Bandura Et Al. 1961

BANDURA et al.
(1961
AIM
 
To nd whether after observing a model’s aggressive behavior,
children will reproduce it in the model’s absenc
To nd if the model’s gender affected this in any wa
HYPOTHESIS
• Subjects exposed to aggressive models will reproduce aggressive

acts resembling those of the models – observed aggressive
behavior will be imitate
• Observation of non-aggressive behavior will be imitated – children
seeing non-aggressive models will be less aggressive than those
seeing no mode
• Subjects will imitate the behavior of a same-sex model to a greater
degree than a model of the opposite se
• Boys will be more predisposed than girls towards imitating
aggressio
BACKGROUND
Imitative (social) learning is the concept of learning a new behavior

by means of observation and imitating it in the model’s absence.
The behaviors of a child are thought to be ‘facilitated’ by the
immediate social setting in which the child is located
It is thought that children have gender biased ideas of behaviors
implemented by being previously rewarded for speci c behaviors
based on their gender. Therefore, it may be assumed that children
would be more likely to imitate the behaviors of a same-sex model
as they interpret it more appropriately for themselves
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RESEARCH METHOD
 
This was a laboratory experiment as the procedure was conducted
in a laboratory setting, the environment and situation were fully
controlled
EXPERIMENTAL DESIGN
The experiment had an independent group design since the

participants were split into separate levels of the independent
variable and they underwent different experimental conditions
(either having an aggressive, non-aggressive or no model).
However, the experiment also involved matched pairs as the
children were matched based on their previously rated levels of
agression
VARIABLES
The independent variables were the type (aggressive, non-

aggressive, none) and gender (male or female) of the model and
the gender of the child (boy or girl)
The dependent variable was the behavior displayed by the children.
This was measured by controlled observations and recorded
behavior using time sampling
SAMPLE
 
There were 72 children participants with a mean age of 4.3 years.
There were 36 girls and 36 boys recruited by means of opportunity
sampling from the Stanford University nursery
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PROCEDURE:
Prior to the study, the experimenter and the children’s teacher

observed them in their nursery to rate each child’s level of
aggression. The ratings were based on physical and verbal
agression as well as aggression to inanimate objects and
aggression inhibition (anxiety). The ratings were given on a 5 point
scale. There was high inter-rater reliability between the
exprimenter’s and the teacher’s ratings – r=0.89
The children were split into 3 main groups: one with an
aggressive model (24), one with a non-aggressive (24) and a
control group (24). Withing the aggressive and non-aggressive
group, the children were split into subgroups with a female (12) and
a male (12) role model. Each subgroup consisted of equal amounts
of boys (6) and girls (6)
The children were initially made purposefully annoyed, to ensure

that even the children in the non-aggressive and control group were
likely to express non-aggression and in the reduction of it would be
visible. This was done by showing them a room with attractive toys
but being told that this room was reserved for another child. The

children were then guided to the observation room, containing a

‘play area’ and a Bobo doll opposite to it
In the non-aggressive condition, the model simply assembled a
Tinkertoy for 10 minutes. In the aggressive condition, the model
attacked the Bobo doll, performing both physical and verbal
aggressive actions. The control group had no model
Following this, the children were observed for 20 minutes through a

one-way mirror. Their behaviour was observed using time sampling,
with records made every 5 seconds. The recorded categories were:
imitation of physical aggression, imitation of verbal agression and
imitation of non-aggressive verbal responses. Partial imitation was
given points if children performed the following action incompletely:
mallet agression, sitting on the Bobo doll, aggressive gun play, non-
imitative physical and verbal agression
The scores were done by one male except for the condition where
he had to act as the model – he was not aware of which condition
each child was in. Another scorer rated half of the behaviours and
the reliability proved to be high – r=0.9
RESULTS:
Children in the aggressive group imitated the exact behaviours of

the models and tended to be more aggressive than those in the
other 2 groups; they also imitated the non-aggressive behaviours.
Boys were more likely to imitate physical aggression and girls were
more likely to imitate verbal aggression. Boys were more likely to
imitate the same-sex model than girls. Girls imitated physical
aggression less with a female model than with a male one. Children
in the non-aggressive group were less likely to exhibit any kind of
aggressive behaviour. Non-imitative aggressive behaviours
occurred more frequent int he aggressive group than in the others.
In the non-aggressive play, girls were more likely to play with dolls,
tea sets and colouring and boys were more engaged in exploration
and gun play. Children in the non-aggressive group engaged more
in non-aggressive play than in the other groups. Additionally, sex-
typed behaviour comments were recorded from the children

CONCLUSIONS:
Imitation can account for learning speci c behaviors without the

need for reinforcement
• observed aggressive behaviors are imitate

• observed non-aggressive behaviors are imitate
• children are more likely to copy a same-sex mode
• boys are more likely to copy aggression than girl

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BANDURA et al.

• Subjects exposed to aggressive models will reproduce aggressive

Imitative (social) learning is the concept of learning a new behavior

The experiment had an independent group design since the

The independent variables were the type (aggressive, non-

Prior to the study, the experimenter and the children’s teacher

The children were initially made purposefully annoyed, to ensure

children were then guided to the observation room, containing a

Following this, the children were observed for 20 minutes through a

Children in the aggressive group imitated the exact behaviours of

Imitation can account for learning speci c behaviors without the

• observed aggressive behaviors are imitate

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