Social learning theory and anorexia nervosa | AQA A-Level Psychology Revision
- Revision Notes
- Aug 6
- 20 min read
Updated: Aug 14
For 7182 specification, first teach in September 2025
AQA A-Level Psychology | Free Revision Notes
Estimated study time: 60 minutes
These social learning theory and anorexia nervosa A-Level Psychology revision notes explain how eating-related attitudes and behaviours may be learned by observing models and noticing the consequences they receive. The lesson examines modelling, direct and vicarious reinforcement, identification and the influence of media. Social learning theory is one of the psychological explanations of anorexia nervosa required for the Eating behaviour option, alongside family systems theory [Family systems theory and anorexia nervosa] and cognitive theory [Cognitive explanations of anorexia nervosa].
Learning Objectives 🎯
By the end of this revision page, you should be able to:
Define social learning theory, modelling and reinforcement.
Explain how observation and imitation may contribute to anorexia nervosa.
Distinguish direct reinforcement from vicarious reinforcement.
Explain how identification may affect the likelihood of modelling.
Analyse the possible influence of media on eating-related attitudes and behaviours.
Apply social learning theory to unfamiliar scenarios.
Evaluate social learning explanations of anorexia nervosa.
Revision Notes 📚
What does the AQA specification require?
For the Eating behaviour option, AQA requires students to study three psychological explanations of anorexia nervosa:
Family systems theory, including enmeshment, autonomy and control.
Social learning theory, including modelling, reinforcement and media.
Cognitive theory, including distortions and irrational beliefs.
Social learning theory is also studied as a general psychological approach. The specification identifies imitation, identification, vicarious reinforcement, mediational processes and Bandura’s research as important elements of the theory.
For this lesson, you therefore need to understand how the general principles learned in observational learning [Social learning theory] can be applied specifically to anorexia nervosa.
What is social learning theory?
Social learning theory proposes that behaviour can be learned through observing other people and the consequences of their behaviour.
The person being observed is known as a model. Models may include:
Parents or other family members.
Friends and peers.
Actors and other people shown in the media.
Public figures and online personalities.
Other people who appear attractive, successful or socially valued.
The observer may learn:
Particular behaviours.
Attitudes towards food and eating.
Beliefs about body size or appearance.
Expectations about the consequences of losing weight.
Ways of responding to praise, criticism or social comparison.
Social learning theory does not claim that every behaviour a person observes will automatically be copied. Whether modelling occurs may depend on identification, reinforcement and the mental processes that take place between observation and imitation.
This lesson develops ideas introduced through research into observational learning [Bandura’s research].
The basic social learning process
The explanation can be represented as a sequence:
A person observes a model.
The person notices the model’s eating-related behaviour or appearance.
The person sees the model receive positive or negative consequences.
The observer may identify with the model.
The observer forms expectations about what would happen if they behaved similarly.
The observer may imitate the model’s behaviour.
Reinforcement may increase the likelihood that the behaviour will continue.
A simple example would be:
A young person observes a public figure receiving praise and attention for losing weight. The observer identifies with that person and begins to imitate their restrictive eating behaviour because they expect similar approval.
For a developed explanation, you must describe the learning process rather than simply writing that “the media causes anorexia nervosa”.
Modelling
Modelling refers to the process through which a person observes another individual’s behaviour and may later reproduce it.
The word can be used in two closely connected ways:
A model is the person whose behaviour is observed.
Modelling is the demonstration and possible imitation of that behaviour.
Eating-related behaviour that might be modelled could include:
Restricting food intake.
Avoiding particular foods.
Frequently discussing dieting or weight.
Treating weight loss as an achievement.
Expressing dissatisfaction with appearance.
Comparing body size with other people.
The observer does not need to copy the behaviour immediately. Social learning theory recognises that behaviour may be learned through observation and reproduced later when the observer has an opportunity or motivation to do so.
Observation and imitation
Observation involves attending to another person’s behaviour.
Imitation occurs when the observer reproduces the behaviour they have seen.
These terms should not be treated as identical:
Process | Meaning | Example |
Observation | Watching or becoming aware of a model’s behaviour | A person sees a friend repeatedly skipping meals |
Learning | Acquiring information about the behaviour and its consequences | The person learns that the friend receives compliments about weight loss |
Imitation | Reproducing the observed behaviour | The person begins skipping meals |
Maintenance | Continuing the behaviour because it is reinforced | Compliments or attention increase the likelihood that the behaviour continues |
An observer may learn a behaviour without immediately imitating it. This is important because social learning theory includes cognitive processes between observing and performing behaviour.
