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Karteikarten von Dhara Bechra, aktualisiert more than 1 year ago
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Erstellt von Dhara Bechra
vor mehr als 7 Jahre
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| Frage | Antworten |
| Bandura et al. (1961) - Transmission of Aggression | Behaviourists believe that all behaviour can be explained in terms of what people learn by associating with stimulus and response. Bandura felt cognitive activity contributes to learning. He believed children and adults observe and imitate behaviour. |
| Aims & Research Questions | Find out whether aggressive behaviour is learned through imitation. To investigate the extent to which children would imitate aggression modelled by an adult, and investigate the effects of gender on imitation. |
| Research Method | Lab Experiment Independent Measures Design Iv's: behaviour of model- aggressive or non-aggressive, sex of model, sex of children. |
| Sample | 72 children from nursery of Stanford University 36 males and females Ages between 3-5 years 2 adult models; male and female plus 1 female experimenter |
| Procedure | The matching process: ensure groups contained equally aggressive children, observations done of children before by 2 experimenters who knew children well. They rated children's physical, verbal aggression and aggression towards objects and 'aggressive inhibition'. Each had 4 marks then addedd to give score. |
| Procedure (2) | Phase 1: Model (exposure to aggression)- Each child taken to a room with toys including 5ft Bobo doll and mallet. Experimenter invited model to join and left the room for 10 mins. |
| Procedure (3) | 3 conditions (24 children in each): 1) Non-aggressive- model played with toys in quiet manner. 2) Aggressive- model spent 1 mon playing quietly, then rest of time being aggressive, sitting, punching, hitting bobo doll with mallet. Done 3 times with comments 'POW' and 'he sure is a tough fellow' |
| Procedure (4) | 3) Control group- children weren't exposed to model. Phase 2: Arousal- children taken to room with toys and told they're not allowed to play with them. Necessary otherwise children in non-aggressive condition wouldn't be aggressive in phase 3. |
| Procedure (5) | Phase 3: test for imitation- children taken to room containing aggressive and non-aggressive toys. Experimenter stayed with children while they played for 20 mins, during which children were observed through one-way mirror by male model and researcher. |
| Procedure (6) | Used time sampling to record bahaviour of child every 5 secs using: - imitation of physical aggression - imitation of verbal aggression - imitation of non-aggressive verbal - non-imitative physical and verbal aggression. |
| Results | Imitation: children in aggressive condition imitated models physical and verbal bahaviours, aggressive and non-aggressive. Non-imitative aggression: aggressive group displayed much more non-imitative aggression that non-aggression group. |
| Results (2) | Non-aggressive behaviour: children in non-aggression condition spent more time playing non-aggressively and more time sitting and playing with nothing Gender: boys imitated more physical aggression than girls but not verbal. Evidence of 'same-sex effect'. |
| Conclusion | Children learn behaviour by observing adults behaving aggressively. Learning can take place in absence of either classical or operant conditioning as children imitated models' behaviour (learned). |
| Evaluation | Lab - high control, reduced extraneous variables. Quantitative data collected Used children who can't give consent or withdraw Low EV- doesn't represent real life Replicable |
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