Name: TRANSMISSION OF AGGRESSION THROUGH IMITATION OF AGGRESSIVE MODELS
Uploaded: 2024-10-31
Duration: 14 min 43 s
Description: TRANSMISSION OF AGGRESSION THROUGH IMITATION OF AGGRESSIVE MODELS.

TRANSMISSION OF AGGRESSION THROUGH IMITATION OF AGGRESSIVE MODELS. 

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TRANSMISSION OF AGGRESSION THROUGH IMITATION OF AGGRESSIVE MODELS

ALBERT BANDURA, DOROTHEA ROSS, AND SHEILA A. ROSS (1961) Stanford University

[image] Social Learning Theory Psya3 Aggression AQA Psychology

LESSON OBJECTIVES. At the end of the teaching program, you must be able to: State the aim of the lesson Describe the sample and sampling technique Describe the procedures in correct order Identify the behaviours observed Explain the research design and methods Analyse the different stages of observation State the results and findings Make a conclusion Evaluate the study. 

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At the end of the teaching program, you must be able to: State the aim of the lesson Describe the sample and sampling technique Describe the procedures in correct order Identify the behaviours observed Explain the research design and methods Analyse the different stages of observation State the results and findings Make a conclusion Evaluate the study

VOCABULARY. Imitative behaviour Non-imitative behaviour Model Imitating subject Aggression arousal Delayed imitation Response measure. 

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Imitative behaviour Non-imitative behaviour Model Imitating subject Aggression arousal Delayed imitation Response measure

BACKGROUND OF STUDY AND OVERVIEW. A previous study, designed to account for the phenomenon of identification in terms of incidental learning, demonstrated that children readily imitated behavior exhibited by an adult model in the presence of the model. A series of experiments have shown that mere observation of responses of a model has a facilitating effect on subjects' reactions in the immediate social influence setting. While these studies provide convincing evidence for the influence and control exerted on others by the behavior of a model, a more crucial test of imitative learning involves the generalization of imitative response patterns to new settings in which the model is absent.. 

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A previous study, designed to account for the phenomenon of identification in terms of incidental learning, demonstrated that children readily imitated behavior exhibited by an adult model in the presence of the model. A series of experiments have shown that mere observation of responses of a model has a facilitating effect on subjects' reactions in the immediate social influence setting. While these studies provide convincing evidence for the influence and control exerted on others by the behavior of a model, a more crucial test of imitative learning involves the generalization of imitative response patterns to new settings in which the model is absent.

BACKGROUND OF STUDY AND OVERVIEW. In the experiment reported by Bandura et al. (1961), children were exposed to aggressive and non-aggressive adult models and were then tested for amount of imitative learning in a new situation in the absence of the model. According to the prediction, subjects exposed to aggressive models would reproduce aggressive acts resembling those of their models and would differ in this respect both from subjects who observed nonaggressive models and from those who had no prior exposure to any models.. 

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In the experiment reported by Bandura et al. (1961), children were exposed to aggressive and non-aggressive adult models and were then tested for amount of imitative learning in a new situation in the absence of the model.  According to the prediction, subjects exposed to aggressive models would reproduce aggressive acts resembling those of their models and would differ in this respect both from subjects who observed nonaggressive models and from those who had no prior exposure to any models.

HYPOTHESIS. Subject exposed to aggressive model would reproduce aggressive acts resembling those of their models compared to subjects in non-aggressive and no-model condition. If a behaviour is not observed, it cannot be imitated. Boys will copy male model more than female and girls will copy a female model more than a male model. Boys will be more likely to copy aggression than girls.. 

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Subject exposed to aggressive model would reproduce aggressive acts resembling those of their models compared to subjects in non-aggressive and no-model condition. If a behaviour is not observed, it cannot be imitated. Boys will copy male model more than female and girls will copy a female model more than a male model. Boys will be more likely to copy aggression than girls.

AIMS OF STUDY. To investigate whether a child would learn aggression by observing a model and would imitate the behaviour in the absence of the model To investigate whether the gender of the model influence the child in imitating aggressive behaviour.. 

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To investigate whether a child would learn aggression by observing a model and would imitate the behaviour in the absence of the model To investigate whether the gender of the model influence the child in imitating aggressive behaviour.

VARIABLES. Independent Variables Dependent Variables IV1: Model type: Aggressive Non-aggressive No model Amount of behaviours observed in 8 categories IV2: Gender of model - male or female IV3: Gender of child - male or female. 

