3 Bandura studies

Pregunta	Respuesta
Describe the aim(s) + procedure of B, R + R (1961). 4 AO1	If children would copy an adult's bh to a Bobo doll More likely, imitate the same-sex adult whether boys would be more likely to copy the agge bh or not
72 pps: 36 males + 36 females Original agg levels were measured + split equally between the groups 1 group, saw a non-agge model playing w/ some toys An experimental group watched an adult hit, kick + punch a Bobo doll In all groups, told the toys weren't for them Taken to another room which included a Bobo doll as well as other agge toys Through a one-way mirror, bh, recorded	Explain 3 conclusions that B, R + R (1961) drew, study. Children imitate bh w/o rt so there is more to learning than operant conditioning suggests. Children may use cultural norms in their imitation bc both boys + girls imitated the male model who showed physical agg more than the female one, though w/ regard to verbal agg there were no such differences. Children tend to identify w/ significant people in their lives (e.g. same-sex parent) + this agrees w/ Freud's views. However, this study found imitation of 'neutral' people, so there's more to imitation than identification.
Bandura, Ross + Ross (1961)	Whether children, imitate bh, later, even if it wasn't rewarded. Hypotheses: more likely, copy same-sex models than opposite sex models... parents tend to reinforce sex-appropriate bh. Agg = a more masculine bh... boys, more agg, particularly when the model is agg exposed, reproduce agge acts similar to acts modelled observation of non-agge bh would inhibit subsequent bh. Thus, control group, more agg than the group that saw non-agg bh.
36 boys + 36 girls enrolled in the Stanford University Nursery School. 1 female experimenter, 1 female role model, 1 male role model 8 experimental groups, each w/ 6 pps. 1 control group = 24 pps. Before the study, pps, experimental + control groups...?	matched for their original agg levels. rated on 5-part scales: physical agg verbal agg agg towards objects agg inhibition rated by?
1 experimenter + 1 nursery-school teacher, both, knew the children well. high inter-rater reliability. 1. Pps, grouped ino 3s, agg ratings... allocated randomly. non-agge condition?	model played w/ the toy set, subdued. agge-condition?
after a min of playing quietly, agge acts, carefully modelled... if, repeated later, could be observed clearly. E.g. struck, head w/ the mallet. E.g. "sock him on the nose..." E.g. non-agge comments	control group: no model present
2. different area, told, attractive, special toys weren't for them, not allowed, play w/ them anymore... frustrated... sure, similar emotional levels before the next phase	3. another room, similar Bobo doll, seen, other toys. 4. 2 judges, one-way mirror. 1 judge?
didn't know the child or to which condition, allocated	R: In the non-agge condition + control group, v little agge bh. 70% of these pps had a 0 score for agg.
1/3 of pps in the agge condition also imitated, non-agge responses. Non-one in the other 2 conditions, comments.	H: e.g. control group's boys showed 14.3 acts of gun play, even though, saw no agg. SLT, girls spent more time than boys playing w/ a tea set (p less than or equal to 0.001) + colouring books (p less than or equal to 0.001). Boys, more time in exploratory play w/ guns (p less than or equal to 0.01)
No sex differences, w/ regard to farm animals, cars, or other toys. Non-agge condition, more time sitting quietly + not playing Cs?	Children imitate bh w/o rt... more to learning than operant conditioning suggests. found imitation of...?
neutral people (unknown to the child. pure observational learning). ... more to imitation than identification. Children may use...?	cultural norms in their imitation bc both genders imitated the male model who showed physical agg more than, female, but w/ verbal agg, no such differences.
Male model, imitated more... sex typing: ?	boys imitated physical agg more than girls but didn't differ w/ regard to verbal agg. Maybe what's imitated depends on social norms + values. E?
certain, emotion levels, similar. told, toys weren't for them + weren't allowed to play w/ them anymore... frustrated. before the next phase, measured 3 types of imitation. care, taken, set up measurable acts, recordable. vs, isolated + operationalized, w/ controls.	reliability of the DV's measurement. 2 judges, 1 judge didn't know the child or to which condition, allocated. Blind P, avoid bias when recording
lacked validity. :) realistic setting... like the nursery rooms, familiar. :( situation... adult either deliberately punched + kicked the Bobo doll, or was deliberately subdued. not a natural situation. + materials, placed in the room where the children, observed. may have though, supposed to act, doll, same way	:( parents weren't mentioned in the study... may not have given permission. :) assumed, uni had an ethical committee, oversaw the study. :( all from Stanford University Nursery School... biased sample (e.g. not all children will go to nursery). B, R + R (1961) conclude: might be cultural issues in what is observed, so a study set in 1 culture might not have findings that are generalizable to other cultures.
