Hana belongs to a youth debating club. The table shows events at four competitions.
| Competition | Event |
|---|---|
| 1 | Hana watches Esme, an admired club captain who is close to her age and lives in the same area, hide another team's preparation notes. Club members cheer Esme and select her to open the next debate. |
| 2 | Three weeks later, Hana hides another team's timer in the same place. Her teammates congratulate her and give her a place in the final. |
| 3 | Hana sees Esme removed from a competition after another act of sabotage is discovered. |
| 4 | Two months later, Hana is alone at a different competition when she hides a rival team's notes. She says, “Serious teams do whatever helps them win.” |
Using social learning theory, explain how Hana's behaviour developed. Refer to observation, imitation, vicarious reinforcement, direct reinforcement and internalisation in your answer. You should also explain what Esme's removal could have taught Hana and why it did not fully prevent Hana's behaviour at Competition 4.
135 exam-style questions on OCR GCSE Psychology 1.2 Theories/Explanations of why criminal/anti-social behaviour occurs, covering 1.2.1 SLT: identification with role models, 1.2.2 SLT: observation and imitation, 1.2.3 SLT: vicarious reinforcement, 1.2.4 SLT: direct reinforcement and internalisation; criticisms, 1.2.5 SLT research study: Cooper and Mackie (1986), 1.2.6 Eysenck's Criminal Personality Theory, 1.2.7 CNS, arousal and criminal personality, 1.2.8 Brain function, synapses and dopamine in psychoticism, 1.2.9 Dopamine reward, RAS and cortex in extroversion, 1.2.10 Autonomic nervous and limbic system in neuroticism, 1.2.11 Early socialisation and conditioning; criticisms, and 1.2.12 Criminal Personality research study: Heaven (1996). Each one has a worked solution and a mark scheme showing where the marks go.