Identification
Identification occurs when an observer feels a connection with a model or sees the model as someone they would like to resemble.
A person may be more likely to identify with a model whom they perceive as:
Similar to themselves.
Successful or socially valued.
Attractive.
Popular.
Worthy of admiration.
Identification is not the same as imitation.
Identification is the psychological connection with the model.
Imitation is copying the model’s behaviour.
For example, a student may identify with an actor because they admire the actor’s appearance and lifestyle. This identification could make the student more likely to imitate behaviours that they associate with the actor.
In an exam answer, avoid saying that identification means “knowing who the model is”. It refers to seeing the model as personally relevant or as someone the observer wishes to resemble.
Mediational processes
Social learning theory includes mediational processes, which are mental processes that occur between observing behaviour and reproducing it.
These processes help explain why people do not copy everything they see. The observer must:
Notice the behaviour.
Remember what they have observed.
Consider whether reproducing it is possible.
Have some motivation to perform it.
For anorexia nervosa, a person may observe many different models but imitate only those behaviours they associate with valued consequences, such as praise, acceptance or status.
The mediational processes also mean that social learning theory is not simply a mechanical account of copying. The observer interprets the model’s behaviour and anticipates its possible consequences.
Reinforcement
Reinforcement is a consequence that increases the likelihood that a behaviour will be repeated.
Within a social learning explanation of anorexia nervosa, reinforcement may operate in two main ways:
Direct reinforcement
Vicarious reinforcement
Both can strengthen eating-related attitudes or behaviours, but they involve different people receiving the consequence.
Direct reinforcement
Direct reinforcement occurs when the individual personally receives a rewarding consequence after performing a behaviour.
For example:
A person loses weight and receives compliments.
Friends provide attention after the person begins dieting.
The person receives approval for appearing disciplined.
Social approval follows a change in appearance.
Social learning theory predicts that if restrictive eating or weight loss is followed by a rewarding consequence, the behaviour may become more likely to continue.
The reinforcement does not have to be a physical reward. Praise, attention, approval or increased social status may all affect behaviour.
The important sequence is:
Behaviour → rewarding consequence → increased likelihood of repetition
For example:
Restricting food is followed by praise about weight loss. The praise acts as direct reinforcement, making continued restriction more likely.
Vicarious reinforcement
Vicarious reinforcement occurs when an observer sees another person being rewarded for a behaviour and becomes more likely to imitate it.
The observer does not receive the initial reward. Instead, they learn from the consequences experienced by the model.
For example:
A teenager sees an online personality receive admiration and attention after losing weight. The teenager expects that similar behaviour may produce similar rewards and begins to imitate the model.
The process is:
The model performs a behaviour.
The model receives a positive consequence.
The observer notices the consequence.
The observer develops an expectation of a similar outcome.
The observer becomes more motivated to imitate the behaviour.
Vicarious reinforcement is central to explaining media influence because media users repeatedly observe other people receiving attention, approval or status.
Direct and vicarious reinforcement compared
Type of reinforcement | Who receives the consequence? | Example |
Direct reinforcement | The observer personally receives it after performing the behaviour | A person receives compliments after losing weight |
Vicarious reinforcement | A model receives it while the observer watches | An actor is praised for their appearance, encouraging an observer to imitate them |
A common examination mistake is to describe both examples as direct reinforcement. Ask yourself:
Who received the original reward?
If it was the observer, it is direct reinforcement. If it was another person being watched, it is vicarious reinforcement.
Modelling within families
Parents and other family members can act as models of eating-related attitudes and behaviour.
A young person may observe family members:
Dieting or restricting food.
Expressing concern about body size.
Praising weight loss.
Criticising weight gain.
Associating thinness with success or self-control.
The young person may imitate these behaviours, particularly if they identify with the family member or observe that the behaviour receives approval.
For example:
A parent frequently restricts their food and is praised by other family members for losing weight. Their child observes both the behaviour and its positive consequences. The child may imitate the restriction through modelling and vicarious reinforcement.
This explanation should be distinguished from family dynamics and autonomy [Family systems theory and anorexia nervosa].
