Bandura et al. (1961)

1. Procedure

1.1. methodology: lab experiment

1.2. matched pairs design

1.3. children placed into threes of the same gender and randomly allocated to one of the three conditions:

1.3.1. the aggression group observed an aggressive adult model kicking, punching and shouting at a large inflatable 'Bobo' doll

1.3.2. the non-aggression group observed a non-aggressive model assembling mechanical toys

1.3.3. the control group involved no observation whilst the children were playing

1.4. the children were brought into a room with an observation and allowed to play with or without a model present

1.5. children then taken to another room where all the children were deliberately frustrated by being shown shiny new toys and told they were for other children (incited the urge to be aggressive)

1.6. children were taken into a playroom containing a range of toys including an inflatable Bobo doll - their behavior was observed via a one-way mirror - two observers were present to determine inter-rater reliability

1.7. behaviors were categorized

1.7.1. imitative aggression - sitting on Bobo and behaving aggressively or saying 'Pow' actions of the model

1.7.2. partially imitative - using a mallet and behaving aggressively on toys other than Bobo

1.7.3. non-imitative aggression - saying hostile things not said by the model. punching Bobo doll

2. Evaluation

2.1. the experiment used several measures to reduce the impact of extraneous variables

2.1.1. children taking part in each condition were matched for aggression, reducing the impact of individual differences

2.1.2. observing the children one at a time controlled for conformity effects

2.1.3. non-aggressive conditions allowed researchers to control for spontaneous aggression

2.2. the study was conducted under artificial situations

2.2.1. conducted inside a laboratory

2.2.2. situation in which aggression was measured is quite different from the typical situation in which the children might've displayed aggressive behavior towards a person

2.2.3. experimental procedure lacks mundane realism - be careful about generalizing results

3. Aim

3.1. see whether aggressive behavior could be acquired through observation of aggressive models

4. Sample

4.1. 36 boys and 36 girls

4.2. aged 3-6

5. Variables

5.1. DV: level of aggression displayed by children

5.2. IV: modelling of aggression, sex of model, same/different sex model and observer

5.3. potential confounding variable: levels of aggression - controlled by ensuring that each group contained equally aggressive children

5.3.1. (ratings of the children were determined beforehand by the experimenter who knew the children well and one of the children's teachers)

6. Findings

6.1. children that witnessed the aggressive model were likely to completely or partially imitate the aggression

6.1.1. additionally more likely to engage in non-imitative aggression

6.2. children that observed non-aggressive behavior or nothing displayed much less aggression (none in 70% of cases)

6.3. boys were more likely to imitate aggression shown by a same-sex model and more likely to imitate physical aggression overall (though not verbal aggression)

7. Application

7.1. explains how children can acquire aggressive behavior from adult models e.g. parents

7.2. as a result of the study, psychologists have a better understanding of the risk to children's development e.g. violent parents

7.3. boys are especially at risk of imitating physical aggression modelled by adult males such as their fathers

7.4. important implications in policy around custody and parental contact where fathers have had a history of violence

7.5. research demonstrates its significance in shaping discussion around social policy pertaining to the risks of child exposure to violent adult models