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Bandura et al. (1961), Huesmann et al. (2003) - Coggle Diagram
Bandura et al. (1961)
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Results and implications
Implications
The results implied that social-learning had taken place and that the gender of the models affected the actions of the children
Results
The children in Group 1 were observed to be more aggressive than the children in Group 2 and 3. The children were observed to often reenact the behaviour that the model expressed. Differences in boys and girls were observed aswell. The boys were observed to imitate more of the physical-aggression and were more likely to imitate the actions of the models of the same gender. There was no observed difference in regard to verbal-aggression.
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Procedure
The boys and girls were equally divided into 3 groups and were led one by one into a room, in which they were allowed to play for 10 minutes, during this time they were observed through one-way glass.
- The children in group 1 (consisting of 24 children, 12 boys and 12 girls) were shown a video of a male or female model acting aggressively toward a Bobo Doll, before being allowed in the room with the toys. The model in the video attacked the doll in various ways, including but not limited to, punching it, hitting it with a rubber mallet and kicking it. The model also verbally expressed aggression through phrases such as, 'Pow!', 'Sock him in the nose!' and 'Hit him down!'
- The children in group 2 (consisting of 24 children, 12 boys and 12 girls) watched a video of a non-aggressive model playing with toys.
- The children in group 3 (consisting of 24 children, 12 boys and 12 girls) were the control group, they were not shown any video before entering.
Method
Design: Matched pairs.
Sampling: Purposive, consisted of 36 boys and 36 girls, all between the ages of 3 and 6
Huesmann et al. (2003)
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Procedure
The researchers asked four questions:
- To what extent does early childhood exposure to media violence predict young adult aggression and violence?
- Are there gender differences in the predictability?
- Does the extent to which the child viewer identifies with the aggressive character or believes the plot is realistic affect the strength of the prediction?
- To what extent does any long-term relation seem to be due to more aggressive children simply liking to watch violence, or due to some environmental, family, or personal 'third variable' that stimulates both childhood violence viewing and childhood and adult aggression?
Method
Design: Longitudinal study / Interviews
Sampling: Purposive, consisted of 557 children growing up in the Chicago area, then later the same children were interviewed as adults.
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Results and implications
Implications
Social learning appeared to be the reason for the correlation between aggressive behaviour in young adulthood and TV-violence viewing. There gender of the participants did not seem to play a role
Results
Both male and female participants had a correlation between childhood TV-violence viewing and adulthood aggression. Children who saw TV-violence as a reflection of real-life and who identified more with aggressive same-sex characters significantly correlated with adulthood aggression.