Social learning theory | Family systems theory |
Focuses on observing and learning behaviour | Focuses on patterns of family interaction |
Emphasises models and reinforcement | Emphasises enmeshment, autonomy and control |
A family member may model restrictive eating | Family control may make eating an area of personal control |
Behaviour develops through imitation | Behaviour develops within an enmeshed family system |
The two explanations may both be applied to the same family, but they propose different psychological mechanisms.
The role of peers
Peers may also act as models and sources of reinforcement.
A person might observe friends:
Discussing dieting.
Praising weight loss.
Comparing appearance.
Rewarding particular body types with approval.
Treating food restriction as desirable.
Peer approval may directly reinforce behaviour. Alternatively, seeing another person rewarded by the peer group may provide vicarious reinforcement.
For example:
Mia sees her friend receive compliments after losing weight. Mia begins copying her friend’s eating behaviour because she expects similar approval.
A complete application would identify:
The friend as the model.
Mia’s copying as imitation.
The compliments received by the friend as vicarious reinforcement.
Mia’s expectation of approval as the motivation to imitate.
Media as a source of models
The media provides access to models whose appearance, eating behaviour and social consequences can be observed repeatedly.
Media models may appear in:
Television programmes.
Films.
Advertising.
Magazines.
Social media content.
Online videos and images.
Social learning theory proposes that media may influence behaviour when users:
Observe a model.
Identify with or admire that model.
Notice the consequences attached to the model’s appearance or behaviour.
Form expectations about receiving similar consequences.
Imitate the behaviour.
The media does not need to give an explicit instruction to restrict food. Learning may occur through repeated portrayals in which particular appearances or behaviours are linked with popularity, praise or success.
Media and vicarious reinforcement
Media models may receive visible rewards such as:
Praise.
Attention.
Approval.
Popularity.
Admiration.
High social status.
An observer may interpret these outcomes as evidence that behaving or appearing similarly will also be rewarded.
For example:
An influencer posts about losing weight and receives thousands of approving comments. A follower observes this approval and begins to copy the influencer’s food restriction.
In this example:
The influencer is the model.
The follower may identify with the influencer.
The comments provide reinforcement for the model.
The follower experiences vicarious reinforcement.
Copying the behaviour is imitation.
Media influence is not automatic
Exposure to a media model does not mean that imitation will inevitably occur.
Social learning theory recognises that:
The observer must notice the behaviour.
The behaviour must be remembered.
The observer must be motivated to imitate it.
The observer must believe that performing it could lead to a valued outcome.
Identification with the model may affect how influential the model is.
Two people may therefore view the same content but respond differently.
This is useful in an evaluation because it prevents an overly simplistic claim that media exposure automatically causes anorexia nervosa. However, it also raises the question of why some individuals are more affected than others.
The complete social learning explanation
A developed social learning explanation might follow this chain:
A person observes models in their family, peer group or the media. These models demonstrate restrictive eating or receive approval for weight loss. The observer identifies with them and experiences vicarious reinforcement by seeing their behaviour rewarded. The observer then imitates the behaviour. If the observer subsequently receives praise or attention, direct reinforcement may strengthen and maintain the behaviour.
This sequence connects all three elements specified by AQA:
Modelling
Reinforcement
Media
Applying social learning theory to a scenario
Consider this example:
Priya follows an online personality whose posts frequently discuss restrictive dieting. The personality receives many approving comments about their appearance. Priya admires them and begins copying some of their eating habits. When Priya loses weight, her friends compliment her.
A developed application would explain:
The online personality acts as a model.
Priya’s admiration suggests identification.
Seeing the model receive approving comments provides vicarious reinforcement.
Priya copying the eating habits is imitation.
Her friends’ compliments provide direct reinforcement.
This reinforcement may increase the likelihood that the behaviour will continue.
Notice that each detail is explained psychologically. Merely quoting the scenario is not enough.
An application formula
A useful structure for a four-mark application question is:
Scenario detail + specialist concept + explanation + behavioural consequence
For example:
Priya sees the personality receive approving comments, which provides vicarious reinforcement because Priya observes another person being rewarded. This may increase her motivation to imitate the model’s restrictive eating behaviour.
Evaluating social learning explanations
Social learning theory explains the role of the social environment
A strength of social learning theory is that it explains how attitudes and behaviours may be transmitted through families, peer groups and media.
It can account for the influence of:
Observable role models.
Social approval.
Imitation.
Media portrayals.
Expectations about rewards.
