475660
Descripción
Mapa Mental por sarah_chick_1995, actualizado hace más de 1 año
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Creado por sarah_chick_1995
hace casi 11 años
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Bandura AO1
- Aim
- To see if behaviours learnt by children by imitation
in one setting could be repeated in a different
setting even when adult model is not present
- To see if behaviours learnt by children by imitation
in one setting could be repeated in a different
setting even when adult model is not present
- Hypothesis
- 1. Children exposed to an aggressive model will
reproduce the aggressive act of the model
- 2. Children exposed to a non-aggressive
model will inhibit aggressive behaviour
- 3. Children will imitate same-sex models
more than opposite-sex model
- 4. Boys will imitate more aggressive
behaviour than girls
- 1. Children exposed to an aggressive model will
reproduce the aggressive act of the model
- Method
- Lab. exp.
- Lab. exp.
- Design
- Matched pairs
- Nursery teacher and experimenter
who knew the children well rated them
in a 5 point scale for aggression
- 0.89 inter-rate reliability
- 0.89 inter-rate reliability
- Matched pairs
- Participants
- 72 children from Stanford University Nursery
- 36 boys
- 36 girls
- Age ranged from 37 to 69 mths.
Avg. age 52 mths
- Conditions
- 1. Aggressive model 24 children.
2. Non-aggressive model 24 children
- 6 boys
- Female model
- Female model
- 6 girls
- Male model
- Male model
- 6 girls
- Female model
- Female model
- 6 boys
- Male model
- Male model
- 6 boys
- Control. Not exposed to any
adult models 24 children
- 1. Aggressive model 24 children.
2. Non-aggressive model 24 children
- 72 children from Stanford University Nursery
- IV
- Gender of the children
- Gender of model
- Behaviour of the model
- Gender of the children
- DV
- Behaviour response from the
children
- Behaviour response from the
children
- Procedure
- Stage 1: Modelling (10 mins)
- Children encouraged to play
with potato prints and stickers
- Aggressive cond:
- Model sits in one corner of the room -
playing with tinker set, then start hitting
the bobo doll.
- e.g. sitting on it, saying "Pow!"
"He sure is a tough fella"
- Model sits in one corner of the room -
playing with tinker set, then start hitting
the bobo doll.
- Non-aggressive cond:
- Model plays with
the tinker toy set in a subdued manner
- Model plays with
the tinker toy set in a subdued manner
- Children encouraged to play
with potato prints and stickers
- Stage 2: Aggression arousal
- Children taken to a different room to play
with some attractive toys e.g. airplanes
- After 2 mins, experimenter claimed toys were for special children,
but told them there were toys in other room that they could play with
- Children taken to a different room to play
with some attractive toys e.g. airplanes
- Stage 3: Test for delayed imitation (20 mins)
- Room contained a selection of aggressive and
non-aggressive toys e.g. dart guns and paper and crayons
- Experimenter stayed in the room.
Researcher and model observed through
one way mirror (every 5 secs)
- Looking for: Imitated aggression.
Partially imitated aggression.
Non-imitated aggression
- Inter-rater reliability 0.9
- Looking for: Imitated aggression.
Partially imitated aggression.
Non-imitated aggression
- Room contained a selection of aggressive and
non-aggressive toys e.g. dart guns and paper and crayons
- Stage 1: Modelling (10 mins)
- Results
- When exposed to aggressive models made
imitative aggressive reposnse
- Children observing non-aggressive
model showed few aggeressive acts
- Boys likely to imitate same-sex model
- Boys imitated more
physically aggressive acts
- When exposed to aggressive models made
imitative aggressive reposnse
- Conclusion
- Children do not need rewards
and punishment
- Can learn through observation
- Effect of legitimising sch behaviour,
therefore weakens the child inhibitions to
aggressive behaviour
- Children do not need rewards
and punishment
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