Bandura

TMA 01 Part 1.

In 1963 the Bandura et al experiment was conducted. This was to examine the effect media violence, and social learning has on children.
In this experiment there were five groups made up equal number of both genders.
Four groups were shown either a live or filmed model acting aggressively towards a doll. The fifth group, the control group, were not. For reference the importance of the control group for Bandura was to:

A.) add significance and understanding on the influences model and violence had on child's behaviour.
B.) in order to compare findings to children's behaviour absent of it.

After the demo all the children were given a selection of toys. Their findings were as follows:

All the children who witnessed a model - be it live or filmed, were then more aggressive in subsequent play.

In both genders, the aggression levels were further increased if the model witnessed was of the same gender as themselves.

An increase in aggression was witnessed in the filmed model category, however in both sexes higher uptake was witnessed after the live model demonstrations.

Male children had the highest aggression score overall, with much higher non imitive scores than the girls in every category.

From this we conclude that exposure to violence influences the aggressive behaviour displayed by children.

TMA 01 Part 2
This report aims to give the reader a better understanding of the direct link between social learning and the way it influences and affects children's behaviour.
Research conducted by Bandura et al gives us a greater insight in to this.

In 1963 psychologists A Bandura and Ross and Ross decided to hold a series of experiments to get a more in depth view of social learning and to try and conclude whether children imitated aggressive acts once they had observed them.
He also wanted to know if gender would affect the outcome of their results; and whether or not children would be more likely to imitate a live person or one depicted on a screen.
This would help us to understand the effects violence in the media and computer games have on a young child's behaviour.
They did this by studying the affects media and live model demonstrations had on a group of children aged between 3 to 6 years old.
The children were split into four equal groups, consisting equally of both genders.

Group 1: Observed a live model behaving aggressively towards a Bobo doll.

Group 2: Observed a film of the live model behaving aggressively towards a Bobo doll.

Group 3: Observed a film of a 'fantasy figure' (cartoon) behaving aggressively towards a Bobo doll.

Group 4: Did not observe any aggressive behaviour towards a doll. This was to act as the control group to which the other 3 groups would be compared.

Afterwards each of the four groups were taken to a room full of toys. However, every time a child started to play with a toy, the experimenters would step in and tell them that those toys were the best toys and therefore being saved for other children. This was done to instigate aggression.
The children would then be taken to a final room for approximately 20 minutes, and allowed to play freely with all the toys; which consisted of non aggressive toys, as well as the Bobo doll, mallet, gun and punch ball.

This was done to see to what degree the children would then copy their models aggressive behaviour. The experiment is now referred to as the 'Bobo doll studies'.

Results as follows:

Type of aggression/ Gender Live model female Live model male Filmed Female Filmed Male Control
Imitative aggression girls 19.2 9.2 10.0 8.0 1.8
Imitative aggression boys 18.4 38.4 34.3 13.3 3.9
Non Imitative aggression girls 27.6 24.9 24.0 34.3 17.8
Non Imitative aggression boys 35.5 48.6 46.8 31.8 40.4
The findings show us that groups 1-3 all had much higher aggression scores than the control group 4 - thereby confirming a direct link between what children see and then what is imitated.
We also see and appreciate that gender plays a part in influencing behaviour - children gender associating consciously/subconsciously and more inclined to thus imitate behaviours seen by same sex.
All of the boys ( including control group) scored higher than their female counterparts in aggression levels. This suggests boys are more easily influenced, and possibly naturally more aggressive in nature.
Finally we realise, that after witnessing violence, the children's non imitative scores are very high - so even if a child does not copy a violent scene exactly as seen, they will be more inclined to violent tendencies and showings of aggression as a result. The scene does indeed have an impact on a child.

Although this study was conducted 50 years ago, it is still relevant today. Children learn through observation and imitation; and after witnessing acts of violence and aggression, they have a higher level of anger and violent aggression for a short while.

One could argue that Banduras experiment was unethical on the basis that prior to this experiment we had no knowledge of how this study would effect the children once they left the controlled environment, or even if their parents were fully aware of the full implications of the study.

Would the children be more inclined to act in aggressive manor after witnessing acts that were unnormal to them? The fact That the children were tested after a very short time frame was a definite limitation,giving us reason to conclude that in the short term children imitate. How long this behaviour will last is not clear. The experiment gave us a clear example of cause and effect but not the hows or whys although it was our platform to the understanding we have today.
Everyday, all around them, events shape their personality and reactions both positively and negatively.

Boys are more likely to be influenced by violence than girls.

Both genders will conform to a higher degree if they are observing their own sex.

TV, Radio, video, video games, their peers and family all influence children.

Behaviour must always be monitored and direction given where necessary.

Punishment and reward should be enforced to guide children's behaviour. If a child sees there are unfavourable consequences to bad behaviour, they will be much less inclined to copy such behaviour. Equally, positive reinforcement of good behaviour is a must.

Reference: John Oates (2010) Learning from wathing in John Oates (eds)(2010) investigating Psychology, Oxford, Oxford University press.

TMA 01 Part 3

I found the fact that this assignment was a report and not an essay challenging as I was slightly unsure if my efforts would meet all the criteria. As its been a long time since I had to complete a body of work I found I needed more time and more focus than I previously did. With TMA02 I intend to start earlier and set more time aside.