1963?	if agg seen on film would be imitated those who had watched agg... more agg than those who hadn't watched agg (when made frustrated)
48 boys + 48 girls "As in the 1961 study", models: 1 male, 1 female. 1 female experimenter, The data for the RL agg condition + for the control group condition, used from the 1961 study. just the ?	filmed agge model condition + the cartoon agg condition, carried out + data gathered. same as, 1961: P for the RL condition ?
agge bh, measured in a different room, children, made mildly agge before, to play same play materials one-way mirror	cartoon, the female model dressed as a black cat, behaved as a cartoon cat would. artificial grass, flowers... make the scene look artificial. cartoon music at the end.
H. Time sampling, examples. For each pp, observation lasted 20 mins + observations occurred at 5 s intervals... each pp had 240 Rs recorded. high level of agreement between the 2 observers. R?	For both, 1961 + 1963, 'mean agg' = the mean of the score when a bh, recorded every 5 s, for 20 mins: 240 acts. Mean total, agg?
control group: 54 RL: 83 human film: 92 cartoon: 99	54, 83, 92, 99
H. Both, human film condition + cartoon condition gave a lot of agg (92, + 99)... children, TV, likely, later	H. Wilcoxon test, but not a repeated measures design. matched agg across groups... matched pairs design. quali, too... show clips, imitating... show how alike the imitative acts were. Pps, male model... showed more agge gun play (p less than or equal to 0.001)
Cs: observing filmed agg... agg acts, children. watching agg didn't decrease agg. reject, theory, watching violence is cathartic. the acts watched, imitated so?	the type of agg + actual acts were observed + reproduced. The researchers: social bh, come from pictorial media, esp. TV
:) consistency. :( importance of other cues, envi., in a more RL situation, e.g. parental disapproval + some aspect of -ve rt.	E: :) which draws on the reliability + scientific credibility, results have a practical app. claim, suggest that violence on TV is likely to be modelled by those watching.
:( As w/ the 1961, + a specific sample. :) But, no evidence to say that all children wouldn't use observational learning in such situations. :) artificial setting when their bh was being observed. no other cues to check their bh. no parents to use -ve rt. models, not punished... children might not see it as wrong. This might, not be RL agg, but modelled agg that the children thought they ought to display. 1965?	Bandura thought, reward model, produce more matching Rs, then the no consequences group, least imitation, punished. direct reward, overrule the effect of whether, model was rewarded or punished.
33 boys + 33 girls randomly assigned, so... 11 boys + 11 girls in each condition The 4 agge Rs to the Bobo doll were new. 'model rewarded' condition?	another adult came into the room (on the film) w/ sweets + soft drinks + told the model he was a 'strong champion'. model, clearly enjoying the treats. 'model punished', the other person came in (on the film) + shook a finger at the model, calling the model a 'big bully'. The other adult hit the model w/ a rolled-up newspaper. After the 10 min observation (w/ a bh recorded every 5 s), the children, brought?
fruit juices + booklets of sticker pictures. then, told, get a sticker pic + more juice for every verbally agge or physically agge act they reproduced. then asked to 'show me what Rocky did' + if there was an imitative R, rewarded immediately. = the +ve incentive condition.	R: w/ a +ve incentive, higher no. of imitative Rs in all 3 conditions, higher for both genders. For both genders, punished model, in the no incentive condition, that the imitative acts were lowest... vicarious learning in the sense of learning not to do things that someone else is punished for.
The introduction of direct rewards for imitative acts did take away the difference in the 'model punished' condition. H. SLT. ARRM. even when rewarded for, actions, didn't do them all. likely, acts that are distinct are imitated more, + the events' sequence's complexity, affect observational learning	C: does show the effect of vicarious rt on whether observed bh is imitated, in that the punished bh was much less imitated (this is if there's no incentive - no direct reward)
many vs involved in whether learning by observation is acquired or performed. e.g. model, rewarded, puni, no consequences. direct reward overrides the impact of whether a model is rewarded, punished, no consequences.	C: bh doesn't have to be rewarded or punished to be imitated. The 'no consequences' condition was imitated as the 'reward condition' was (though the 'punished' condition did show less imitative bh).
Marks?	general P doesn't show understanding. knowledge w/ understanding, not just knowledge.
controlled. E.g. After 10 mins, observation w/ a bh recorded every 5s, borught fruit juices + booklets of sticker pictures. = the +ve incentive condition. But :( vs, whether, has seen the modelled acts before, cultural norms w/ regard to the bh, not controlled for	:( vs, weren't controlled for, e.g which of the acts had been previously observed, + IDs in each child coming from their previous experiences, +, temperament
Explain 4 'agg' bhs, recorded, 1963.	agge gun play = using a gun in an agge manner, e.g. pretend shooting imitative agg = doing the exact agge acts that the observed model had displayed partially imitative acts = when the essence of what the model had done was displayed but not exactly what had been observed mallet agg = hitting something w/ the mallet aggressively but not the Boo doll (bc that is imitative agg)
(p less than or equal to 0.001)?	p (the probability of the results being due to chance) is equal to or les than 0.001.

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