the consequence, so the punishment is vicarious rather than direct. Direct punishment would be experienced by the observer personally."},{"text":"Observing a model being praised makes imitation less likely; this is vicarious reinforcement.","correct":false,"explanation":"Praise is a reward, so observing it would normally increase rather than reduce imitation. Imitation becomes less likely when the model is punished, called vicarious punishment."}]},{"id":"68235952-0528-4f54-a98f-11aaa477432d","cardType":"basic","points":3,"front":"What is the ARRM order in SLT?","back":"

Attention
Retention
Reproduction
Motivation

","mcqOptions":[{"text":"

Attention
Retention
Reproduction
Motivation

","correct":true,"explanation":"Social learning requires noticing the behaviour, remembering it, being capable of reproducing it and having sufficient motivation to perform it, giving the order ARRM."},{"text":"

Attention
Reproduction
Retention
Motivation

","correct":false,"explanation":"This places reproduction before retention. The observer must first attend to and remember the behaviour before being able to reproduce it, so the order is attention, retention, reproduction, motivation."},{"text":"

Retention
Attention
Motivation
Reproduction

","correct":false,"explanation":"This reverses both pairs of stages. Attention must precede retention, and the capacity for reproduction is considered before motivation determines whether the behaviour is performed."},{"text":"

Attention
Motivation
Retention
Reproduction

","correct":false,"explanation":"This places motivation too early in the sequence. The observer first attends, retains and gains the ability to reproduce the behaviour before motivation affects performance."}]},{"id":"369589a1-a9f6-4925-a295-77cd2729102a","cardType":"cloze","points":null,"front":"The first two ARRM stages concern [ ]; the final two concern [ ].","back":"The first two ARRM stages concern learning/acquisition; the final two concern performance.","mcqOptions":[{"text":"The first two ARRM stages concern learning/acquisition; the final two concern performance.","correct":true,"explanation":"Attention and retention determine whether the behaviour is acquired and remembered. Reproduction and motivation determine whether the observer can and chooses to perform it."},{"text":"The first two ARRM stages concern performance; the final two concern learning/acquisition.","correct":false,"explanation":"This reverses the two functions. Attention and retention concern learning or acquisition, while reproduction and motivation determine whether the learned behaviour is actually performed."},{"text":"The first two ARRM stages concern learning/acquisition; the final two concern observation.","correct":false,"explanation":"Observation is principally involved in attention and retention, not the final stages. Reproduction and motivation concern performance of the behaviour after it has been acquired."},{"text":"The first two ARRM stages concern imitation; the final two concern performance.","correct":false,"explanation":"Attention and retention allow learning or acquisition, but they do not themselves constitute imitation. Imitation is expressed through performance, governed by reproduction and motivation."}]},{"id":"8ac45450-a7fb-4bea-b4d8-0a9ca0a9e0e9","cardType":"basic","points":1,"front":"What happens if the observer does not pay attention to the model?","back":"The learning process stops immediately.","mcqOptions":[{"text":"The learning process stops immediately.","correct":true,"explanation":"Attention is the first mediational stage, so behaviour cannot be encoded without it. If the observer does not attend to the model, subsequent retention and reproduction cannot occur."},{"text":"The behaviour is learned but never reproduced.","correct":false,"explanation":"This confuses failure of attention with failure of reproduction or motivation. Without attention, the behaviour is not acquired in the first place, so learning stops immediately."},{"text":"The behaviour enters long-term memory automatically.","correct":false,"explanation":"Retention cannot occur automatically when the model has not been attended to. Attention is necessary for encoding the observed behaviour, so the learning process stops immediately."},{"text":"The observer copies the behaviour unconsciously.","correct":false,"explanation":"Social learning theory treats attention as necessary for observational learning. If the model’s behaviour is not noticed, it cannot be retained or deliberately reproduced later."}]},{"id":"ecafac3d-9556-44b6-b69c-ab968b7a4f51","cardType":"basic","points":2,"front":"Which behaviour qualities increase attention in SLT?","back":"Highly dramatic or unusual.","mcqOptions":[{"text":"Highly dramatic or unusual.","correct":true,"explanation":"Dramatic or unusual behaviour is salient and therefore more likely to capture the observer’s attention, allowing it to proceed to retention and possible reproduction."},{"text":"Highly ordinary or predictable.","correct":false,"explanation":"Ordinary, predictable behaviour is less likely to stand out and capture attention. Social learning theory predicts greater attention to behaviour that is dramatic or unusual."},{"text":"Highly attractive or high-status.","correct":false,"explanation":"These are characteristics of the model rather than qualities of the behaviour. Behaviour itself attracts more attention when it is especially dramatic or unusual."},{"text":"Highly quiet or unnoticeable.","correct":false,"explanation":"Quiet, unnoticeable behaviour is less salient and therefore less likely to attract attention. Dramatic or unusual behaviour is more likely to be noticed and encoded."