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Independent Variables Dependent Variables IV1: Model type: Aggressive Non-aggressive No model


 Amount of behaviours observed in 8 categories IV2:  Gender of model - male or female
 IV3: Gender of child - male or female

Short Answer submission from Fikriyeah. “. Matched-pair design : When the participants have similar backgrounds in terms of age, and life-style or more, they are placed into one group of the same characteristic, it is easier to compare the results for each of the IV. Independent Measure Design : One participant from each matched pairs groups will be placed into either one three groups; aggressive, non aggressive, or no model, throughout the experiment. If the researchers use Repeated Measure Design, the children who had an aggressive model when put into no model, there will be practice effect because they are still under the influence of the previous model. Same goes for non aggressive to no model.. 

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Matched-pair design : When the participants have similar backgrounds in terms of age, and life-style or more, they are placed into one group of the same characteristic, it is easier to compare the results for each of the IV. 
 Independent Measure Design : One participant from each matched pairs groups will be placed into either one three groups; aggressive, non aggressive, or no model, throughout the experiment. 
 If the researchers use Repeated Measure Design, the children who had an aggressive model when put into no model, there will be practice effect because they are still under the influence of the previous model. Same goes for non aggressive to no model.

Short Answer submission from zah. “. Independent Measures Design is different groups of children are exposed to different IVs. Matched pairs design is when 2 participants have same characteristics based on ethnicity, age, background. They will be assigned in different groups according to different levels of iv. With that, one participant will be exposed to aggression behaviour whereas another participant is not exposed to aggression behaviour.. 

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Independent Measures Design is different groups of children are exposed to different IVs. 
 Matched pairs design is when 2 participants have same characteristics based on ethnicity, age, background. They will be assigned in different groups according to different levels of iv. With that, one participant will be exposed to aggression behaviour whereas another participant is not exposed to aggression behaviour.

Short Answer submission from uiz. “. why Independent measure design? Because the participant(children) are doing different condition randomly or act as their model. Why matched pair? children must have the same characteristic such as age, gender, IQ and etc. model must have the same characteristic for both gender so children for both gender can observe which will have social influence.(gender bias). 

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why Independent measure design? Because the participant(children) are doing different condition randomly or act as their model. Why matched pair? children must have the same characteristic such as age, gender, IQ and etc. model must have the same characteristic for both gender so children for both gender can observe which will have social influence.(gender bias)

Short Answer submission from dhia. “. Matched pair - to create comparable results between male and female participants, participants must have similar criteria (ex. Age, background) IMD- according to the IV 1. 

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Matched pair - to create comparable results between male and female participants, participants must have similar criteria (ex. Age, background)  IMD- according to the IV 1

Short Answer submission from Mina. “. mina and liana - matched pair bc in one pair there is one male and one female children. independent - types of behaviours demonstrated by model.. 

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mina and liana - matched pair bc in one pair there is one male and one female children. independent -  types of behaviours demonstrated by model.

Short Answer submission from Nisa. “. Matched pair: 2 participants of having the same age and background (eg: strict parents, parents with anger issues). Then both are exposed to different acts of aggression and non. aggression. Then they are compared. Independent: Each participant only has to go to one room to be examined.. 

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Matched pair: 2 participants of having the same age and background (eg: strict parents, parents with anger issues). Then both are exposed to different acts of aggression and non. aggression. Then they are compared. 
 Independent: Each participant only has to go to one room to be examined.

RESEARCH METHODS & DESIGN. Lab experiment using observation Matched-pair design Independent group design. 

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Lab experiment using observation Matched-pair design Independent group design

Activity:  Justify the matched-pair and independent group design

SAMPLE. The subjects were 36 boys and 36 girls enrolled in the Stanford University Nursery School. Opportunity sampling. They ranged in age from 37 to 69 months, with a mean age of 52 months. Two adults, a male and a female, served in the role of model, and one female experimenter conducted the study for all 72 children.. 

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The subjects were 36 boys and 36 girls enrolled in the Stanford University Nursery School.  Opportunity sampling. They ranged in age from 37 to 69 months, with a mean age of 52 months. Two adults, a male and a female, served in the role of model, and one female experimenter conducted the study for all 72 children.

RESEARCH DESIGN. Subjects were divided into eight experimental groups of six subjects each and a control group consisting of 24 subjects. Half the experimental subjects were exposed to aggressive models and half were exposed to non-aggressive models. These groups were further subdivided into male and female subjects. Half the subjects in the aggressive and nonaggressive conditions observed same-sex models, while the remaining subjects in each group viewed models of the opposite sex. The control group had no prior exposure to the adult models and was tested only in the generalization situation.. 

