Kartikeya Kumar 2016CH70187

Sudhir Kumar 2016CE10263

Akash Chauhan 2016CH70189
 A. Bandura conducted many controlled
experiment studies from 1961-1963.
 These experiments collectively came to
be known as the Bobo Doll experiment.
 What makes a child aggressive?

 Is it natural or is it nurtured?

 To investigate if social behaviors (i.e.

aggression) can be acquired by
observation and imitation.
 The subjects were 48 boys and 48 girls enrolled in the Stanford
University Nursery School.
 They ranged in age from 35 to 69 months, with a mean age of 52
months.
 Two adults, a male and a female, served in the role of models
both in the real-life and the human film-aggression condition,
and one female experimenter conducted the study for all 96
children.
 Subjects were divided into three
experimental groups and one
control group of 24 subjects each.
 One group of experimental subjects
observed real-life aggressive
models.
 The second group observed these
same models portraying aggression
on film.
 The third group viewed a film
depicting an aggressive cartoon
character.
 The experimental groups were
further subdivided into male and
female subjects so that half the
subjects in the two conditions
involving human models were
exposed to same-sex models, while
the remaining subjects viewed
models of the opposite sex
 (24) Control
96 children Group

(24) Real-Life
(24) Cartoon
Aggressive
(24)Human-film aggressive
model
aggressive film
model
Male
6 boys

Male Female Female

6 girls 6 boys 6 girls Female 12 boys 12 girls
Male Male Female 6 girls
6 boys 6 girls 6 boys
 Following the exposure experience, subjects were tested for the amount of
imitative and non-imitative aggression in a different experimental setting in the
absence of the models.
 The control group subjects had no exposure to the aggressive models and were
tested only in the normal situation.
 The experimenter and a nursery school teacher rated the subjects on five-point
rating scales which measured the extent to which subjects displayed physical,
verbal aggression, and aggression inhibition(or aggression anxiety).
 The subjects were rated independently by 2 judges
Model and children in Children were given Model in the other corner The model start aggressing A sequence of physically
room. drawing materials and toys of room with BOBO doll. Bobo doll and spent the aggressive acts was
etc. remainder of the period repeated approximately
aggressing toward it, three times, with verbally
which are unlikely to be aggressive responses such
performed by children as, "Sock him in the nose
independently of the ...," "Hit him down ...,"
observation of the model's "Throw him in the air ... ,"
behavior. "Kick him ... ," and "Pow."
 The only difference was that now
there was a film playing on a
television of the same models
performing the same actions.
 The only difference now was that there
was a film playing on a television of the
same models performing the same
actions but the environment inside the
film was fantasized and the models wore
costumes.
 The degree to which a child has learned aggressive patterns of behavior through
imitation becomes most evident when the child is provoked to aggression on later
occasions.
 For this reason, the children in the experiment, both those in the control group, and
those who were exposed to the aggressive models, were mildly frustrated before
they were brought to the test room.
 Following the exposure experience, the experimenter brought the subject to a
room which contained a variety of attractive toys. The experimenter explained that
the toys were for the subject to play with, but, as soon as the subject became
sufficiently involved with the play material, the experimenter remarked that these
were her very best toys, that she did not let just anyone play with them, and that she
had decided to reserve these toys for some other children.
 However, the subject could play with any of the
toys in the next room. The experimenter and the
subject then entered the adjoining experimental
room.
 In order to minimize any influence the
experimenter’s presence might have on the
subject's behavior, the experimenter remained as
unnoticed as possible by busying herself with
paper work at a desk in the far corner of the room
and avoiding any interaction with the child.
 The experimental room contained a variety of toys,
some of which could be used in imitative or
nonimitative aggression, and others which tended to
evoke predominantly nonaggressive forms of
behavior.
 The subject spent 20 minutes in the experimental
room.
 Meanwhile their behavior was rated in terms of
predetermined response categories by judges who
observed the session through a one-way mirror in an
adjoining observation room.
 The 20-minute session was divided in 5-second
intervals.
 Imitative aggression:-acts of striking the Bobo doll with the hammer, sitting on the
doll and punching it in the nose, kicking the doll, tossing it in the air, and the
verbally aggressive responses, "Sock him," "Hit him down," "Kick him," "Throw him
in the air," and "Pow."
 Partially imitative responses:- Imitated the essential components of the model's
behavior but did not perform the complete act, or they directed the imitative
aggressive response to some object other than the Bobo doll.
 Non-imitative aggression:- Acts of punching, slapping or pushing the doll,
physically aggressive acts directed toward objects other than the Bobo doll, and
any hostile remarks except for those in the verbal imitation category; for example,
"Shoot the Bobo," "Cut him," "Stupid ball," "Knock over people," "Horses fighting,
biting.“
 Children who observed the
aggressive models made far more
aggressive responses than the other 2
groups. This was found for all 3
measures (imitative, partial and non-
imitative).
 Boys showed more physical
aggression, girls showed more verbal
aggression.
 Boys were more likely to imitate
same-sex models but both sexes
tended to imitate the same-sex
models.
 An observer's behavior can also be affected by the positive or negative
consequences of a model's behavior.
 One group saw the model’s aggression being rewarded for a “championship
performance,” another group saw the model being punished for the aggression,
and the third group saw no specific consequences (control group).
 When allowed to enter the playroom, children in the reward and control conditions
imitated more of aggressive actions of the model than did the children in the
punishment condition.
 Aggression can be preventable in primary schools, prisons etc.
 Phobia therapy - +ve/-ve reinforcement
 Media – films, computer games
 Parent training
 Because the experiment took place in a lab setting, some critics suggest that
results observed in this type of location may not be indicative of what takes place
in the real world.
 The study might suffer from selection bias. All participants were drawn from a
narrow pool of students who share the same racial and socioeconomic background.
This makes it difficult to generalize the results to a larger, more diverse population.
 Since data was collected immediately, it is also difficult to know what the long-term
impact might have been.
 Acting violently toward a doll is a lot different than displaying aggression or
violence against another human being in a real world setting.
 It has also been suggested that children were not actually motivated to display
aggression when they hit the Bobo doll; instead, they may have simply been trying
to please the adults.
 Some critics argue that the study itself is unethical. By manipulating the children
into behaving aggressively, they argue, the experimenters were essentially
teaching the children to be aggressive
 https://www.kreatifbiri.com/bobo-doll-haciyatmaz-deneyi-siddet-ogrenilir-mi-
yoksa-dogustan-mi-gelir/
 https://upload.wikimedia.org/wikipedia/en/2/21/Bandura_Bobo_doll_experiment
s_video_stills.jpg
 https://en.wikipedia.org/wiki/Albert_Bandura
 ORIGINAL PAPRER OF BOBO DOLL.