D - Bandura Flashcards
Aim
To investigate the extent to which children would imitate aggression modelled by an adult
To investigate the effects of gender on imitation.
Background
- Previous research has shown that children will readily imitate behaviour demonstrated by an adult model if the model remains present (Bandura & Hudson, 1961).
- However, although such research has provided convincing evidence for the influence and control exerted by role models on the behaviour of others, until this study, little was known about how the behaviour displayed by a model might affect an individual in novel settings when the model is absent.
- This study therefore firstly exposed children to aggressive and non-aggressive adult models and then tested the amount of imitative learning demonstrated by the children in a new situation in the absence of the model.
- The aim was to demonstrate that learning can occur through mere observation of a model and that imitation of learned behaviour can occur in the absence of that model.
- There were four hypotheses:
(i) Children shown aggressive models will show significantly more imitative aggressive acts resembling those of their models than those shown non-aggressive or no models.
(ii) Children shown non-aggressive, subdued models will show significantly less aggressive behaviour than those shown aggressive or no models.
(iii) Boys will show significantly more imitative aggression than girls.
(iv) Children will imitate same-sex model behaviour to a greater degree than opposite-sex behaviour
Method
Method - Structured Observation
Experimental design- Matched pairs design - on pre-existing aggressiveness using 5 point scales by the experimenter and their nursery school teacher.
They did this by observing the children in the nursery and judged their previous aggressive behaviour on four 5-point rating scales. It was then possible to match the children in each group so that they had similar levels of aggression in their everyday behaviour.m
Sample
72 children
36 females and 36 males
Aged between 37-69 months (3yrs 1month and 5 yrs 9 months), mean age 52 months.
All from Stanford University Nursery School (USA)
Procedure
Phase 1: The observation of the aggressive/non-aggressive model.
The children were sat in one corner of the room and settled by the experimenter who then left when the model entered the room.
The model sat in the opposite corner of the room to the child.
In the models behaved in a standardised way e.g.
aggressive model condition - An example of physical aggression was “raised the Bobo doll and pommeled it on the head with a mallet”, An example of verbal aggression was, “Pow!” and “Sock him in the nose”.
Phase 2: The mild aggression arousal.
Experimenter told the child the toys were the experimenter’s very best toys and she had decided to reserve them for the other children
Phase 3: The observation of the participants- the children
The experimenter had originally planned to leave this room however, due to a number of children getting upset when the experimenter tried to leave some even refusing to stay. Therefore the researcher had to stay in the room.
Data was recorded for 20 minutes every 5 seconds (time sampling) therefore resulting in a total of 240 recordings for each child.
Results
- Children in the aggressive condition showed significantly more imitation of physical and verbal aggressive behaviour and non-aggressive verbal responses than children in the non-aggressive or control conditions.
- Children in the aggressive condition showed more partial imitation and non-imitative physical and verbal aggression than those in the non- aggressive or control conditions. Results here were however not always significant.
- Children in the non-aggressive condition showed very little aggression, although results were not always significantly less than the control group.
- Children who saw the same sex model imitated the model’s behaviour significantly more in the following categories:
(i) Boys imitated male models more than girls for physical and verbal aggression, non-imitative aggression and gun play.
(ii) Girls imitated female models more than boys for verbal imitative aggression and non-imitative aggression. However results were not significant. - The behaviour of the male model exerted greater influence than the female model.
- Overall boys produced more imitative physical aggression than girls.
Conclusions
- Children will imitate aggressive/non-aggressive behaviours displayed by adult models, even if the model is not present.
- Children can learn behaviour though observation and imitation.
- Behaviour modelled by male adults has a greater influence on children’s behaviour than behaviour modelled by a female adult.
- Both boys and girls are more likely to learn highly masculine-typed behaviour such as physical aggression from a male adult rather than a female.
- Boys and girls are likely to learn verbal aggression from a same-sex adult.
Method Evaluation
P A strength of a structured observation is that it provides an objective and reliabile way of collecting data.
E This type of observation provides the researcher with an observation schedule, a set time to observe and behavioural categories they must tally when they observe. This reduces the likelihood that personal opinions or predictions will interfere with data collection and increases the likelihood that someone else could observe the same behaviour and get the same results.
E In phase three of the Bandura study the researcher and the male model observed the children for 20 minutes, tallying down every 5 seconds if they saw any of the following behaviours; imitative aggression, partially imitative aggression or non-imitative aggression. Both observers obtained similar data and therefore had inter-rater reliability. This suggests that data collection was both objective in its collection and reliable.
