Edexcel GCSE (9-1) Psychology- Studies
Bandura, Ross and Ross (1961) Aims - ANS- > To see if children imitate aggression that
was role-played by an adult.
> Interested to see whether sex of model and child would be an important factor in
imitation.
Bandura, Ross and Ross (1961) Conclusion - ANS- > Children learn through observation
in the absence of reinforcement, provided evidence for SLT.
> Children learn aggression through adult role models particularly if of same sex.
Bandura, Ross and Ross (1961) Findings - ANS- > Children exposed to aggressive role
model were more aggressive. Suggests children imitate aggression. Both physical and
verbal, some was non-imitative suggesting they were finding their own ways of being
aggressive.
> More likely to copy same sex model.
> Girls spent more time playing with the dolls or tea sets and boys with guns.
Bandura, Ross and Ross (1961) Procedure - ANS- > 36 girls, 36 boys about aged 4
> Divided into 8 groups of 6 and 1 control group of 24
> Each group was taken to a room with toys and then told they couldn'y play with the
toys and had to go in the next room (to make them angry)
> Some had a male role model, some female but they either acted aggressively or not
towards a bobo doll and then they left the room and the imitative aggressive behaviours
of the children were recorded.
Bandura, Ross and Ross (1961) Strengths - ANS- > Standardised procedure meaning
that all children experienced the same situation and this makes the study replicable and
should have resulted in reliable findings.
> Children were matched in groups according to their normal levels of aggression to
assure that they weren't just naturally a more aggressive group.
, Bandura, Ross and Ross (1961) Weaknesses - ANS- > Ethics- deliberately exposed
children to aggression and could not predict the long term effects on the children and
therefore not protecting the participants.
> Unfamiliar environment, could have guessed aims and one child said 'That's the man
we were supposed to copy' meaning that they believed that they were supposed to copy
and not act on their own. Responding to demand characteristics.
Bartlett (1932) War of the Ghosts Aims - ANS- > Test nature of reconstructive memory
using an unfamiliar story.
> See whether personal schemas influence what is remembered.
Bartlett (1932) War of the Ghosts Conclusion - ANS- > Bartlett interpreted results as
evidence for the active and constructive nature of memory.
> The story was not recalled wholly or accurately and participants omitted details that did
not fit their schema & some details were altered by the influence of their schema.
Bartlett (1932) War of the Ghosts Findings - ANS- > Used qualitative analysis to look for
and interpret changes to story.
> Repeated reproduction followed a similar form meaning that the theme or outline of the
first reproduction tended to remain in later reproductions.
> For both types of recall participants tended to make sense of the story by giving it
meaning. This resulted in addictions or changes including giving reasons for events.
This is called rationalisation.
> Participants tended to leave out unfamiliar or unpleasant details, particularly the
unfamiliar place names. Lots of people familiarised and simplified.
Bartlett (1932) War of the Ghosts Procedure - ANS- > Asked to read story twice then
asked to recall it.
> Bartlett used serial reproduction and repeated reproduction to test the recall of the
story.
> For serial reproduction, participants were asked to read the story then retell to other
participants 15-30 mins later. Then the second told third etc.
> For repeated reproduction the participants were asked to read the story then write
down what they could remember 15 minutes later. They were asked again several days
months and years after.
Bandura, Ross and Ross (1961) Aims - ANS- > To see if children imitate aggression that
was role-played by an adult.
> Interested to see whether sex of model and child would be an important factor in
imitation.
Bandura, Ross and Ross (1961) Conclusion - ANS- > Children learn through observation
in the absence of reinforcement, provided evidence for SLT.
> Children learn aggression through adult role models particularly if of same sex.
Bandura, Ross and Ross (1961) Findings - ANS- > Children exposed to aggressive role
model were more aggressive. Suggests children imitate aggression. Both physical and
verbal, some was non-imitative suggesting they were finding their own ways of being
aggressive.
> More likely to copy same sex model.
> Girls spent more time playing with the dolls or tea sets and boys with guns.
Bandura, Ross and Ross (1961) Procedure - ANS- > 36 girls, 36 boys about aged 4
> Divided into 8 groups of 6 and 1 control group of 24
> Each group was taken to a room with toys and then told they couldn'y play with the
toys and had to go in the next room (to make them angry)
> Some had a male role model, some female but they either acted aggressively or not
towards a bobo doll and then they left the room and the imitative aggressive behaviours
of the children were recorded.
Bandura, Ross and Ross (1961) Strengths - ANS- > Standardised procedure meaning
that all children experienced the same situation and this makes the study replicable and
should have resulted in reliable findings.
> Children were matched in groups according to their normal levels of aggression to
assure that they weren't just naturally a more aggressive group.
, Bandura, Ross and Ross (1961) Weaknesses - ANS- > Ethics- deliberately exposed
children to aggression and could not predict the long term effects on the children and
therefore not protecting the participants.
> Unfamiliar environment, could have guessed aims and one child said 'That's the man
we were supposed to copy' meaning that they believed that they were supposed to copy
and not act on their own. Responding to demand characteristics.
Bartlett (1932) War of the Ghosts Aims - ANS- > Test nature of reconstructive memory
using an unfamiliar story.
> See whether personal schemas influence what is remembered.
Bartlett (1932) War of the Ghosts Conclusion - ANS- > Bartlett interpreted results as
evidence for the active and constructive nature of memory.
> The story was not recalled wholly or accurately and participants omitted details that did
not fit their schema & some details were altered by the influence of their schema.
Bartlett (1932) War of the Ghosts Findings - ANS- > Used qualitative analysis to look for
and interpret changes to story.
> Repeated reproduction followed a similar form meaning that the theme or outline of the
first reproduction tended to remain in later reproductions.
> For both types of recall participants tended to make sense of the story by giving it
meaning. This resulted in addictions or changes including giving reasons for events.
This is called rationalisation.
> Participants tended to leave out unfamiliar or unpleasant details, particularly the
unfamiliar place names. Lots of people familiarised and simplified.
Bartlett (1932) War of the Ghosts Procedure - ANS- > Asked to read story twice then
asked to recall it.
> Bartlett used serial reproduction and repeated reproduction to test the recall of the
story.
> For serial reproduction, participants were asked to read the story then retell to other
participants 15-30 mins later. Then the second told third etc.
> For repeated reproduction the participants were asked to read the story then write
down what they could remember 15 minutes later. They were asked again several days
months and years after.
