Reading: Hock 12 - See Aggression…Do Aggression!
Reading: Hock 12 - See Aggression…Do Aggression! APSY.UE.0002
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This 3 page Class Notes was uploaded by Brianda Hickey on Monday April 4, 2016. The Class Notes belongs to APSY.UE.0002 at NYU School of Medicine taught by Adina Schick, in Spring 2016. Since its upload, it has received 39 views. For similar materials see INTRODUCTION TO PSYCHOLOGY AND ITS PRINCIPLES in Psychlogy at NYU School of Medicine.
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Date Created: 04/04/16
Reading: Hock 12 - See Aggression…Do Aggression! Why do people engage in acts of aggression? Albert Bandura social learning theory: human interaction is the primary factor int he development of human personality believed behavior can be shaped in important ways through simply observing and imitating the behavior of others Theoretical Propositions exposed children to adults models who behaved in either aggressive or nonaggressive ways Then, children tested in a new situation w/out model present to determine to what extent they would imitate the acts of aggression observed Formed 4 Predictions: 1. Children observing aggressive behavior would imitate the adult and engage in similar aggressive behaviors 2. Children exposed to nonaggressive models would be less aggressive and those who observed the aggression and would be signiﬁcantly less aggressive than a control group of children who were exposed to no model at all 3. Participants would imitate the behavior of the same-sex model to a greater degree than a model of the opposite sex 4. boys would be more predisposed than girls toward imitating aggression Methods Participants 36 boys 36 girls age from 3 - 6 years old Experimental Conditions Control group (24 children) exposed to no model 24 children = nonaggressive models 24 children = aggressive model Groups exposed to model were further divided: Each group separated to boys and girls each semi-group divided so half of children were exposed to same-sex models and held to opposite-sex models 8 Experimental groups & 1 control group Children were pretested for rates of aggression - ratings allowed researchers to match all the groups in terms of average aggression level The Experimental Procedure Each child exposed individually to the various experimental procedures First, experimenter brought the child to the playroom on way, they encountered the model who invited the experimenter to join in the game Child was seated in one corner of the playroom at a table containing highly interesting activities Adult model taken to a table in a diﬀerent corner containing a Tinker-toy set, a mallet, and an inﬂatable 5 foot tall Bobo doll Experimenter explained these toys were for model to play with and left the room For both aggressive and nonaggressive conditions, the model began assembling the tinker toys Aggressive condition: after a minute, the model attacked the Bobo doll with violence Nonaggressive condition: model completely ignored the Bobo doll Process took about 10 minutes, after which the experimenter came back, took the child to another game room Arousal of Anger or Frustration Following the 10-minute play period - all children were taken to another room that contained very attractive toys They were allowed to begin playing with toys, after a short time, however, the researchers told them the toys were reserved for other children triggering anger/frustration Told the children they can play with toys in the next room Test for Imitation of Aggression Final room was ﬁlled with both aggressive and nonaggressive toys Aggressive: Bobo Doll, mallet, dart guns etc Nonaggressive: ball, dolls, cars and trucks, crayons and paper etc Each child was allowed to play in room for 20 minutes Judges behind a one-way mirror rated the child’s behavior on several measures of aggression Measures of Aggression 8 diﬀerent responses were measured in children’s behavior 4 major behaviors recorded: 1. acts that imitated the physical aggression of the model 2. imitation of the model’s verbal aggression 3. mallet aggression 4. non imitative aggression was documented by tabulating all the children’s acts of physical and verbal aggression that had not been performed by the adult model Results 3 of 4 hypotheses presented by Bandura were supported Children who were exposed to the violent models tended to imitate the exact violent aggression they observed The model’s verbally aggressive behaviors were imitated The speciﬁc acts of physical and verbal aggression were virtually never observed int eh participants exposed tot he nonaggressive models or in the control group that was not exposed to any model results were so inconsistent in relation to the aggression-inhibiting eﬀect of nonaggressive models that they were inconclusive Predicted gender diﬀerences were strongly supported Boy’s violent behavior was inﬂuenced more by the aggressive male model than by the aggressive female model In same-sex aggressive conditions, girls were more likely to imitate verbal aggression, while boys were more inclined to imitate physical violence Boys were signiﬁcantly more physically aggressive than girls in nearly all the conditions
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