}]},{"id":"0e4d9097-8573-4c3c-b582-acfbd62188c9","cardType":"basic","points":2,"front":"Which model qualities increase attention in SLT?","back":"Highly attractive or high-status.","mcqOptions":[{"text":"Highly attractive or high-status.","correct":true,"explanation":"Observers are more likely to attend to models they perceive as attractive or high-status because such models are seen as socially significant or desirable."},{"text":"Highly dramatic or unusual.","correct":false,"explanation":"These describe attention-grabbing qualities of the behaviour, not the model. Model characteristics that increase attention include being attractive or having high social status."},{"text":"Highly unattractive or low-status.","correct":false,"explanation":"This reverses the model characteristics that tend to attract attention. Observers generally attend more closely to models who are attractive or perceived as high-status."},{"text":"Highly anonymous or unfamiliar.","correct":false,"explanation":"An anonymous or unfamiliar model is not especially likely to command attention. Attractive and high-status models are more salient and influential within social learning theory."}]},{"id":"5f33e0dc-4246-4ad8-b0d2-acd3670629d6","cardType":"cloze","points":null,"front":"Retention requires a cognitive [ ] so the behaviour can be [ ].","back":"Retention requires a cognitive mental representation so the behaviour can be retrieved later.","mcqOptions":[{"text":"Retention requires a cognitive mental representation so the behaviour can be retrieved later.","correct":true,"explanation":"Retention involves encoding an observed behaviour as a mental representation. This stored representation allows the observer to retrieve the behaviour after the model is no longer present."},{"text":"Retention requires a cognitive motor reproduction so the behaviour can be performed immediately.","correct":false,"explanation":"Motor reproduction concerns physically performing an action, not cognitively storing it. Retention requires a mental representation that allows the observed behaviour to be retrieved later."},{"text":"Retention requires a cognitive direct reinforcement so the behaviour can be rewarded immediately.","correct":false,"explanation":"Direct reinforcement affects motivation rather than retention, and retention does not require an immediate reward. A mental representation stores the behaviour so it can be retrieved later."},{"text":"Retention requires a cognitive model identification so the behaviour can be copied automatically.","correct":false,"explanation":"Identification can make a model more influential, but it is not the cognitive record used in retention. The observer forms a mental representation that can be retrieved later."}]},{"id":"c4a03a24-9dc8-4443-9208-4359add0ecd4","cardType":"basic","points":2,"front":"In the Olympic gymnast example, why would the observer fail to copy the triple-backflip?","back":"They lack the physical capability to reproduce it.","mcqOptions":[{"text":"They lack the physical capability to reproduce it.","correct":true,"explanation":"Reproducing a triple-backflip requires exceptional strength, coordination and training. Observing and remembering the movement cannot overcome an observer’s lack of the necessary physical capability."},{"text":"They lack the attention to observe it.","correct":false,"explanation":"The example assumes the observer has seen the movement, so failure is not caused by insufficient attention. They cannot reproduce it because they lack the necessary physical capability."},{"text":"They lack the memory capacity to retain it.","correct":false,"explanation":"Remembering the sequence does not provide the strength, coordination or training needed to execute it. The observer fails because they lack the physical capability to reproduce it."},{"text":"They lack the identification to imitate it.","correct":false,"explanation":"Identification may affect how influential a model is, but it cannot make a difficult gymnastic movement physically possible. The observer lacks the physical capability to reproduce it."}]},{"id":"14c84a93-4406-4b9e-9c96-52a4d9635d33","cardType":"basic","points":1,"front":"What determines motivation to perform an observed behaviour?","back":"Expected consequences, e.g. reward or punishment.","mcqOptions":[{"text":"Expected consequences, e.g. reward or punishment.","correct":true,"explanation":"Motivation depends on what the observer expects to happen after performing the behaviour. Anticipated rewards increase motivation, whereas anticipated punishment generally reduces it."},{"text":"Available role models, e.g. parent or peer.","correct":false,"explanation":"Parents and peers can provide behaviours to observe, but their availability does not itself determine motivation. Motivation depends on expected consequences such as reward or punishment."},{"text":"Observer’s attention, e.g. noticing key actions.","correct":false,"explanation":"Noticing actions determines whether the behaviour receives attention and can be learned, rather than whether it will be performed. Motivation is determined by expected reward or punishment."},{"text":"Observer’s capability, e.g. strength or coordination.","correct":false,"explanation":"Strength and coordination affect motor reproduction, meaning whether the observer can perform the behaviour. Motivation instead depends on expected consequences such as reward or punishment."}]},{"id":"8a87f463-84db-446d-96b9-934c67d401ac","cardType":"basic","points":1,"front":"Which ARRM stage does vicarious reinforcement most directly influence?","back":"Motivation.","mcqOptions":[{"text":"Motivation.","correct":true,"explanation":"Vicarious reinforcement changes an observer’s expectation of reward or punishment after watching a model’s consequences. It therefore most directly affects motivation to perform the behaviour."