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Bandura et al. (1961), Huesmann et al. (2003) - Coggle Diagram
Bandura et al. (1961)
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Procedure
The children in the experimental conditions were individually taken into a room and sat at a table to play with potato prints and picture stickers for 10 minutes whilst: – The aggressive model began by assembling a tinker toy set but after about a minute turned to a Bobo doll and spent the remainder of the period physically and verbally aggressing it using a standardised procedure. – The non-aggressive model assembled the tinker toys in a quiet subdued manner, totally ignoring the Bobo doll. – The control group did not participate in Phase 1.
All the children were then taken individually to an anteroom and subjected to mild aggression arousal. Initially they were allowed to play with some very attractive toys but after about two minutes the experimenter took the toys away saying they were reserved for other children. However they could play with any of the toys in the next room.
The children were then taken individually into a third room which contained both aggressive and non-aggressive toys. Aggressive toys included: a 3ft high Bobo doll, a mallet, dart guns and non-aggressive toys, which included a tea set, cars, dolls.
The children were observed through a one-way mirror for 20 minutes whilst observers recorded behaviour
Results
Children in the aggressive condition showed significantly more imitation of physical and verbal aggressive behaviour and non-aggressive verbal responses than children in the non-aggressive or control conditions.
This implies that children will imitate aggressive/non-aggressive behaviours displayed by adult models, even if the model is not present.
Also, children can learn behaviour though observation and imitation.
Strengths/limitations
Precise control of variables, standardized procedures
Lack of ecological validity - lab experiment, argument can be made that experiment was unethical
Aim
to demonstrate that learning can occur through mere observation of a model and that imitation of learned behaviour can occur in the absence of that model.
Huesmann et al. (2003)
Aim
to examine the longitudinal relations between TV-violence viewing at ages 6 to 10 and adult aggressive behaviour about 15 years later
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Results
Childhood exposure to media violence predicts young adult aggressive behavior for both males and females. Identification with aggressive TV characters and perceived realism of TV violence also predict later aggression.
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Strengths/limitations
Controlled variables, high ecological validity
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