Learningš ā¢ Bandura's Variations (1963 & 1965) Flashcards
When studying variations, what do you need to know?
- What was different
- How that affected results
- The conclusion made
What was the aim for the 1963 experiment?
- To investigate whether a filmed model would have the same effect on childrenās aggression as a live one
- Secondary aim was to investigate whether cartoon models would have a similar impact on levels of aggression to the filmed live models
What was the dependent variable for the 1963 experiment?
The level of aggression children displayed (Same as original)
What was the independent variable for the 1963 experiment?
The format the model was viewed in/ type of model e.g. filmed, live, or cartoon
What was the:
* Type of experiment
* Design
* Sample
Of the 1963 experiment?
- Laboratory experiment (Same)
- Matched pairs (Same)
- 48 boys and 48 girls, 96 total, aged 3/4 years old and again from the stanford university nursery (Different)
What was the procedure for the 1963 experiment?
Children were randomly allocated one of the FOUR conditions/ groups:
- Live aggression condition - watched adult aggress towards Bobo
- Filmed aggression condition - watched same behaviour and adult but displayed on a screen having been filmed
- Cartoon aggression condition - Watched a TV model dressed as a black cartoon cat perfom the same aggressive acts towards bobo
- Control group - Did not see/ watch anything
(After this steps 2 and 3 with the rooms and toys were repeated and observational scoring remained the same - 240 observations, one every 5 seconds for 20 minuets)
Where can standardisation be seen in the procedure of the 1963 variation?
Standardisation seen through all the models, regardless of the condition,perfoming identical aggressive acts, just differently displayed according to independent variable
What were the results for the 1963 experiment?
The 3 experimental groups all displayed increased aggression
The mean total aggression score for each category were:
* Live - 83
* Filmed - 92
* Cartoon - 99
* Control - 54
Differences in 3 experimental conditons were not significant, however they did differ significantly from the control group who saw no role model.
What was the conclusion for the 1963 experiment?
Exposure to live or filmed aggression increases the likelihood of aggression in response (reproduced) in response to frustration, even if the aggression is performed by a cartoon figure, not even a real adult model
CONCLUDED THAT CHILDREN IMITATE FILMED AGGRESSIVE ROLE MODELS IN THE SAME WAY AS LIVE AGGRESSIVE ROLE MODELS
What was theorised to be the reason behind the highest reproduction of aggressive acts being from the Cartoon condition from the 1963 experiment?
That the children attended to the cartoon character even harder than usual due to itās unusual nature, thus making them more likely to recall and reproduce the aggression as it was memorable
What was the aim for the 1965 experiment?
If children were more likley to imitate role models if they are rewarded or less likley if they were punished; considering if rewarding/ punishing would influence imitated aggression displayed in children in response to frustration
What is the term to describe how the children/ observers would have been observing the models?
Vicariously - the children would have been learning from the modelās own experiences e.g. if they got rewarded or punished
What is Vicarious reinforcement?
Vicarious reinforcement is the learning of a behavior by observing the positive and negative consequences of the actions of others.
What was the procedure for the 1965 experiment?
Children were randomly allocated to one of THREE conditions: (all of which involved watching a film of an adult aggressing towards a bobo)
Model-rewarded condition - children saw an additional adult praise the model (Rocky) for their āsuperb aggressive perfomanceā and gave them a drink + chocolate
Model-punished condition - children saw an additional adult scorn the model with a rolled up magazine and get caleld a ābig bullyā
No consequence condition - children saw no secondary adult say anything good or bad to Rocky, he was niether reinforced nor punished - nothing happened to him (Same as original, just watching an adult model be aggresive)
NO INCENTIVE CONDITION - After this steps 2 and 3 with the rooms and toys were repeated and observational scoring remained the same - 240 observations, one every 5 seconds for 20 minuets - This was one of two of the conditions they conducted after the prior events
INCENTIVE CONDITION - Then after the original, first condition, (No incentive), all the children were told they would get juice and a sticker book if they could imitate Rocky. They were asked to āshow me what Rocky didā & ātell me what Rocky saidā - If there was imitative aggression as a response, they were rewarded straight away (Positive reeinforcement)
Where can standardisation be seen in the procedure of the 1965 variation?
Standardisation seen through Rocky doing the same aggressive acts each time; having a different response from an additional adult afterwards was due to Independent variable
What was the dependent variable for the 1965 experiment?
The level of aggression children displayed (Same as original)
What was the independent variable for the 1965 experiment?
The observed consequences for each model
What was the:
* Type of experiment
* Design
* Sample
Of the 1965 experiment?
- Laboratory experiment (Same)
- Matched Pairs (Same)
- 33 boys and 33 girls, 66 total, aged 3/5 years old and again from the stanford university nursery (Different)
What were the results for the 1965 experiment?
With NO INCENTIVE condition š“
With INCENTIVE conditionš¢
Model-rewarded condition - produced higher levels of mean number of different imitative acts from girls (1.8) and boys (3.5) than model punished - (boys higher than girls) š“
Model-punished contition - produced much less imitation, especially among the girls (0.5), boys (2.5) NO INCENTIVEš“
š¢ - With incentive condition all mean number of different imitative acts (aggression) increased drastically for girls and boys, almost equal levels - All scores above 3 (Max recorded was 3.8)
What was the conclusion for the 1965 experiment?
Vicarious punishment (Seeing someone else be punished for an action) REDUCES imitative aggression
However, positive reinforcement is a more powerful influence of imitative aggression with the Model-punished condition group being influenced to me aggressive desipite earlier vicarious punishment
What do the results showing that positive reinforcement made even the children within Model-punishment condition (who had expereinced vicarious punishment) reproduce aggression/ perform imitative aggression infer?
That the children who had watched the model be punished chose not to directly express it in the moment over fear of punishment, but still interlalised/ attended to it/ learnt it as they reproduced it just as well as other conditions when positively reinforced
In a nushell, what is the 1963 varation testing?
FORM VARIATION
(Filmed, live, cartoon)
The impact, if any, the change of medium can have on imitative aggression; if watching aggression in a live, filmed or cartoon form can impact its reproduction of aggressive/ imitative acts
In a nushell, what is the 1965 varation testing?
CONSEQUENCE VARIATION
The impact CONSEQUENCES HAVE ON AGGRESSION, oberving vicariously and seeing if viewing a punishment/ negative view on aggression VS a praise/ positive view on aggression will impact reproduction of aggression/ imitative acts
In terms of the A03 of the variations, on which points in GRAVE are they similar or different?
G - same/ very similar, just have different sample sizes
R - same/ very similar, just have slightly different instances of standardisation
A - DIFFERENT FOR 1963 AND 1965
V - same/ very similar
E - same / very similar
FOR SAME/ SIMILAR, SEE ORIGINAL STUDY
