Social Learning Theory (Bandura et al 1963, 1965)

Question 1

Aim: 1963 study

Answer 1

To see if aggressive role models in films and cartoons would have the same effect to real life aggressive role models

Question 2

Procedure: 1963 study

Sample size and age range

Answer 2

48 boys 48 girls

39 - 52 months old

• Standford University Nursery

Question 3

Procedure: 1963 study

IV

Answer 3

Role model (either in film, real life or cartoon)

Question 4

Procedure: 1963 study

DV

Answer 4

Levels of aggression the children displayed

Question 5

Procedure: 1963 study

How were the children allocated into the groups?

Answer 5

randomly, 4 total groups

Question 6

Procedure: 1963 study

what were the 4 conditions of the study

Answer 6

Live aggresive condition

Filmed realistic aggression - (Watched adult aggressive behaviour on screening instead of real life)

Cartoon aggression condition - (model dressed as black cat being aggressive towards bobo doll)

Control group - (no aggressive behaviour)

Question 7

Procedure: 1963 study

What happened after thhe children observed the behaviour from their conditions

Answer 7

1) they were deliberatly frustrated the same way as the original study (shown shiny new toys and told they weren’t allowed to play with them)

2) Children taken into the playroom and freely observed with second observer for inter-rated reliability

Question 8

Findings: 1963 study

What were the mean total number of aggressive acts displayed

Answer 8

Live condition - 83

Film condition - 92

Cartoon condition - 99

Control condition - 54

Question 9

Conclusion: 1963 study

Answer 9

Exposure to live or filmed aggression increases likelyhood of imitation in childrens behaviour, even if role model is a cartoon figure.

Question 10

Aim: 1965 study

Answer 10

consider wheher reinforcement and punishment of an aggressive role model would influence the aggression displayed by observers.

Question 11

Procedure: 1965 study

Sample size and age range

Answer 11

33 boy 33 girls

42-71 months old

• Stanford University nursery

Question 12

Procedure: 1965 study

IV

Answer 12

Observed consequence for the model

Question 13

Procedure: 1965 study

DV

Answer 13

Aggression in the children

Question 14

Procedure: 1965 study

How were the participants allocated to the conditions, how did they observe the role model

Answer 14

Allocated randomly

• Observed role model behaviour through a film

Question 15

Procedure: 1965 study

What were the 3 conditions of the study

Answer 15

Model-rewarded condition - (model was praised by another adult and given sweets)

Model-punished condition - (model was yelled at by a second adult and spanked)

Control group (no reward or punishment)

Question 16

Procedure: 1965 study

What happened after observation

Answer 16

Children deliberatly frustrated again and then taken into play room to be obsered with 2 observers

• all 3 conditions later offered rewards rewards to aggress against the bob doll

Question 17

Findings: 1965 study

What were the findings of the 3 groups

Answer 17

Model punishment condition - significatly less aggressive than other conditions

Introduction of the reward wiped out the difference, and increased the score significatly for all groups

Question 18

Conclusion: 1965 study

Answer 18

Vicarious reinforcement reduces imitated aggression. Reinforcement is more powerful influence than punishment

Question 19

Strength of internal validity of the study

Answer 19

Design of the experiment had clever features to reduce the amount of extraneous variables.

Question 20

Strength of internal validity of the study:

Example of features that reduced extraneous variables

Answer 20

Observing the child one at a time allowed for researchers to make sure the children weren’t imitating eachother.

Question 21

Strength of internal validity of the study:

Why are these control variables a strength

Answer 21

We are reasonably sure the observed aggression was due to imitation of the aggressive role model

Question 22

Competing arguement to the design

Answer 22

Although the design is clever, findings don’t explain aggressive behaviour in everyday life

Question 23

Competing arguement to the design:

Evidence of this

Answer 23

BAndura’s research only showned the short term effects, and aggression was only shown towards the doll.

Question 24

What is a weakness of the procedure in both studies

Answer 24

Elements from the procedure could have cued the children as to how they were expected to behave

Question 25

What is a weakness of the procedure in both studies:

Evidence of this

Answer 25

A report states one child arriving at the laboratory and saying ‘Look Mummy, theres the doll we have to hit’

Question 26

What is a weakness of the procedure in both studies

What does this evidence suggest

Answer 26

The children had demand characteristics, believed they were expected to act aggressive towards the doll
- reducing validity of the procedures

Question 27

What is a strength of the application of both studies

Answer 27

It has infromed the development of the Sabido method

Question 28

Strength of the application of both studies:

Evidence of how the Sabido method is used

Answer 28

Telenovelas tackle specific social problems
- viewers identify with popular characters, characters become role models

Question 29

Strength of the application of both studies

Is the Sabido method effective?

Answer 29

Researchers show that this has been effective in prompting behaviour change like increasing contraception use

Question 30

Strength of the application of both studies:

What does this application show

Answer 30

Shows how SLT can be used to promote behaviours that benefit society and the individual.