Bandura
- Created by: Laurenmurphy2901
- Created on: 15-03-17 09:25
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- Bandura
- Aim
- To demonstrate that learning can occur through observation of a model and that imitation of learned behaviour can occur in the absence of that model
- Sample
- 72 children from the Stanford University Nursery School (36b, 36g)
- Split into 3 groups: 1) aggressive role models (two boy groups two girl groups w same or opposite sex RMS) 2) non aggressive role models (two boy groups two girl groups w same or opposite sex RMS) and 3) no role model
- 72 children from the Stanford University Nursery School (36b, 36g)
- Sampling method
- Opportunity
- Research method
- Laboratory
- Design
- Matched pairs
- Method
- Iv: 1) whether the child witnessed an aggressive or non-aggressive adult in the first phase of the experiment (a control group was not exposed to an adult role model. 2) the sex of the model 3)the sex of the child DV: the amount of imitative behaviour and aggression shown by the child in phase three
- Procedure
- Stage one: modelling stage. Children in the experimental conditions were individually taken into a room and sat at a table to play with potato prints and picture stickers for 10 minutes.
- Aggressive model condition: the aggressive model began assembling a tinker toy set but after a minute turned to a Bobo doll and spent the remainder f the period physically and verbally aggressing it using a standardised procedure.
- Non-aggressive model: the non aggressive model assembled the tinker toys in a quiet manner, totally ignoring the Bobo doll.
- Aggressive model condition: the aggressive model began assembling a tinker toy set but after a minute turned to a Bobo doll and spent the remainder f the period physically and verbally aggressing it using a standardised procedure.
- Stage 3: Test for delayed imitation - They were observed through a one-way mirror for 20 minutes whilst observes recorded behaviour (with inter-scorer reliabilities of .90 product-moment coefficients) in to ctagories: imitative aggression, partially imitative aggression, non-imitative physical and verbal aggression and non-aggressive behaviour.
- Stage 2: Aggression Arousal Stage - all children were hen taken individually to an anteroom and subjected to mild aggression arousal. Initially they were allowed to play with some attractive toys but after two minutes were taken away from them and told they could play with the toys in the next room
- Stage one: modelling stage. Children in the experimental conditions were individually taken into a room and sat at a table to play with potato prints and picture stickers for 10 minutes.
- Findings
- Social learning theory: Children in the aggressive condition showed significantly more imitation of physical and verbal aggressive ehaviour and non-aggressive verbal responses
- Children who saw the same sex model imitated the model's behaviour significantly more
- Social learning theory: Children in the aggressive condition showed significantly more imitation of physical and verbal aggressive ehaviour and non-aggressive verbal responses
- Conclusions
- Children will imitate aggressive/non-aggressive behaviours displayed by adults even if they are not present. Children can learn behaviour through observation and imitation. Male adults have a greater influence. Boys and girls are likely to learn verbal aggression from a same-sex adult.
- Aim
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