influence of model's reinforcement contingencies on the acquisition of imitative responses (pack 4 3rd study) Flashcards
aim
to investigate which reinforcements would influence the performance of a ppt when imitating behaviour
method and design
lab experiment
independent groups design
procedure stage 1- (without the different conditions)
semi-darkened room, told they would go to a surprise play room’ but they had business to attend to and that they should watch a TV programme…experimenter leftv the rom
film lasted 5 mins
rocky walks up to bobo doll
‘pow right in the nose, boom, boom’
‘sockeroo stay down’
punishments and rewards associated with the models aggressive responses and were introduced in a closing scene of film
modelled-rewarded condition
second adult rewarded model verbally, with abundant supply ofd candies…said you are a strong champion and the gave then 7-up and chocolate
positive reinforcements
model-punished condition
shaking finger menacingly
‘hey there you big bully. You quit picking on that clown, I won’t tolerate it’
as the model drew back, he tripped and fell and the agent sat on him and smacked him with magazine roll
‘if i catch you doing that again, you big bully, i’ll give you a hard smacking
no consequences condition
viewed the same film as shown to other two groups except there was no reinforcement included at the end
experimental room procedure
children escorted to experimental room that contained a bobo doll, three balls and a mallet
instructed that the children were free to play with the toys in the room
each ppt spent 10 mins in test room and behaviour was recorded every 5 seconds in terms of predetermined imiattive response categories by judhes in a one way mirror
two observers shared task of recording the occurrence of matching the behaviour with the model previously displayed
both observers blind
then for all conditions they were asked to act aggressively towards the doll
results part 1
mean number of different matching responses
modelled rewarded-
boys- 3.5
girls- 1.75
modelled punished-
boys- 2.5
girls- 0.5
no consequences-
boys- 3.5
girls- 1.75
results part 2
introducing the promise of reward for children’s aggressive behaviour eliminated all differences between these groups, with all children significantly more likely to show aggressive behaviour towards the doll
conclusion
indicate that reinforcements administered to the model influence the observers performance.
It is evident to suggest that observations alone will not provide sufficient conditions for imitative or observational learning
behaviour can be vicariously transmitted through observation of consequences including no consequences to a model’s behaviour
validity
controlled lab experiment to ensure bandura could see cause and effect
control group used to provide a baseline measurement to compare the effect of reward/punishment
measure differences between the conditions
cause and effect link between type of reinforcement and aggression
scientific and provides evidence for psych as a science
reliability
carried out by two observers, allowed researchers to check if observatiosn were consistent
also high as was standardised for each ppt
viewed the same film and reinforcements were standardised (7-up drink)
ecological validity
lab setting with the children seeing reinforced behaviour through a video and provided by a stranger, not parents or another adults they are used to
ethics
some ppt saw aggressive behavioir being rewarded. This may ahve caused them to be more aggressive…therefore could not sully protect them from harm
generalisability
all children from parents at university of Stanford
considered that these ppt not representative of a target pop.
children of academics
