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 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 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.
