Bandura

Question 1

Aims of Bandura

Answer 1

To investigate whether a child would learn aggression by observing a model and would reproduce this behaviour in the absence of the model

Whether the sex of the role model was important in learning and reproducing aggression

Question 2

Experiment type

Answer 2

Lab experiment

Question 3

Experimental design

Answer 3

Independant measures design
however also matched partcipants design becuase children were matched for general levels of agression in groups of three. ( one for each IV)

Question 4

Bandura 4 hypotheses

Answer 4

Observed aggressive behaviour will be imitated, so children seeing aggressive models will be more aggressive than those seeing a non-aggressive model or no model

• Observed non-aggressive behaviour will be imitated, so children seeing non-aggressive models will be less aggressive than those seeing no model

3 - Children are more likely to copy a same-sex model

4 - Boys will be more likely to copy aggression than girls

Question 5

Name three IVs

Answer 5

1. Model type: whether the model was aggressive or non- aggressive.
2. Model gender: Same gender as child or not.
3. Learner Gender: whether the child was a boy or a girl.

Question 6

Name the Dv of Bandura

Answer 6

Dv was the learning of the child displayed

Question 7

Sample of Bandura. Sampling technique. Age range. Gender balance.

Answer 7

72 children aged 3-6 years’
36 boys and 36 girls Children from Stanford university nursery.

Question 8

What did the experimenters do before the study started.

Answer 8

Before the study began children were observed in their nursery school by the experimenter and a teacher who knew them well

They were rated on four 5 point scales, measuring physical aggression, verbal aggression, aggression to inanimate objects, and aggression inhibition (anxiety)

They were then assigned to the 3 IV groups, making sure that the aggression levels of the children in each group were matched (matched participants design)

The ratings of the children’s aggression levels were generally similar between the experimenter and the teacher, increasing inter-rater reliability (r = 0.89)

Question 9

How many children were used in the control group. Gender balance as well.

Answer 9

2 boys & 12 girls were used in the control group (no model)

Question 10

How many groups did the experimental control have

Answer 10

8 groups

Question 11

How was each child deliberately made to be mildly annoyed. at the start

Answer 11

Each child was shown to a room with attractive toys (eg fire engine, baby crib)
After 2 minutes they were told that these were the best toys and were to be kept for other children (MEAN!)

Question 12

why was the child deliberately made mildly annoyed.

Answer 12

This was because watching aggression may reduce the production of aggression by the observed, and it was necessary to see evidence of learning

This was also to ensure that even the non-aggressive condition and control participants would be likely to express aggression so that any reduction could be measured

Question 13

Procedure after child was told cannot play with toys

Answer 13

The experimenter and child then moved to the observation room where the experimenter showed the child to a table and chair in their ‘play area’ where they were shown how to make potato prints and sticker pictures (previously identified as interesting activities for children)
The opposite corner of the room also had a table and chair, a Tinkertoy (wooden building kit) set, a mallet and a 5 foot bobo doll

Question 14

How did the model act in the three conditions.

Answer 14

Non aggressive: The model assembled the tinker toy for ten minutes.
Agressive model: assembled tinker toy for one minute then for 9 minutes
he doll was laid on its side, sat on and punched in the nose, picked up and hit on the head with a mallet, tossed in the air, and kicked (this sequence was done 3 times over for a total of 9 minutes)
The aggressive model also made aggressive comments such as ‘kick him’ and two non-aggressive comments ‘he sure is a tough fella’ & ‘he keeps coming back for more’

Question 16

Give some of the aggressive and non-agressive. comments made by the aggressive model.

Answer 16

The aggressive model also made aggressive comments such as ‘kick him’ and two non-aggressive comments ‘he sure is a tough fella’ & ‘he keeps coming back for more’

Question 17

How many minutes was the children in the aggressive experimental group observed for.

