Bandura, Ross and Ross (1965) Influence of models' reinforcement contingencies on the acquisition of imitative responses Flashcards

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1
Q

Why did the study take place?

A

Due to the belief that in order for imitative learning to take place, some form of reinforcement is needed.
Some children in Bandura’s previous studies could recall the behvaiour but didn’t reproduce them.

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2
Q

Hypothesis no.1

A

The highest rate of imitation would be given by children if they witnessed a model being rewarded for their behaviour

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3
Q

Hypothesis no.2

A

Those who saw no consequence for the models’ behaviour would produce the next biggest rate of imitation

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4
Q

Hypothesis no.3

A

The rate of imitation would be low if they saw the model being punished for their behaviour

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5
Q

Who would produce the most imitative responses?

A

Boys more than girls

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6
Q

How many participants used?

A

33 boys and 33 girls from Stanford University Nursery school

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7
Q

How old were the participants?

A

42-71 months

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8
Q

Who served as role models?

A

Two adult males and one female experimenter

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9
Q

The participants were randomly assigned to one of three conditions containing

A

11 boys and 11 girls

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10
Q

First the participants were brought individually into a semi darkened room where he experimenter informed them that they had to leave for a minute before they could go into the

A

‘surprise room’ and during that wait they could watch a TV programme

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11
Q

Secondly, the experimenter switched on the TV and then left leaving on a 5 min film within which the model

A

walked up to a bobo doll and ordered him to move out of the way and then punched it in the nose while remarking “pow” “boom”

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12
Q

Finally the model threw rubber balls at the doll saying “bang” with each throw. This sequence was repeated

A

twice

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13
Q

Model reward condition: a second adult appeared with sweets and drinks and said to the model that

A

their superb aggressive performance deserved a treat “strong champion”

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14
Q

Model punished condition: a second adult appeared wagging their finger whilst saying

A

“hey there, you big bully” the model was spanked with a rolled up magazine

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15
Q

In the control group there was

A

no reinforcement

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16
Q

In all conditions, children were taken to experimental room that contained toys like a bobo doll and the experimenter left the room for 5 mins while

A

the children’s behaviour was recorded every 5 seconds through a one way mirror

17
Q

Inter rater reliability was

A

99

18
Q

The two observers were unaware which

A

condition each participant was in and scored independently

19
Q

Last step: Experimenter entered with juice an stickers and told the kids that for every physical or verbal aggressive act they could reproduce,

A

they would recieve a sticker and another juice

20
Q

Boys performed more imitative responses than

A

girls

21
Q

Participants who saw the model be rewarded for their behaviour performed significantly more imitations than those in the

A

punishment condition

22
Q

The introduction of positive incentives completely wiped out any differences in imitative learning seen

A

previously

23
Q

They concluded that imitative learning is highly influenced by

A

motivational variables and the anticipation of positive or negative reinforcements on imitation

24
Q

They also concluded that the attention an individual pays to the relevent parts of the models’ behaviour and

A

the complexity of the behaviour presented by the model determine the degree of imitation that takes place

25
Q

As the children were of pre school age, their motor responses may be more highly developed than their verbal skills which explains why

A

there were more physical actions imitated (67%) than verbal ones (20%)

26
Q

It wasn’t possible for the researchers to identify other factors that may have encouraged/inhibited the imitation of responses therefore

A

further research is required in order to investigate these factors further

27
Q

The likelihood of imitation may have been affected by any prior history of reinforcement of imitative behvaiour that the ppts had experienced and not

A

just due to the consequences for the model whcih means internal validity may be reduced. The effect of prior learning is uncontrollable so it was inevitable

28
Q

A high level of inter rater relibaility was found amongst judges rating the ppt’s behaviour which increases

A

the reliability and validity of the results as it reduces the subjective nature of interpretation

29
Q

Reliability is likely to be a strength as researchers found the same more aggressive behaviour in males than females as previous experiments due to

A

the well documented and standardised procedure, this means that it could be replicated

30
Q

Generalisability is limited to the children of the same age range - 42-71 months and culture of USA therefore it is likely that

A

different ages with different levels of verbal and motor skills would produced different results - not representative of all ages

31
Q

Ecological validity is likely to be limited as the setting was unfamiliar and so was the experimenter which means

A

the behaviour they displayed in the room may not have been an accurate representation of behaviour they would demonstrate in everyday settings