A-Level Psychology (OCR) – Bandura et al. (1961): transmission of aggression

8.2 - Bandura et al. (1961): Transmission of Aggression

4 min

The concept of social learning theory and its role in behaviour development

Social learning theory (SLT) is a framework that explains how human behaviour is shaped through a continuous interaction between cognitive processes, behavioural actions, and environmental influences.

Key aspects of imitation and vicarious reinforcement

Within the framework of social learning theory, imitation and vicarious reinforcement are critical mechanisms through which behaviours are learned and reinforced, especially in children.

Mechanisms of behaviour acquisition

Imitation - This involves replicating behaviours observed in others, often referred to as observational learning.
Vicarious reinforcement - Behaviours can be strengthened indirectly by witnessing others being rewarded for their actions.

Bandura et al. (1961) study on the transmission of aggression

One of the most influential studies supporting social learning theory is the experiment conducted by Bandura and colleagues in 1961. This research focused on how children learn aggressive behaviours through observation.

Aim and hypotheses of the study

Primary aim - To show that learning can happen purely through observing a model and that children can imitate learned behaviours even when the model is no longer present.
Key hypotheses:
- Children exposed to aggressive models will display more imitative aggressive acts compared to those shown non-aggressive models or no models at all.
- Children exposed to non-aggressive models will exhibit less aggressive behaviour than those in the aggressive or control groups.
- Boys will demonstrate more imitative aggression than girls.
- Children will be more likely to imitate behaviours of a same-sex model compared to an opposite-sex model.

Method and design of the experiment

Research method - A laboratory experiment using an independent measures design with matched participants to control for pre-existing differences in aggression levels.
Participants - 72 children (36 boys and 36 girls) aged between 37 and 69 months, with an average age of 52 months. They were matched based on prior ratings of aggressiveness.
Independent variables:
- Whether the child observed an aggressive model, a non-aggressive model, or no model (control group).
- The sex of the model (male or female).
- The sex of the child (boy or girl).
Dependent variable - The level of imitative behaviour and aggression displayed by the child, measured through observations of physical aggression, verbal aggression, non-aggressive acts, and partially imitative behaviours.
Procedure:
- Phase 1: Observation - Children in experimental groups watched an adult model either behaving aggressively towards a Bobo doll or playing quietly in a non-aggressive manner.
- Phase 2: Aggression arousal - Children were briefly allowed to play with appealing toys, which were then taken away to mildly frustrate them.
- Phase 3: Testing - Children were placed in a room with both aggressive and non-aggressive toys and observed for 20 minutes to record their behaviour.

Findings and conclusions from Bandura's research on observational learning

Key results from the experiment

Impact of aggressive models - Children who observed aggressive models displayed significantly more imitative aggressive behaviours compared to those who saw non-aggressive models or were in the control group.
Influence of same-sex models - Children were more likely to replicate behaviours shown by models of the same sex.
Effect of model gender - Male models had a stronger influence on children's behaviour than female models.
Gender differences in aggression - Boys exhibited more imitative physical aggression than girls.

Conclusions drawn from the study

Learning through observation - Children can learn and imitate behaviours, both aggressive and non-aggressive, simply by watching others, even when the model is no longer present.
Role of gender in imitation - Male models, and masculine-typed behaviours such as physical aggression, have a greater impact on children's learning.
Same-sex influence - Children are more inclined to mimic verbal and physical behaviours from models of the same sex.
Support for social learning theory - The study confirms that external influences, through observation and imitation, are crucial in shaping children's behaviour.

Key aspects of imitation and vicarious reinforcement

Within the framework of social learning theory, imitation and vicarious reinforcement are critical mechanisms through which behaviours are learned and reinforced, especially in children.

Mechanisms of behaviour acquisition

Imitation - This involves replicating behaviours observed in others, often referred to as observational learning.

Vicarious reinforcement - Behaviours can be strengthened indirectly by witnessing others being rewarded for their actions.

Bandura et al. (1961) study on the transmission of aggression

Aim and hypotheses of the study

Primary aim - To show that learning can happen purely through observing a model and that children can imitate learned behaviours even when the model is no longer present.

Key hypotheses:

Children exposed to aggressive models will display more imitative aggressive acts compared to those shown non-aggressive models or no models at all.
Children exposed to non-aggressive models will exhibit less aggressive behaviour than those in the aggressive or control groups.
Boys will demonstrate more imitative aggression than girls.
Children will be more likely to imitate behaviours of a same-sex model compared to an opposite-sex model.

Method and design of the experiment

Research method - A laboratory experiment using an independent measures design with matched participants to control for pre-existing differences in aggression levels.

Participants - 72 children (36 boys and 36 girls) aged between 37 and 69 months, with an average age of 52 months. They were matched based on prior ratings of aggressiveness.

Independent variables:

Whether the child observed an aggressive model, a non-aggressive model, or no model (control group).
The sex of the model (male or female).
The sex of the child (boy or girl).

Dependent variable - The level of imitative behaviour and aggression displayed by the child, measured through observations of physical aggression, verbal aggression, non-aggressive acts, and partially imitative behaviours.

Procedure:

Phase 1: Observation - Children in experimental groups watched an adult model either behaving aggressively towards a Bobo doll or playing quietly in a non-aggressive manner.
Phase 2: Aggression arousal - Children were briefly allowed to play with appealing toys, which were then taken away to mildly frustrate them.
Phase 3: Testing - Children were placed in a room with both aggressive and non-aggressive toys and observed for 20 minutes to record their behaviour.

Findings and conclusions from Bandura's research on observational learning

Key results from the experiment

Impact of aggressive models - Children who observed aggressive models displayed significantly more imitative aggressive behaviours compared to those who saw non-aggressive models or were in the control group.

Influence of same-sex models - Children were more likely to replicate behaviours shown by models of the same sex.

Effect of model gender - Male models had a stronger influence on children's behaviour than female models.

Gender differences in aggression - Boys exhibited more imitative physical aggression than girls.

Conclusions drawn from the study

Learning through observation - Children can learn and imitate behaviours, both aggressive and non-aggressive, simply by watching others, even when the model is no longer present.

Role of gender in imitation - Male models, and masculine-typed behaviours such as physical aggression, have a greater impact on children's learning.

Same-sex influence - Children are more inclined to mimic verbal and physical behaviours from models of the same sex.

Support for social learning theory - The study confirms that external influences, through observation and imitation, are crucial in shaping children's behaviour.