This offers a clear environmental explanation of why behaviours may spread through social groups.
It also provides more detail than simply stating that “society causes anorexia nervosa”. It identifies specific learning processes, including modelling and vicarious reinforcement.
The theory has useful applications
The theory suggests that changing models and reinforcement may help reduce harmful learning.
For example, its principles imply that media portrayals and social responses matter because they may:
Provide models for imitation.
Reinforce particular attitudes.
Make certain outcomes appear desirable.
Shape expectations about approval.
This practical value is a strength because the explanation identifies environmental influences that could potentially be changed.
However, the 2021 mark scheme noted a limitation of explanations involving media: if media is part of the problem, an individual may have limited ability to change or avoid the wider environment.
Cause and effect cannot be established easily
Evidence showing a relationship between media exposure and eating-related attitudes does not necessarily demonstrate that media exposure caused anorexia nervosa.
Several explanations are possible:
Media exposure may influence attitudes and behaviour.
People already concerned about eating or appearance may seek out particular media.
A third factor may influence both media use and eating behaviour.
This creates a cause-and-effect problem.
A developed evaluative point would be:
If individuals who already have eating-related concerns choose to follow particular media models, the media exposure may be a consequence of those concerns rather than their original cause. This weakens the claim that observation and modelling independently cause anorexia nervosa.
The explanation may be environmentally deterministic
Social learning theory can be viewed as an example of environmental determinism because it explains behaviour through external influences such as models, rewards and media.
This can be useful because it identifies causes that can be observed and studied. However, it may underestimate:
Individual choice.
Biological vulnerability.
Differences in cognitive processing.
The fact that people exposed to similar models do not all behave in the same way.
You can develop this evaluation through environmental influences on behaviour [Free will and determinism].
A balanced conclusion would recognise that social learning theory includes mediational processes, so it does not present people as copying models completely automatically.
It does not explain individual differences fully
Many people observe dieting, weight loss and appearance-related praise without developing anorexia nervosa.
Social learning theory can explain why a behaviour is available to be learned, but it may not fully explain:
Why one observer imitates the behaviour while another does not.
Why the behaviour becomes severe in some individuals.
Why the same reinforcement affects people differently.
Why some individuals develop anorexia nervosa without an obvious model.
This suggests that social learning processes may contribute to the disorder without providing a complete explanation.
Biological explanations provide an alternative
Social learning theory focuses on nurture, whereas biological explanations focus on genetic and neural influences.
Social learning explanation | Biological explanation |
Behaviour is learned by observing models | Vulnerability is linked to genetic or neural factors |
Emphasises reinforcement and media | Emphasises biological mechanisms |
Primarily environmental | Primarily biological |
Helps explain social influence | Helps explain biological vulnerability |
Evidence for biological influences would challenge the idea that anorexia nervosa can be explained entirely through modelling and reinforcement.
However, biological evidence does not necessarily disprove social learning theory. A biological vulnerability and environmental learning could both contribute.
This comparison links to genetic and neural accounts [Biological explanations of anorexia nervosa] and the relative influence of heredity and environment [The nature-nurture debate].
Cognitive explanations provide another alternative
Social learning theory explains how behaviour and expectations may be learned from models. Cognitive theory instead focuses on distortions and irrational beliefs.
For example:
Social learning theory might explain how a person learns that weight loss will bring approval.
Cognitive theory might explain how irrational beliefs or distorted thinking maintain concerns about weight and appearance.
The two explanations could interact. Observed media messages may be interpreted through existing cognitive processes.
This means social learning theory may explain the source of some attitudes, while cognitive theory may explain how those attitudes are processed and maintained.
Social learning theory may be reductionist
The explanation may be criticised for reducing a complex disorder to a relatively small number of learning mechanisms:
Observation.
Modelling.
Imitation.
Reinforcement.
This creates a clear and manageable explanation, but it may overlook the interaction between:
Biological factors.
Family dynamics.
Cognitive processes.
Wider social influences.
The specimen mark scheme identifies the multifactorial nature of anorexia nervosa as a relevant discussion point. This means a complete explanation may need to consider several interacting influences rather than one isolated cause.
Research may rely on correlations and self-reports
Research into media influence may compare media exposure with attitudes or eating-related behaviour.
Such research may have limitations:
A correlation cannot establish causation.
Participants may not accurately report their media use.
Responses about eating and appearance may be affected by social desirability.
It may be difficult to isolate media from peer and family influences.