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Subjects were divided into eight experimental groups of six subjects each and a control group consisting of 24 subjects.  Half the experimental subjects were exposed to aggressive models and half were exposed to non-aggressive models. These groups were further subdivided into male and female subjects. Half the subjects in the aggressive and nonaggressive conditions observed same-sex models, while the remaining subjects in each group viewed models of the opposite sex.  The control group had no prior exposure to the adult models and was tested only in the generalization situation.

RESEARCH DESIGN. Before the experiment, subject and controls were matched on their level of aggression because Bandura et al. thought that aggression level would be correlated to readiness to when children imitate aggressive behaviour. 51 subjects were independently rated on four five-point rating scales by the experimenter and a nursery school teacher (inter-rater reliability), both of whom were well acquainted with the children. These scales measured the extent to which subjects displayed physical aggression, verbal aggression, aggression toward inanimate objects, and aggressive inhibition. The aggression score had high reliability score of r=0.89.. 

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Before the experiment, subject and controls were matched on their level of aggression because Bandura et al. thought that aggression level would be correlated to readiness to when children imitate aggressive behaviour. 51 subjects were independently rated on four five-point rating scales by the experimenter and a nursery school teacher (inter-rater reliability), both of whom were well acquainted with the children. These scales measured the extent to which subjects displayed physical aggression, verbal aggression, aggression toward inanimate objects, and aggressive inhibition. The aggression score had high reliability score of r=0.89.

Allocation of Participants in Experiment Conditions. 

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Allocation of Participants in Experiment Conditions

Condition/ Group Model Gender of Model Gender of Children Number of Children 1 Aggressive Male Male 6 2

 Female 6 3
 Female Male 6 4

 Female 6 5 Non-Aggressive Male Male 6 6

 Female 6 7
 Female Male 6 8

 Female 6 Control None n/a Male and female 24

REPORT BANDURA IN YOUR OWN VERSION. Short Answer. 

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Short Answer submission from dhabitah. “. firstly the child qould be brought to the experimental room and on their way, the child met the model in the hallways. after that the researcher askes the model to join them in the room to play a game for 10 minutes. the researcher then would show the child how to design a pocture using potato prints in the corner of the room. after the child is settled, the researcher brings the model to the opposite side of the corner the room that has a 5 feet bobo doll. then both the child and the model would play with their own toys.. 

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firstly the child qould be brought to the experimental room and on their way, the child met the model in the hallways. after that the researcher askes the model to join them in the room to play a game for 10 minutes. the researcher then would show the child how to design a pocture using potato prints in the corner of the room. after the child is settled, the researcher brings the model to the opposite side of the corner the room that has a 5 feet bobo doll. then both the child and the model would play with their own toys.

Short Answer submission from ZahZah. “. Stage 1: The child enters the first room for 10 minutes with the researcher and model. They did a little activity that involves crafting. Then, the researcher left and the model was left alone with the child. The model then aggressively hits the 5m Bobo doll, throw it in the air, punch it, and let the child watch. Stage 2: The researcher came back and took the child out of the first room. At the second room that was filled with fun toys like a dollhouse, as the child almost went to play with the dollhouse, the researcher told the child that the toys were special toys and not all children can play with them, only saving the toys for other children later. This was done to trigger the child’s emotions Stage 3: The child was brought into another room with a lot of toys and a 3m bobo doll, and the researcher sat in the corner doing some paperwork, not bothering the child and vice versa. However, another researcher was observing the child’s behaviour whether they would imitate the model’s behaviour via a one way mirror. 

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Stage 1: The child enters the first room for 10 minutes with the researcher and model. They did a little activity that involves crafting. Then, the researcher left and the model was left alone with the child. The model then aggressively hits the 5m Bobo doll, throw it in the air, punch it, and let the child watch. 
 Stage 2: The researcher came back and took the child out of the first room. At the second room that was filled with fun toys like a dollhouse, as the child almost went to play with the dollhouse, the researcher told the child that the toys were special toys and not all children can play with them, only saving the toys for other children later. This was done to trigger the child’s emotions 
 Stage 3: The child was brought into another room with a lot of toys and a 3m bobo doll, and the researcher sat in the corner doing some paperwork, not bothering the child and vice versa. However, another researcher was observing the child’s behaviour whether they would imitate the model’s behaviour via a one way mirror

