459080
Descripción
Mapa Mental por Rosalind123, actualizado hace más de 1 año
|
Creado por Rosalind123
hace casi 11 años
|
|
Bandura
- Context
- Social Learning Theory
- We learn by
observing and
imitating others
- We learn by
observing and
imitating others
- Behaviourist Perspective
- Social Learning Theory
- Method
- Laboratory experiment
- Independent
variable manipulated
in three conditions:
1. Agressive model
2. Non-aggressive
model 3. no model
shown (control)
- Participants
- 72 children (36 boys,
36 girls) from a nursery
in Stanford University,
California - aged 3-5
(mean= 4.3 yrs)
- 24 children in aggressive
condition and 24 children
in non-aggressive
condition
- 6 girls in
each group
with same sex
model
- 6 girls in each
group with
opposite sex
model
- 6 boys in each
group with
same sex
model
- 6 boys ineach
group with
opposite sex
model
- 6 girls in
each group
with same sex
model
- 24 children in
control group
- 24 children in aggressive
condition and 24 children
in non-aggressive
condition
- 72 children (36 boys,
36 girls) from a nursery
in Stanford University,
California - aged 3-5
(mean= 4.3 yrs)
- Matched pairs
design
- Nursery school teacher and
experimenter rated each
child's aggressiveness out
of 5 in each category:
physical aggression, verbal
aggression, aggression
towards inanimate objects
and aggressive inhibition.
This was done so each
group of children had
equally varying levels of
agression
- Nursery school teacher and
experimenter rated each
child's aggressiveness out
of 5 in each category:
physical aggression, verbal
aggression, aggression
towards inanimate objects
and aggressive inhibition.
This was done so each
group of children had
equally varying levels of
agression
- Time sample
- Laboratory experiment
- Aim
- To demonstrate that learning can occur
through observation of a model and that
imitation can occur in the absence of that
model
- To demonstrate that learning can occur
through observation of a model and that
imitation can occur in the absence of that
model
- Hypotheses
- 1. Children exposed to
aggressive models will
reproduce acts of aggression
- 2. Children exposed to
less aggressive models
will reproduce less
aggressive acts
- 3. Children will imitate the
behaviour of a same-sex
model to a greater degree than
a model of the opposite sex
- 4. Boys will be more
predisposed than girls
towards imitating
aggression
- 2. Children exposed to
less aggressive models
will reproduce less
aggressive acts
- 1. Children exposed to
aggressive models will
reproduce acts of aggression
- Procedure
- STAGE 1
- Children brought into room by
experimenter, followed by
model. Children became settled
by playing with potato cutters
and prints in corner of room
- Aggressive condition
- Model played with tinker
toys for 1 min, then
turned to Bobo doll
- e.g. shouting 'POW!'
when hitting Bobo doll
- Striking Bobo doll on
head with a mallet
- Model played with tinker
toys for 1 min, then
turned to Bobo doll
- Non-aggressive condition
- Model played quietly with
non-aggressive toys e.g.
assembling tinker-toys, in
opposite corner of room.
Model ignored Bobo doll
- Model played quietly with
non-aggressive toys e.g.
assembling tinker-toys, in
opposite corner of room.
Model ignored Bobo doll
- Aggressive condition
- Children brought into room by
experimenter, followed by
model. Children became settled
by playing with potato cutters
and prints in corner of room
- STAGE 2
- Child subjected to
'mild aggression
arousal'
- Child taken to a room with
attractive toys. After a short time
playing with them, they were taken
away by the experimenter, who told
the child that the toys were special,
and reserved for the other children
- To give all groups a
chance of showing
aggression
- Child taken to a room with
attractive toys. After a short time
playing with them, they were taken
away by the experimenter, who told
the child that the toys were special,
and reserved for the other children
- Child subjected to
'mild aggression
arousal'
- STAGE 3
- Children shown into another
room which contained
aggressive toys (Bobo doll,
mallet, dartguns...) and
non-aggressive toys (tea set,
dolls, crayons...)
- Judges observed
children through a
one-way mirror for
20 mins and
recorded
behaviours in
5-second intervals.
- CATEGORIES
OF BEHAVIOUR
- Imitation behaviour of
aggressive model (inc.
physical, verbal and
non-aggressive speech e.g.
"he sure is a tough fella")
- Partial imitation behaviour of
aggressive model e.g. use of
mallet against other
objects/sitting on Bobo doll
without hitting it
- Non-imitative physical and verbal aggression
e.g.physical aggression against other objects/verbal
non-imitative remarks e.g. 'shoot the Bobo'
- Non-aggressive behaviour
e.g. sitting quietly
- Imitation behaviour of
aggressive model (inc.
physical, verbal and
non-aggressive speech e.g.
"he sure is a tough fella")
- CATEGORIES
OF BEHAVIOUR
- Judges observed
children through a
one-way mirror for
20 mins and
recorded
behaviours in
5-second intervals.
- Children shown into another
room which contained
aggressive toys (Bobo doll,
mallet, dartguns...) and
non-aggressive toys (tea set,
dolls, crayons...)
- STAGE 1
- Results
- 1. The children in the aggressive
condition made more aggressive
responses than the children in the
non-aggressive and control groups
- 2. Boys made more
aggressive responses
than girls
- 3. Boys in the aggressive
model condition showed more
aggressive responses is the
model was male
- Boys perceive similarities between
themselves and the model
- Based upon development of child's
gender identity
- Based upon development of child's
gender identity
- Boys perceive similarities between
themselves and the model
- 4. Girls in aggressive condition
showed more physical responses if
model was male, but imitated verbal
aggression more if model was female.
- Bandura reported that the children were confused
by female model, perhaps because of what the
children had learned about culturally appropriate
behaviour, e.g. a child commented; "That's not the
way for a lady to behave". However, the aggressive
acts made by the male model were more accepted
- Inter-rater reliability: 0.9
- 1. The children in the aggressive
condition made more aggressive
responses than the children in the
non-aggressive and control groups
- Evaluation
- Experimental method = can establish
causal relationship as all other
variables were controlled. The
aggressiveness of model did have an
effect on child's subsequent behaviour.
- Procedure is
standardised and
replicable
- Low ecological validity; no interaction
between child and model at any point +
they are strangers = not like a situation
at home with parents. Also, Bobo doll
may be unknown to children
- Snapshot study: A single exposure of
aggressiveness may not have long-term effects
- Experimental method = can establish
causal relationship as all other
variables were controlled. The
aggressiveness of model did have an
effect on child's subsequent behaviour.
- Improvements
- Change to longitudinal: Children could observe
model and then be observed each month for a
year to see how much they have retained
- Problem: participant attrition
- Will be able to see
development
- Problem: participant attrition
- ...ecological validity
- Show children a short film that includes
aggression and then see how they directly
imitate certain behaviours in their own
natural environment e.g. playground
- Show children a short film that includes
aggression and then see how they directly
imitate certain behaviours in their own
natural environment e.g. playground
- Change to longitudinal: Children could observe
model and then be observed each month for a
year to see how much they have retained
¿Quieres crear tus propios Mapas Mentales gratis con GoConqr? Más información.