Social learning theory and its role in the issue:

One theory of attitude formation and change that is relevant to the discussion on the IAT is the social learning theory. Social learning theory suggests that attitudes can be acquired through direct experience, observation of others’ behaviours, and through the influence of media and cultural norms (Bandura, 1977). This theory posits that attitudes can change through the process of observational learning, where an individual learns from the consequences of others’ behaviours.

In the context of the IAT, social learning theory suggests that implicit attitudes may be influenced by exposure to biased media representations or cultural norms that perpetuate stereotypes and prejudice. For example, an individual who is repeatedly exposed to negative stereotypes of a particular racial or ethnic group in the media may develop implicit biases towards that group, even if they consciously reject those stereotypes (Olson & Fazio, 2009). Moreover, social learning theory also suggests that attitudes can be changed through the process of modelling. This means that individuals can learn new attitudes by observing the behaviours of others and the consequences of those behaviours (Bandura, 1977). Therefore, interventions aimed at reducing implicit biases, such as the IAT, may be more effective if they incorporate modelling behaviours that promote positive attitudes towards stigmatized groups. For example, research has shown that exposure to positive counter-stereotypical exemplars (Dasgupta & Asgari, 2004) as well as diversity training program (Devine et al., 2012) can lead to a reduction in implicit biases towards various social groups. Overall, the social learning theory provides a useful framework for understanding how implicit attitudes are formed and changed, and highlights the importance of environmental factors in shaping attitudes.