Short Answer submission from slysca. “. in stage 1, the child(participant) meets the model with the presence of the researcher. The researcher leads them to room 1 where there is a bobo doll and mallet, gun toy etc on table. The researcher told the model what to do then left the room leaving the model and the child alone. The child and the model mind their own business. The model hit the bobo doll, throw it in air and other more actions. Each actions, are done 3 times. Meanwhile, the child is watching what the model is doing. Then the researcher enter the room, calling the child for the stage 2. In stage 2, the researcher lead the child to another room where there r crayons, toys and etc for them to play but then they were told its for another child to play. The purpose of this is to arouse their aggression. Then the child is lead to another room, which this is stage 3, where there is bobo doll and guns, mallets and etc. The child is playing with the presence of the researcher in the corner doing paperwork in these same room. This is where the observation starts.. 

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in stage 1, the child(participant) meets the model with the presence of the researcher. The researcher leads them to room 1 where there is a bobo doll and mallet, gun toy etc on table. 
 The researcher told the model what to do then left the room leaving the model and the child alone.  
 The child and the model mind their own business. The model hit the bobo doll, throw it in air and other more actions. Each actions, are done 3 times. Meanwhile, the child is watching what the model is doing. 
 Then the researcher enter the room, calling the child for the stage 2. 
 In stage 2, the researcher lead the child to another room where there r crayons, toys and etc for them to play but then they were told its for another child to play. The purpose of this is to arouse their aggression. 
 Then the child is lead to another room, which this is stage 3, where there is bobo doll and guns, mallets and etc. The child is playing with the presence of the researcher in the corner doing paperwork in these same room. This is where the observation starts.

Short Answer submission from Mdb. “. went to a room with experimenter and model. I play with toys. Model opposite corner. I saw model playing with bobo and being aggressive. i was upset i couldnt play toys. I am aroused. i went to another room. I saw a bobo doll and other interesting toys. I started imitating what i saw earlier. I learned these from model. 

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went to a room with experimenter and model. I play with toys. Model opposite corner. I saw model playing with bobo and being aggressive. i was upset i couldnt play toys. I am aroused. i went to another room. I saw a bobo doll and other interesting toys. I started imitating what i saw earlier. I learned these from model

Procedures (Stage 1). Each child brought individually to the experimental room. Before entering the room, the child met the model who was in the hallway. The researcher invited the model to come to a room and join in a game which lasted for 10 minutes. The child was led to a corner of the room that looked like a play area and got seated. The researcher showed the child how to design a picture using potato prints and stickers which children had interest on.. 

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Each child brought individually to the experimental room. Before entering the room, the child met the model who was in the hallway. The researcher invited the model to come to a room and join in a game which lasted for 10 minutes. The child was led to a corner of the room that looked like a play area and got seated. The researcher showed the child how to design a picture using potato prints and stickers which children had interest on.

Procedures (Stage 1). Once child is settled, the researcher took the model to an opposite corner of the room that has a small chair, a table, a toy set, a mallet, an inflatable 5-feet Bobo Doll. The researcher explained that those were things the model to play with. When the model was seated, the researcher left the room.. 

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Once child is settled, the researcher took the model to an opposite corner of the room that has a small chair, a table, a toy set, a mallet, an inflatable 5-feet Bobo Doll. The researcher explained that those were things the model to play with.  When the model was seated, the researcher left the room.

Stage 1 (Behaviour of Model: aggressive and non-aggressive). 

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Stage 1 (Behaviour of Model: aggressive and non-aggressive)

Model began assembling toys.  After 1 minute, the model started being aggressive towards Bobo doll. The model raised the doll, picked a mallet and struck the doll on its head, tossed the doll into the air and kicked it around the room. Aggressive behaviour were repeated for 3 times.

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Model shouted aggressive verbal: “sock him in the nose”, “hit him down”, “throw him in the air”, “kick him” and “pow!”. Two non-aggressive verbal were made: “He keeps coming back for more”, “He sure is a tough fella”. After 10 minutes, the researcher returned to the room, told the child to go to another room and then said goodbye to the model. IN NON-AGGRESSIVE CONDITION, The model assembled some of the toys in a quiet manner, ignoring Bobo.

Stage 2 (Aggression Arousal). After seeing the model in the previous room, the child entered a games room that had attractive toys which included fire engines, a locomotive, a spinning top, a doll set and a fighter plane. The child was told that these were for him or her to play. However, when the child was to get involved with the toys, researcher told him or her that the toys were her best toys and did not let just any child play with them and she was to keep the toys for other children.. 

