Bandura 61,63,65

The aim of Bandura, Ross, and Ross's 1961 classic study

To see if young children observe and precisely imitate modeled aggressive behaviors from an adult in a novel environment.

The sample size and matching parameters used in Bandura (1961)

Seventy-two children (thirty-six boys, thirty-six girls) from Stanford Nursery matched into equal groups based on baseline aggression pre-rated by teachers.

The operational setup of Stage One in Bandura (1961)

Ten-minute individual exposure where children watched an adult model either physically and verbally attack a Bobo Doll or play quietly with tinker toys.

The operational setup of Stage Two in Bandura (1961)

Aggression arousal where children were given attractive toys to play with, which were then quickly confiscated and reserved for other kids to provoke frustration.

The precise behavioral findings of Stage Three in Bandura (1961)

Children in the aggressive condition showed significantly higher frequencies of precise imitative physical and verbal aggression compared to controls.

The gender differences uncovered in Bandura (1961)

Boys displayed substantially more physical aggression than girls, and same-sex modeling effects occurred strongly for both genders.

The aim and conditions evaluated in Bandura's 1963 study

To see if film models transmit aggression, comparing three conditions: live adult models, filmed human actors, and cartoon cat characters.

The core findings of Bandura (1963)

All three aggressive groups displayed significantly higher aggression than controls, proving symbolic media models successfully model behavior.

The aim and conditions evaluated in Bandura's 1965 study

To see how model consequences alter imitation, exposing kids to an aggressive model who was either rewarded with treats, punished with a spanking, or left consequence-free.

Contrast the spontaneous performance phase and positive incentive phase in Bandura (1965)

Spontaneous phase: Kids seeing the model punished performed far fewer aggressive acts. Incentive phase: Offering juice and stickers erased all group differences instantly.

The definitive learning conclusion of Bandura (1965)

Vicarious punishment suppresses the spontaneous performance of a behavior, but it does not prevent that behavior from being completely learned.