bandura et al. (aggression)

learning approach

we all begin life as a blank slate.

experiences and interactions with the environment shape our behaviour and these changes are directly observable.

we learn through the processes of operant conditioning, classical conditioning and social learning.

this can be understood using the stimulus-response model.

social learning theory

new behaviours are learned by watching the behaviour of others (observational learning).

the person whose behaviour is observed is called the model and imitation of their behaviour is called modelling.

learning may be spontaneous (without intention to learn).

reinforcement (including vicarious reinforcement) increases the likelihood of learned behaviours being imitated.

stages of observational learning

attention

retention

motivation

reproduction

aggression

an act of hostility with the intention of harming another.

can be physical or verbal.

aims

to investigate whether observed behaviour is imitated in a new setting in the absence of the model, specifically whether:

children observing an aggressive model exhibit more aggressive acts than children observing a non-aggressive model.

children observing a non-aggressive model exhibit fewer aggressive acts than children who do not observe a model.

children who observe same-sex aggressive models exhibit more aggressive acts than children who observe opposite-sex aggressive models.

boys exhibit more aggressive acts than girls.

research method

laboratory experiment

research design

matched pairs design

data collection techniques

observations - covert and non-participantt

time-sampling - the participant spent 20 minutes in a room while their behaviour was recorded every five seconds, giving 240 response ‘units’.

dependent variables

number of behaviours (out of 240 maximum) in each of the following response categories:

imitative aggression responses – physical aggression, verbal aggression, non-aggressive verbal responses.

partially imitative responses – mallet aggression, sits on Bobo doll but does not behave aggressively.

non-imitative aggressive responses – punches Bobo doll, non-imitative physical and verbal aggression, aggressive gun play.

(check notion for more detailed responses)

independent variables

sex of model (same or opposite to the child)

sex of children (male or female)

type of model in each group - control group (no model), aggressive model and non-aggressive model

control variable

toys in rooms one and three were placed in the same positions.

the model’s actions were always the same, in the same order and for the same length of time.

observations were made by two independent observers.

observer data was compared (to assess inter-rater reliability) and showed correlations in the 0.9 range.

sample

36 boys and 36 girls.

age range was 3-6 years old.

they attended Stanford University nursery school.

(check notion for the sample division)

procedure

each child was observed by the experimenter and a nursery teacher. Their aggression level was rated using four five-point scales.

children were put into groups of three with children of a similar aggression level to each other (matched).

next, one child was randomly allocated to the control group, one to the aggressive model group and one to the non-aggressive model group.

an adult (model) and the child are placed in one room where the child plays with potato prints and stickers and the adult plays with a tinker toy set. A five-foot inflatable Bobo doll was also present in the room.

the model then behaved in either an aggressive or non-aggressive way:

aggressive group - hit Bobo with a mallet, sits on Bobo and punches his nose, throws and kicks Bobo; verbal aggression includes ‘sock it in the nose’ and ‘kick him’.

non-aggressive group - the model played quietly

control group - no model was present

after ten minutes, the child was taken to another room by the experimenter.

the second room contained attractive toys, including a fire engine, doll set and spinning top.

after two minutes, the experimenter told the child the toys were for other children and took the child to a third room to arouse mild aggression in the child.

this room contained aggressive toys (e.g. mallet) and non-aggressive toys (e.g. tea set) and a three-foot Bobo doll (child-size).

the child was left alone and his/her behaviour was observed for 20 minutes through a one-way mirror.

ethical evaluation

psychological harm - the children witnessed aggressive behaviour and were mildly provoked; the expected outcome was to imitate aggression.

confidentiality - children were not named in the article, but the nursery the children attended was named.

results

children in the aggressive condition showed significantly more imitation of physical and verbal aggression than children who saw the non-aggressive model or no model condition.

children in the non-aggressive model condition showed very little aggression.

there was evidence of a same-sex effect for boys but not for girls - boys imitated the male model more than the female model.

male models had a greater influence on behaviour than female models in both boys and girls.

boys imitated more physical aggression than girls.

conclusions

observing aggressive models can lead to imitative aggression in another setting and in the absence of the model.

aggressive behaviour of male models is more likely to be imitated than aggressive behaviour of female models.

strengths

reliable - two independent observers recorded the children’s behaviour and their scores were highly correlated, showing high inter-observer reliability.

objective - participants were matched on prior aggression levels, so individual differences in prior aggression levels should not have caused differences in aggression shown within the study, increasing validity.

weaknesses

not generalisable - children were from the nursery of a prestigious university, so the sample may not be representative of children from lower socioeconomic backgrounds.

lacked validity - only two stooges were used, so the children may have imitated the model due to some individual feature that was unique to the model, rather than their sex.

evaluating the use of children in psychological research

children are more vulnerable to demand characteristics.

children may believe the adults expect them to copy the aggression of the adult.

application to everyday life

the study suggests children should be exposed to friendly and prosocial role models so the findings can be applied to parenting and education of children.

TV networks should censor content or provide warnings to prevent children from viewing aggressive content in programmes.