A methodological limitation is useful only when its effect on the explanation is made clear:
If media exposure is measured inaccurately, any relationship between media and eating behaviour may also be inaccurate. This weakens the evidence used to support social learning theory.
Do not list “low validity” without explaining why it matters.
Social learning theory can be difficult to separate from other explanations
In real life, different psychological processes may occur together.
For example, a parent may:
Model restrictive eating, supporting social learning theory.
Control the child’s choices, supporting family systems theory.
Reinforce irrational beliefs, connecting with cognitive theory.
This makes it difficult to isolate one explanation.
It also supports an interactionist conclusion:
Modelling and reinforcement may contribute to anorexia nervosa, but their effects are likely to depend on biological vulnerability, family relationships and cognitive processing.
Overall evaluation
Social learning theory provides a clear explanation of how anorexia-related attitudes and behaviours might be learned through family, peers and media. Its concepts of modelling, identification and reinforcement are particularly useful when applying the theory to social situations.
However, problems establishing cause and effect, limited explanations of individual differences and evidence for biological and cognitive influences suggest that social learning theory is unlikely to be sufficient on its own.
A strong conclusion is:
Social learning theory is useful for explaining how eating-related behaviours may be acquired and socially reinforced. It is less successful as a complete explanation of why only some exposed individuals develop anorexia nervosa, so it is most convincing as one part of a multifactorial account.
Planning an extended response
For an extended question, organise your response around the assessment objectives.
Knowledge and understanding
Explain:
Observation and modelling.
Imitation.
Identification.
Direct reinforcement.
Vicarious reinforcement.
Media models.
The role of mediational processes.
Application
Use separate details from the scenario.
For each detail:
Identify the model or consequence.
Name the relevant social learning concept.
Explain why it applies.
Link it to the development or maintenance of behaviour.
Evaluation
Develop two or three issues, such as:
Difficulty establishing cause and effect.
Failure to explain individual differences.
Comparison with biological explanations.
Comparison with cognitive or family systems explanations.
Environmental determinism.
Reductionism.
Practical applications.
The multifactorial nature of anorexia nervosa.
A discuss question requires evaluation. A response containing only a detailed description of social learning theory cannot reach the highest level.
Key Words 🔑
Key word | Student-friendly definition | How it may be used in an exam |
Social learning theory | The explanation that behaviour may be learned by observing models and the consequences they receive | Use it to explain how eating-related behaviour may be acquired from family, peers or media |
Model | A person whose behaviour is observed | Identify the parent, friend, actor or online personality in a scenario |
Modelling | Demonstrating behaviour that another person may observe and imitate | Explain how a model displays eating-related attitudes or behaviour |
Observation | Watching or becoming aware of another person’s behaviour | Identify what the observer sees the model doing |
Imitation | Reproducing behaviour that has been observed | Apply it when a person copies a model’s eating behaviour |
Identification | Seeing a model as personally relevant or as someone the observer would like to resemble | Explain why a particular model is likely to influence the observer |
Reinforcement | A consequence that increases the likelihood of a behaviour being repeated | Explain why approval, praise or attention may maintain behaviour |
Direct reinforcement | A reward received personally after performing a behaviour | Apply it when the individual receives praise after losing weight |
Vicarious reinforcement | Learning from seeing another person rewarded | Apply it when a media model receives approval that motivates imitation |
Mediational processes | Mental processes occurring between observing and reproducing behaviour | Explain why not every observed behaviour is automatically copied |
Media influence | The effect of models and consequences presented through television, advertising, social media or other media | Apply modelling and vicarious reinforcement to media scenarios |
Environmental determinism | The view that behaviour is shaped by external influences | Use it to evaluate the emphasis social learning theory places on the environment |
Cause and effect | A relationship in which one factor directly produces another | Evaluate whether media exposure causes behaviour or is merely associated with it |
Multifactorial explanation | An account involving several interacting influences | Use it to argue that social learning may combine with biological, family and cognitive factors |
Hints from the Examiner Reports 💡
Examiner hint: Use every useful detail in an application scenario. In the 2023 Eating behaviour question, successful students applying social learning theory linked the scenario both to television models and to the behaviour of a family member.
Examiner hint: Do not simply state that the media influences behaviour. Use precise terminology such as model, identification, imitation and vicarious reinforcement.