P A weakness of a structured observation is it can be said to be low in internal validity.
E This means the researcher may not be measuring what they set out to mention. This method only collects quantitative data and therefore only tells the reader the number of times a behaviour occurs, It does not explain the context or reasons for behaviours. This leads to a lack of detail in terms of behaviours occurred and the social context.
E In Bandura’s study we know that boys showed a higher number of aggressive behaviours than girls. However, it does not give detail as to how violent each act was.
Data
P A strength of quantitative data is that it is high in reliability.
E Numeric data is objective in its analysis, this means that it will not be affected by the thoughts, opinions or experiences of the researcher and therefore another researcher can repeat the analysis and gain the same results.
E In the Bandura study an aggressive score was calculated for each child by adding up the number of aggressive acts (imitative/ partially imitative and non-imitative aggression) that were seen in phase three. This calculation should remain the same regardless of who does the analysis.
P A weakness of quantitative data is that it can be said to be low in internal validity
E As numeric data is limited in its detail it can often be unclear why the researchers got the results they did, as we are unable to see the full picture. Therefore, it can be hard to draw conclusions, as we cannot be sure that the IV causes the change in the DV.
E In Banduras study we only know that the children in the aggressive model condition showed more aggression. We cannot be sure that this was due to the exposure to the model. E.g. they could of seen other children being aggressive with the Bobo doll in the past and copied their behaviour or have this toy at home and previously played with it.
Ethics
P The right to withdraw appears to be an issue for this study.
E Participants should be given the right to stop partaking in a study or withdraw their data at any time, during or after participation.
E In Bandura’s study on imitative aggression the children did not appear to be able to leave the study. In phase three of the experiment the researcher was suppose to leave them alone in the room with the one way mirror. The two observers would then record the behaviours seen. However, due to some children getting upset and wanting to leave when the researcher tried to they had to stay in the room and sit in the corner busying themselves with work. Therefore, despite children expressing a desire to leave they did not appear to be listened to
Reliability
P A strength of the Bandura et al’s study is that it is high in external reliability.
E The procedure was standardised meaning that a number of controls have been put in place to ensure that all participants had a similar experience. Therefore, another researcher should be able to repeat the study and receive the same results.
E In Bandura’s study the models the children were exposed to in phase one of the experiment acted in a pre-scripted way. E.g. The aggressive model would: spend he first minute playing quietly then the rest of the time attacking the Bobo doll. The aggressive routine included putting the doll on its side, sitting on it, repeatedly punching it on the nose, hitting it on the head with the mallet, throwing it in the air and kicking it round the room. The model would say specific things like: “Hit him down!”, “Pow!” or “He keeps coming back for more!
P A weakness of the Bandura study is that it could be said to be low in external reliability.
E This means that some parts of the procedure may have been different for each participant and therefore making it harder to repeat the procedure exactly, reducing the chance that the same results could be found.
E In Bandura’s study phase 3 the models were given a script to follow. However, due to individual differences between the male and female model may have acted differently e.g. due to one saying ‘pow’ in a more aggressive manner or hitting the bobo doll harder with the mallet. These variations could also occur for each model as it would be hard to repeat the performance exactly each time. This means it would be hard to replicate the study exactly how it was done originally
Validity
P A strength of the Bandura et al’s study is that it is high in internal validity.
E A number of controls have been put in place to ensure that extraneous variables do not impact the DV.
E Bandura used a one-way mirror in phase three to observe the children. The children would have been unable to see the experimenter and the male model watching and making notes on their behaviour. This may control for socially desirable behaviours of the children, the children acting in a way that makes them look good in the eyes of the observer e.g. playing nicely with the non-aggressive toys.
P A weakness of the Bandura et al’s study is that it can be said to be low in external validity, specifically ecological validity.
E This means that the results from this study may not be generalisable beyond the setting in which they were found. This is because the procedure does not reflect something which is likely to occur in a real-life setting.
E Bandura’s study takes children out of their natural setting to be studied in laboratory conditions. Within the study they are also in quick succession taking into three different rooms, the first of which they are exposed to a stranger acting aggressive towards a bobo doll. This is highly unlikely to be something they would have been exposed to if they were not taking part in this study.,
Sampling Bias & Ethnocentrism