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After seeing the model in the previous room, the child entered a games room that had attractive toys which included fire engines, a locomotive, a spinning top, a doll set and a fighter plane.  The child was told that these were for him or her to play. However, when the child was to get involved with the toys, researcher told him or her that the toys were her best toys and did not let just any child play with them and she was to keep the toys for other children.

Stage 2 (Aggression Arousal). The child was told that he or she can play the toys in the next room. Both child and researcher enter the experimental room. The researcher remained in the room for stage 3 as the child might refuse to be alone but never interact with the child, only focusing on paperwork in the corner away from the child.. 

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The child was told that he or she can play the toys in the next room. Both child and researcher enter the experimental room.  The researcher remained in the room for stage 3 as the child might refuse to be alone but never interact with the child, only focusing on paperwork in the corner away from the child.

Stage 3 (Testing Delayed Imitation). The experimental room contained toys that could allow each child to show imitative and non-imitative aggression. The aggressive toys were a 3-feet Bobo doll, a mallet, a peg board, two dart guns and a tether ball hung from the ceiling with a face on it. The non-aggressive toys included a tea set, crayons, colouring paper, a ball, dolls, toy bears, cars, trucks, plastic farmyard animals. Child spent 20 minutes in the experimental room.. 

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The experimental room contained toys that could allow each child to show imitative and non-imitative aggression. The aggressive toys were a 3-feet Bobo doll, a mallet, a peg board, two dart guns and a tether ball hung from the ceiling with a face on it. The non-aggressive toys included a tea set, crayons, colouring paper, a ball, dolls, toy bears, cars, trucks, plastic farmyard animals. Child spent 20 minutes in the experimental room.

Stage 3 (Testing Delayed Imitation). Child behaviour was judged on PRE-DETERMINED checklist of categories. Observation made through one-way mirror. Session was divided into 5-seconds interval using electronic timer. Each child had 240 behaviours recorded.. 

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Child behaviour was judged on PRE-DETERMINED checklist of categories. Observation made through one-way mirror. Session was divided into 5-seconds interval using electronic timer. Each child had 240 behaviours recorded.

Stage 3 (Testing Delayed Imitation). The male model rated the behaviour for all 72 children. The model was not informed in what condition the children was assigned to. For inter-rater reliability, half of the children was observed by a second researcher who scored the children independently from the model. The model and 2nd observer correlation was greater than r=0.9 (high inter-rater reliability).. 

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The male model rated the behaviour for all 72 children. The model was not informed in what condition the children was assigned to. For inter-rater reliability, half of the children was observed by a second researcher who scored the children independently from the model.  The model and 2nd observer correlation was greater than r=0.9 (high inter-rater reliability).

CHECKLIST FOR CATEGORIES OF BEHAVIOURS. No Category Examples of behaviour 1 Imitative physical aggression The child hits the Bobo doll with a mallet Sits on the doll Punches the doll on its nose Kicks the doll Tosses the doll in the air 2 Imitative verbal aggression Repeats any of the phrases: “sock him” “Hit him down” “Kick him” “Throw him in the air” “Pow!”. 

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No Category Examples of behaviour 1 Imitative physical aggression The child hits the Bobo doll with a mallet Sits on the doll Punches the doll on its nose Kicks the doll Tosses the doll in the air 2 Imitative verbal aggression Repeats any of the phrases: “sock him” “Hit him down” “Kick him” “Throw him in the air” “Pow!”

CHECKLIST FOR CATEGORIES OF BEHAVIOURS. No Category Examples of behaviour 3 Imitative non-aggressive verbal responses Repeats the phrases: “He keeps coming back for more” OR “He surely is a tough fella” 4 Partial imitation - Mallet aggression Hits OTHER object other than Bobo doll with the mallet 5 Partial imitation - Sits on the Bobo doll Lays Bobo doll on its and sits on it but DOES NOT show aggression.. 

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No Category Examples of behaviour 3 Imitative non-aggressive verbal responses Repeats the phrases: “He keeps coming back for more” OR “He surely is a tough fella” 4 Partial imitation - Mallet aggression Hits OTHER object other than Bobo doll with the mallet 5 Partial imitation - Sits on the Bobo doll Lays Bobo doll on its and sits on it but DOES NOT show aggression.

CHECKLIST FOR CATEGORIES OF BEHAVIOURS. No Category Examples of behaviour 6 Non-imitative aggression - Punches the Bobo doll Strikes, slaps, or pushes the Bobo doll aggressively 7 Non-imitative aggression - physical and verbal aggression 1. Shows any physical aggression towards objects OTHER THAN Bobo doll. 2. Makes hostile remark OTHER THAN in No.3 8 Non-imitative aggression - Aggressive gun play Shoots the darts or aims the gun and fires imaginary shots at objects in the room.. 

