Describe the aim(s) + procedure of B, R + R (1961). 4 AO1

72 pps: 36 males + 36 females
Original agg levels were measured + split equally between the groups
1 group, saw a non-agge model playing w/ some toys
An experimental group watched an adult hit, kick + punch a Bobo doll
In all groups, told the toys weren't for them
Taken to another room which included a Bobo doll as well as other agge toys
Through a one-way mirror, bh, recorded

Bandura, Ross + Ross (1961)

36 boys + 36 girls
enrolled in the Stanford University Nursery School.
1 female experimenter, 1 female role model, 1 male role model
8 experimental groups, each w/ 6 pps. 1 control group = 24 pps.
Before the study, pps, experimental + control groups...?

1 experimenter + 1 nursery-school teacher, both, knew the children well. high inter-rater reliability.
1. Pps, grouped ino 3s, agg ratings... allocated randomly.
non-agge condition?

after a min of playing quietly, agge acts, carefully modelled... if, repeated later, could be observed clearly. E.g. struck, head w/ the mallet. E.g. "sock him on the nose..." E.g. non-agge comments

2. different area, told, attractive, special toys weren't for them, not allowed, play w/ them anymore... frustrated... sure, similar emotional levels before the next phase

didn't know the child or to which condition, allocated

1/3 of pps in the agge condition also imitated, non-agge responses. Non-one in the other 2 conditions, comments.

No sex differences, w/ regard to farm animals, cars, or other toys.
Non-agge condition, more time sitting quietly + not playing
Cs?

neutral people (unknown to the child. pure observational learning).
... more to imitation than identification.
Children may use...?

Male model, imitated more... sex typing: ?

certain, emotion levels, similar. told, toys weren't for them + weren't allowed to play w/ them anymore... frustrated. before the next phase, measured 3 types of imitation. care, taken, set up measurable acts, recordable. vs, isolated + operationalized, w/ controls.

lacked validity. :) realistic setting... like the nursery rooms, familiar. :( situation... adult either deliberately punched + kicked the Bobo doll, or was deliberately subdued. not a natural situation. + materials, placed in the room where the children, observed. may have though, supposed to act, doll, same way

1963?

48 boys + 48 girls
"As in the 1961 study", models: 1 male, 1 female. 1 female experimenter,
The data for the RL agg condition + for the control group condition, used from the 1961 study. just the ?

agge bh, measured in a different room, children, made mildly agge before, to play
same play materials
one-way mirror

H. Time sampling, examples. For each pp, observation lasted 20 mins + observations occurred at 5 s intervals... each pp had 240 Rs recorded. high level of agreement between the 2 observers.
R?

control group: 54
RL: 83
human film: 92
cartoon: 99

H. Both, human film condition + cartoon condition gave a lot of agg (92, + 99)... children, TV, likely, later

Cs: observing filmed agg... agg acts, children. watching agg didn't decrease agg. reject, theory, watching violence is cathartic.
the acts watched, imitated so?

:) consistency. :( importance of other cues, envi., in a more RL situation, e.g. parental disapproval + some aspect of -ve rt.

:( As w/ the 1961, + a specific sample. :) But, no evidence to say that all children wouldn't use observational learning in such situations.
:) artificial setting when their bh was being observed. no other cues to check their bh. no parents to use -ve rt. models, not punished... children might not see it as wrong. This might, not be RL agg, but modelled agg that the children thought they ought to display.
1965?

33 boys + 33 girls
randomly assigned, so... 11 boys + 11 girls in each condition
The 4 agge Rs to the Bobo doll were new.
'model rewarded' condition?

fruit juices + booklets of sticker pictures. then, told, get a sticker pic + more juice for every verbally agge or physically agge act they reproduced. then asked to 'show me what Rocky did' + if there was an imitative R, rewarded immediately. = the +ve incentive condition.

The introduction of direct rewards for imitative acts did take away the difference in the 'model punished' condition.
H. SLT. ARRM. even when rewarded for, actions, didn't do them all. likely, acts that are distinct are imitated more, + the events' sequence's complexity, affect observational learning

many vs involved in whether learning by observation is acquired or performed. e.g. model, rewarded, puni, no consequences.
direct reward overrides the impact of whether a model is rewarded, punished, no consequences.

Marks?

controlled. E.g. After 10 mins, observation w/ a bh recorded every 5s, borught fruit juices + booklets of sticker pictures. = the +ve incentive condition. But :( vs, whether, has seen the modelled acts before, cultural norms w/ regard to the bh, not controlled for

Explain 4 'agg' bhs, recorded, 1963.

(p less than or equal to 0.001)?