Answer 17

20minutes

Question 18

How did the model groups, control group see the balance of gender of models demonstrating aggression

Answer 18

In the model groups, half of the children saw a same-sex model, and half saw a model of the opposite sex
The control group saw no model

Question 19

How were the children observed

Answer 19

Through a one way mirror.

Question 20

What did the experimental room contain.

Answer 20

The experimental room contained a 5 foot bobo doll, a mallet and peg board, 2 dart guns, and a tether ball with a face painted on it hanging from the ceiling
The experimental room also contained non-aggressive toys such as a tea set, crayons and paper, a ball, dolls, bears, cars, trucks and plastic farm animals
The toys were always presented in the same order

Question 21

What time was children’s behavior monitored and how many responses per child.

Answer 21

The children’s behaviours were observed in 5 second intervals (240 response units per child) - time sampling

Question 22

What were the three response measures of the children’s imitation with a range of possible activities in each

Answer 22

1. Imitation of physical Aggression
2. Imitative verbal aggression
3. Imitative non aggressive verbal

Question 23

How were some aggressive play and verbal responses categorised

Answer 23

Partially imitative aggression was scored when the child imitated these behaviours incompletely such as striking objects other than the bobo doll with the mallet, and sitting on the bobo doll without attacking it

Aggressive gun play was when a child shot the dart gun at other objects in the room

Non-imitative physical and verbal aggression was when the child was aggressive in a way that was not modelled to them, and any hostile remarks that were not modelled to them

Question 24

How was internal validity and inter rater reliability kept high.

Answer 24

One male scored all the children’s behaviours, and (except for when he was the model) was unaware of which condition the child had been in

To test his reliability a second scorer independently rated the behaviour of half the children and the reliability was high (r = 0.9)

Question 25

Results/findings

Answer 25

children exposed to aggressive models imitated their exact behaviours and were significantly more aggressive (both physically and verbally) than both other conditions (control and non-aggressive model) These children also imitated the model’s non-aggressive verbal responses This effect was greater for boys Boys were more likely to imitate physical aggression Girls were more likely to imitate verbal aggression (though not significantly) Children seeing a non-aggressive model were much less likely than either the aggressive model group or the control group to exhibit mallet aggression, especially with girls The aggressive model did not appear to affect levels of gun play or punching the bobo doll Non-imitative physically and verbal aggression other than these activities were higher when seeing an aggressive model

Question 26

Results about Gendered model and child specifics

Answer 26

Girls were more likely to imitate a same-sex model to a lesser extent Boys were more likely to imitate a same-sex model Results indicate that boys imitate physical aggression from a male model more than girls With a female model, girls imitated less than with a male model

Question 27

Some of the comments made from the female children participants. reactions to both the female and male models

Answer 27

Who is that lady? That’s not the way for a lady to behave. Ladies are supposed to act like ladies…” “You should have seen what that girl did in there. She was just acting like a man. I never saw a girl act like that before. She was punching and fighting but no swearing”

Question 28

Some of the comments made by the Male children participants. Reactions to both male and female models.

Answer 28

“Al’s a good socker, he beat up bobo. I want to sock like Al” “That man is a strong fighter, he punched and punched and he could hit bobo right down to the floor and if bobo got up he said, ‘punch your nose’. He’s a good fighter like daddy.”

Question 29

Results from Comments made from children reacting to models

Answer 29

Comments about female aggressive behaviour tended to be disapproving whereas comments about male aggression tended to be positive and seen as appropriate.

Question 30

conclusions

Answer 30

The results strongly suggest that observation and imitation can account for the learning of specific acts without reinforcement of either the model or observer All 4 hypothesis were supported: 1 - Observed aggressive behaviours are imitated: children seeing aggressive models are more aggressive than those seeing a non-aggressive model or no model 2 - Observed non-aggressive behaviour is imitated: children seeing non-aggressive models are less aggressive than those seeing no model 3 - Children are more likely to copy a same-sex model, although this may depend on the extent to which this behaviour is sex-typed 4 - Boys are more likely to copy aggression than girls