},{"text":"Attention.","correct":false,"explanation":"Attention concerns noticing the model and relevant behaviour. Vicarious reinforcement instead alters expected consequences, so it most directly influences motivation to imitate."},{"text":"Retention.","correct":false,"explanation":"Retention involves forming and storing a mental representation of the observed behaviour. Vicarious reinforcement primarily changes motivation by indicating likely rewards or punishments."},{"text":"Reproduction.","correct":false,"explanation":"Motor reproduction concerns whether the observer has the physical ability to copy the action. Vicarious reinforcement instead affects motivation through observed consequences."}]},{"id":"0d82ae13-77b7-498e-bf96-f33cd6176cd5","cardType":"basic","points":2,"front":"Why do Bandura’s Bobo Doll studies support SLT scientifically?","back":"Strict controls showed cause-and-effect between aggressive models and children’s imitation.","mcqOptions":[{"text":"Strict controls showed cause-and-effect between aggressive models and children’s imitation.","correct":true,"explanation":"Bandura controlled variables such as the model’s behaviour and the experimental conditions. This allowed differences in children’s imitation to be attributed to exposure to aggressive models."},{"text":"A large sample showed aggression was representative of all children’s behaviour.","correct":false,"explanation":"A large sample could improve representativeness, but it would not by itself establish causation. Strict experimental controls linked exposure to aggressive models with children’s imitation."},{"text":"A natural setting showed aggression occurred in children’s everyday environments.","correct":false,"explanation":"The Bobo Doll studies took place in controlled laboratory conditions rather than a natural setting. Those strict controls supported cause-and-effect conclusions about aggressive modelling and imitation."},{"text":"Detailed brain scans showed biological changes caused children’s aggressive imitation.","correct":false,"explanation":"Bandura measured observable imitation and did not use brain imaging to establish biological mechanisms. Scientific support came from strict controls demonstrating cause and effect."}]},{"id":"cd9b8413-7235-4a7e-9c14-5f67c8324122","cardType":"basic","points":2,"front":"What biological limitation does SLT have when explaining aggression?","back":"It downplays biology, e.g. testosterone influencing aggression.","mcqOptions":[{"text":"It downplays biology, e.g. testosterone influencing aggression.","correct":true,"explanation":"SLT explains aggression mainly through observation, imitation and reinforcement. This can underestimate biological influences, including the possible role of testosterone in increasing aggressive behaviour."},{"text":"It overstates biology, e.g. testosterone fully determining aggression.","correct":false,"explanation":"SLT does not claim that biological factors fully determine aggression; it largely neglects them. The biological limitation is that influences such as testosterone are downplayed."},{"text":"It downplays cognition, e.g. memory influencing aggression.","correct":false,"explanation":"Mental processes such as attention, retention and expected consequences are explicitly included in SLT. Its biological limitation is instead that factors such as testosterone are downplayed."},{"text":"It overstates genetics, e.g. inherited traits fully determining aggression.","correct":false,"explanation":"SLT emphasises environmental learning rather than claiming genes fully determine aggression. Its biological limitation is that biological influences, including testosterone, receive insufficient attention."}]},{"id":"ee5135cc-2d3d-4cc5-9c1d-d08569cacd53","cardType":"cloze","points":null,"front":"Bandura’s Bobo Doll research has low ecological validity because hitting a [ ] may not represent aggression towards [ ].","back":"Bandura’s Bobo Doll research has low ecological validity because hitting a plastic Bobo Doll may not represent aggression towards real people.","mcqOptions":[{"text":"Bandura’s Bobo Doll research has low ecological validity because hitting a plastic Bobo Doll may not represent aggression towards real people.","correct":true,"explanation":"An inflatable plastic doll is unlike a living person and is designed to be hit and rebound. Aggression towards it may therefore poorly represent aggression towards real people."},{"text":"Bandura’s Bobo Doll research has low ecological validity because hitting a real child may not represent aggression towards real people.","correct":false,"explanation":"The participants did not hit a real child; they hit an inflatable plastic doll. The validity concern is whether this artificial behaviour represents aggression towards real people."},{"text":"Bandura’s Bobo Doll research has low ecological validity because hitting a plastic Bobo Doll may not represent aggression towards inflatable toys.","correct":false,"explanation":"The crucial comparison is with aggression towards living people, not towards other inflatable objects. Hitting a plastic Bobo Doll may fail to represent real interpersonal aggression."},{"text":"Bandura’s Bobo Doll research has low ecological validity because hitting a digital character may not represent aggression towards real people.","correct":false,"explanation":"Children physically struck a plastic Bobo Doll rather than watching a screen character. This artificial target may not represent the consequences and inhibitions involved in aggression towards real people."}]}]}],"examCountdown":{"examDate":"2027-05-10","paperLabel":"Paper 1"},"heading":"Social learning stages","title":"Social learning stages Flashcards","topbar":{"backHref":"/as-level/psychology/edexcel/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"7b8870d9-6aaa-52a1-903b-de9542ef2c11","walled":"$L39"}],"$L3a","$L3b"]