Learning: Content – Bandura (1963)



Bandura (1963): Will children imitate acts of aggression modelled by characters they have seen on screen? Is this mediated by how realistic the character appears, e.g. realistic human characters versus cartoon characters?Aim: To investigate whether children are as likely to imitate an aggressive adult model shown on film as they are to imitate an aggressive model who they see behaving in the same room. The study also aimed to investigate whether children are more likely to imitate an aggressive model on film when they look human as opposed to a fictional, cartoon-style character. Bandura notes that although there has been a fair amount of research suggesting that observing aggression might lead to a cathartic effect, thus reducing aggressive drives, he felt it was worth investigating whether observed aggression on film might also be imitated, as in a fight reported in the newspapers of a re-enactment of a knife fight that boys had seen in a James Dean film. Red book exercises: Make a heading “APFC Bandura (1963)”What was the IV in Bandura’s (1963) study? (2)What are the three levels of the IV? (3)What is the DV in the study? (2)Write a directional hypothesis for Bandura’s study, remember everything that you have been taught; think first what do you need to do in order to score well on hypotheses? (5)Write a directional null hypothesis for this study (1)What did Bandura predict in term of gender differences in aggression and why? (2)How many boys and girls did Bandura use in this study? (1)Draw and label a sketch map to show how the room was laid out for the children who saw aggression on screen in the 1963 study (3)Was the film colour or black and white(1)How long was the film on for? (1)Draw and label a sketch of what the children saw in the cartoon condition (3)What was the title of the cartoon? (1)How did the cat’s voice sound? (1)How did the cartoon film star and finish? (1)What were the man numbers of aggressive acts for each of the four conditions; real life aggression, filmed aggression (realistic), cartoon aggression, control group? Draw a comparative bar chart to show these figures. Explain why Bandura used a Wilcoxons as his test (3)There was a difference in the amount of aggression shown by the children following their viewing of the two films; realistic and cartoon, but was this statistically significant?Was the difference between the amounts of aggression between the children who had seen aggressive models in real life, on film (realistic) and on film (cartoon) significantly different to the amount of aggression shown by the children who has not observed any model? (1)Which condition yields the most acts of imitative aggression (real, film (relasiitc0 or film (cartoon)? (1)What sort of acts were particularly prevalent for this group, and seen more than they were for real life aggression for example? (1)Boys showed significantly more aggression than girls in all categories but what does Bandura say the girls did more? (1)Bandura say that he has found evidence to support the idea that the frequency of aggressive acts is determined by the sex-appropriateness of the models behaviour in this paper.He also says that children who saw aggressive models on film either in the realistic or the cartoon condition showed nearly twice as much aggression as those in the control group who saw no aggressive model.Bandura uses a series of photographs (qualitative data) of the model and the children to demonstrate that the children at times were literally acting like “carbon copies” of the observed aggression, showing that modelled aggression not only increases aggression levels but that children literally copy the very acts they have seen and therefore mass media shapes what is seen as well as how much aggression children are likely to exhibit.Bandura makes some interesting comments about the nature of the gun play that he observed (qualitative data collected as well as quantitative); can you find these comments and make a note of them in your book? (2)Bandura says that 88% of children in the real life and human film conditions and 79% of children in the cartoon condition showed evidence of imitative aggression but he says that children may learn the behaviours but not always show them overtly and this is likely if parents are disapproving of imitative aggression for TV shows that they might have watched.Differences between 1961 and 19631963 study looked at whether children would imitate aggression on film (either realistic or fictional characters) whereas 1961 only looked at whether children would imitate aggression from characters in the real world.1963 study used a larger sample than the 1961 study, the latter had 72 in total whereas the former had 96.1961 had eight experimental groups and 1963 had six.The 1963 study did not look at the role of non-aggressive models.In the 1963 study some of the children saw models on a TV screenSimilarities between 1961 and 1963Both 1961 and 1963 are interested in whether children will imitate aggression that has been enacted in the real world.Both 1961 and 1963 use children from Stanford Uni Nursery schoolThe ages of the children in 1961 and 1963 are very similar, in 1961 the mean was 51 minths and in the 1963 paper it was 52 months.Both 1961 and 1963 used a female experimenter and one male and one female model.Both studies had a control group who did not see any aggressive model of 24 children.Both studies loomed at whether children were more likely to imitate aggressive models who were the same sex as themIn both 191 and 1963 the observers watched whether the children showed imitative and non-imitative aggression after being exposed to the models in a new situation and in the absence of the modelsBoth 1961 and 1963 used matched pairs design using 4 5 point rating scales where a high degree of inter-rater reliability was established by the experimenter and the nursery school teacher.The 1963 paper makes use of the data collected in the 1961 paper for the control group and the real life aggressive model group, therefore the procedure for the two studies is exactly the same as it is the same data.In the 1961 and 1963 studies children were engaged with potato prints rather than being told to actively pay attention to the model.The same adult actors were used as the models ion the 1963 screened violence as in the real life aggression group.The acts of aggression shown to the Bobo were exactly the same in the real life scene and in the filmed scene.(Make sure you give examples)The cartoon cat showed exactly the same sequence of aggressive acts as the other models form 1963 (film) and 1961 (real life).Both the 1961 and 1963 studies included the second lab which was used to elicit mild aggression/frustration and standardise the children mood (you can explain this in some detail as you know it from the 1961 study)In both 1961 and 1963 the females experimenter stayed with the children in lab 3 where the aggression levels of the children were observed, in order that the children did not try to leave the room; on both studies she did not interact with the children and stayed busy with paperwork at a desk.In both 1961 and 1963 toys were always exactly the same and laid out in the same way in the lab where the children were observed.Once again both studies used exactly the same system for collecting the data, 240 response units timed on a timer every 5 seconds for 20 minutes, recording what the child was doing using observation schedule.In both studies the male model was also one of the observers but inter-rater reliability was established by another blind observer also scoring some of the children (40% had two observers this time to establish IRR)Same observation schedule used with same behaviours being notes; (you need to be able to give examples)I have given you similarities and differences based on procedural details of the two studies but you can also compare the aims, findings and conclusions and evaluation points linked to G, R, A , V and E. ................
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