Examiner hint: Explain the psychological mechanism behind each application. For example, seeing an actor is not enough by itself. Explain that the actor acts as a model and that observed rewards may motivate imitation.
Examiner hint: Avoid anecdotal comments about media. The 2023 examiner report found that stronger media answers connected media role models explicitly to social learning concepts rather than relying on general claims.
Examiner hint: Be concise when describing explanations in a broad 16-mark answer. The 2023 report noted that successful responses used the different “hooks” in the scenario and remained well organised.
Examiner hint: Evidence must be used analytically. Do not simply name research. Explain whether it supports or challenges the prediction that modelling or reinforcement contributes to behaviour.
Examiner hint: Keep evaluation focused on the explanation. Describing another explanation earns little unless you use it to make a direct comparison.
Examiner hint: For evaluate, do not repeat the description of social learning theory. The evaluation must consider its explanatory strengths, limitations or supporting evidence.
Common Mistakes ⚠️
Mistake: Saying that modelling means copying.
Why this is incorrect:Modelling refers to behaviour being demonstrated by a model. Copying that behaviour is imitation.
How to improve:Identify both stages: the model demonstrates the behaviour, then the observer may imitate it.
Mistake: Treating observation and imitation as the same process.
Why this is incorrect:A person may observe and learn a behaviour without performing it immediately.
How to improve:Explain that mediational processes and expected consequences affect whether observed behaviour is imitated.
Mistake: Confusing direct and vicarious reinforcement.
Why this is incorrect:Direct reinforcement is received personally. Vicarious reinforcement is observed being given to someone else.
How to improve:Ask who received the reward. If the model received it, the observer experiences vicarious reinforcement.
Mistake: Defining identification as recognising who the model is.
Why this is incorrect:Identification refers to seeing the model as relevant or as someone the observer would like to resemble.
How to improve:Explain the psychological connection between the observer and model.
Mistake: Writing that media exposure automatically causes anorexia nervosa.
Why this is incorrect:Not everyone exposed to the same media imitates the same behaviour, and associations do not establish causation.
How to improve:Use cautious language such as “may contribute to” and explain the role of identification, reinforcement and mediational processes.
Mistake: Giving a common-sense media explanation.
Why this is incorrect:Statements such as “social media puts pressure on people” do not demonstrate social learning theory.
How to improve:Explain exactly who the model is, what is observed, what consequence is seen and why imitation becomes more likely.
Mistake: Describing restriction of food availability as social learning.
Why this is incorrect:Simply preventing access to food does not explain how behaviour is acquired through observation or reinforcement.
How to improve:Focus on models, imitation and the consequences attached to behaviour.
Mistake: Describing family systems theory instead.
Why this is incorrect:Family control and enmeshment belong to family systems theory, not social learning theory.
How to improve:For social learning theory, explain how a family member acts as a model or provides reinforcement.
Mistake: Using another explanation without comparing it.
Why this is incorrect:A paragraph describing genes or cognitive distortions may become irrelevant.
How to improve:Use comparison language, such as: “Unlike social learning theory, biological explanations account for inherited vulnerability. This suggests modelling alone is incomplete.”
Mistake: Writing only AO1 for a discuss question.
Why this is incorrect:A discuss question requires evaluation and, where a scenario is provided, application.
How to improve:Plan separate knowledge, application and evaluation points before writing.
Exam-Style Questions ✍️
Question 1
Which of the following is the best example of vicarious reinforcement?
A. A person receives praise after losing weight.B. A person avoids food because they dislike its taste.C. A person sees a model praised for losing weight and begins copying them.D. A person continues dieting because it reduces anxiety.
[1 mark]
Question 2
Define identification as used in social learning theory.
[2 marks]
Question 3
Explain the difference between direct reinforcement and vicarious reinforcement. Use one example of each in your answer.
[4 marks]
Question 4
Explain how modelling and reinforcement may contribute to anorexia nervosa.
[4 marks]
Question 5
Lena follows a performer online whose videos frequently discuss dieting. The performer receives approving comments about their appearance. Lena admires the performer and begins copying some of their eating habits.
Use social learning theory to explain Lena’s behaviour.
[4 marks]
Question 6
Explain one limitation of media influence as part of a social learning explanation of anorexia nervosa.
[4 marks]
Question 7
Evaluate social learning theory as an explanation for anorexia nervosa.
