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Social learning theory (SLT) developed out of related developments in behaviourism and cognitive psychology in the USA during the 1960s. During this period, there was a growing dissatisfaction with the ‘pure’ behaviourist approach — for example, explaining behaviour in terms of stimulus–response (SR) connections.
The behaviourist approach largely ignored so-called ‘mediating process variables’ involving cognitive processes, such as perception, attention and memory. It also ignored the role of vicarious learning, i.e. learning by watching others’ behaviours and the consequences of these.
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