[8 marks]
Question 8
Rowan’s older cousin frequently talks about restricting food and receives compliments from relatives about their weight loss. Rowan admires the cousin and begins following the same eating routine. Rowan also follows actors and online personalities who receive attention for their appearance. When Rowan loses weight, friends offer praise and encouragement.
Discuss social learning theory as an explanation for anorexia nervosa. Refer to Rowan in your answer.
[16 marks]
Answers and mark scheme
Question 1
Answer: C
The observer sees another person rewarded and becomes more likely to imitate the behaviour.
[1 mark]
Question 2
Award up to two marks:
Identification occurs when an observer feels a psychological connection with a model or sees the model as personally relevant.
The observer may see the model as someone they would like to resemble, increasing the likelihood of imitation.
[2 marks]
Question 3
Award one mark for each of the following:
Direct reinforcement occurs when the individual personally receives a rewarding consequence.
Relevant example, such as receiving praise after losing weight.
Vicarious reinforcement occurs when the observer sees a model being rewarded.
Relevant example, such as observing an actor receive approval for their appearance and copying their behaviour.
The examples must make clear who receives the reward.
[4 marks]
Question 4
Award up to four marks for a developed explanation:
A person may observe eating-related behaviour demonstrated by a model.
Identification may increase the likelihood of copying the model.
Seeing the model rewarded may provide vicarious reinforcement.
Imitated behaviour may be maintained through direct reinforcement, such as praise or attention.
A response which merely states that people copy others should not receive full marks.
[4 marks]
Question 5
Award one mark for each clear application, up to four marks:
The online performer acts as a model.
Lena’s admiration suggests identification.
The approving comments provide vicarious reinforcement because the model is being rewarded.
Copying the eating habits is imitation or modelling.
Credit developed alternatives that use social learning terminology accurately.
[4 marks]
Question 6
Award marks as follows:
One mark for identifying a relevant limitation.
Up to three further marks for explaining its effect on the theory.
Possible answer:
A relationship between media use and eating-related behaviour does not establish causation. People who are already concerned about eating or appearance may choose to follow particular media accounts. Media use could therefore be a consequence rather than the original cause of their concerns, weakening the claim that media modelling causes anorexia nervosa.
Other relevant limitations include:
The explanation does not account fully for individual differences.
Not everyone exposed to the same models develops the disorder.
Biological, family or cognitive explanations may provide alternative accounts.
Media exposure may be difficult to measure accurately.
[4 marks]
Question 7
Indicative content may include:
Knowledge
Observation and modelling.
Identification.
Imitation.
Direct reinforcement.
Vicarious reinforcement.
Media as a source of models.
The role of mediational processes.
Evaluation
Clearly explains how behaviour may be socially transmitted.
Has practical applications involving models and reinforcement.
Difficulty establishing cause and effect.
Incomplete explanation of individual differences.
Comparison with biological explanations.
Comparison with family systems or cognitive theory.
Environmental determinism.
Reductionism.
Multifactorial nature of anorexia nervosa.
For the highest marks, evaluation should be developed and focused on the explanatory value of social learning theory.
[8 marks]
Question 8
Indicative content may include:
Knowledge and understanding
Behaviour may be learned through observing models.
Identification can increase the likelihood of imitation.
A model’s rewarded behaviour may produce vicarious reinforcement.
Personally received rewards provide direct reinforcement.
Media provides models whose behaviour and consequences can be observed.
Mediational processes affect whether observed behaviour is reproduced.
Application to Rowan
Rowan’s cousin acts as a model.
Rowan’s admiration suggests identification.
The cousin’s compliments provide vicarious reinforcement for Rowan.
Following the same eating routine is imitation.
Actors and online personalities act as media models.
Attention given to media figures may provide vicarious reinforcement.
Praise from Rowan’s friends provides direct reinforcement.
This praise may maintain the behaviour.
Evaluation
The scenario is consistent with social learning processes, but it does not prove causation.
Rowan may already have had eating-related concerns before following the models.
Many people observe similar models without developing anorexia nervosa.
The theory may not fully explain individual differences.
Biological explanations suggest inherited or neural vulnerability.
Cognitive theory may explain how learned messages are interpreted.
Family systems theory offers an alternative explanation based on autonomy and control.
Social learning theory may be environmentally deterministic or reductionist.
A multifactorial explanation may be more complete.
A high-level response will use several details from the scenario, apply specialist terminology accurately and develop evaluation rather than listing brief strengths and limitations.
[16 marks]
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