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No Category Examples of behaviour 6 Non-imitative aggression - Punches the Bobo doll Strikes, slaps, or pushes the Bobo doll aggressively 7 Non-imitative aggression -  physical and verbal aggression 1. Shows any physical aggression towards objects OTHER THAN Bobo doll.
 2. Makes hostile remark OTHER THAN in No.3 8 Non-imitative aggression - Aggressive gun play Shoots the darts or aims the gun and fires imaginary shots at objects in the room.

Results. Children exposed to aggressive models imitated their exact behaviours and were significantly more aggressive, both physically and verbally, than those children in the non-aggressive and control group. Children exposed to aggressive models also imitated model’s non-aggressive verbal responses. Boys were more likely to imitate physical aggression and girls were more likely to imitate verbal aggression. The boys and girls were also more likely to imitate a same-sex model although in a lesser extend for the girls.. 

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Children exposed to aggressive models imitated their exact behaviours and were significantly more aggressive, both physically and verbally, than those children in the non-aggressive and control group. Children exposed to aggressive models also imitated model’s non-aggressive verbal responses. Boys were more likely to imitate physical aggression and girls were more likely to imitate verbal aggression. The boys and girls were also more likely to imitate a same-sex model although in a lesser extend for the girls.

Results. Children seeing a non-aggressive model were much less likely to exhibit mallet aggression, and this pattern was especially apparent for girls. Non-imitative physical and verbal aggression were higher in children exposed to aggressive model although model did not show gun play or punching the bobo doll. IN NON-AGGRESSIVE PLAY, girls played more with dolls, tea sets and colouring; the boys engaged more in exploratory play and gun play. There were no gender difference in playing farm animals, cars or the tether ball. When compared to other group, boys and girls in non-aggressive group spent more time with dolls and spent more than twice time sitting down than playing.. 

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Children seeing a non-aggressive model were much less likely to exhibit mallet aggression, and this pattern was especially apparent for girls. Non-imitative physical and verbal aggression were higher in children exposed to aggressive model although model did not show gun play or punching the bobo doll. IN NON-AGGRESSIVE PLAY, girls played more with dolls, tea sets and colouring; the boys engaged more in exploratory play and gun play. There were no gender difference in playing farm animals, cars or the tether ball. When compared to other group, boys and girls in non-aggressive group spent more time with dolls and spent more than twice time sitting down than playing.

Results. There were also differences in remarks on aggressive models between boys and girls on the male and female model. Some comments were based on previous knowledge of sex-typed behaviour. ‘Who is that lady?’ That’s not the way for a lady to behave. Ladies are supposed to be ladies. You should have seen what that girl did in there. She was just acting like a man. I never saw a girl like that. She was punching and fighting but no swearing. Children approved more male aggressive model behaviour than female. They said, “Al’s a good socker, he beat up Bobo. I want to sock like Al”, “That man is a strong fighter”, “He is a good fighter like daddy”.. 

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There were also differences in remarks on aggressive models between boys and girls on the male and female model. Some comments were based on previous knowledge of sex-typed behaviour. ‘Who is that lady?’ That’s not the way for a lady to behave. Ladies are supposed to be ladies. You should have seen what that girl did in there. She was just acting like a man. I never saw a girl like that. She was punching and fighting but no swearing. Children approved more male aggressive model behaviour than female. They said, “Al’s a good socker, he beat up Bobo. I want to sock like Al”, “That man is a strong fighter”, “He is a good fighter like daddy”.

Conclusion. The results strongly suggest that observation and imitation is possible in the absence of model. Observed aggressive behaviour are imitated: children who see aggressive models are likely to be more aggressive than those seeing a non-aggressive model or no model. Observed non-aggressive behaviour are imitated: children seeing non-aggressive models will be less aggressive than those seeing no model. Children are more likely to copy same-sex model but depending on sex-typed behaviour. Boys are more likely to copy aggression than girls.. 

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The results strongly suggest that observation and imitation is possible in the absence of model. Observed aggressive behaviour are imitated: children who see aggressive models are likely to be more aggressive than those seeing a non-aggressive model or no model. Observed non-aggressive behaviour are imitated: children seeing non-aggressive models will be less aggressive than those seeing no model.  Children are more likely to copy same-sex model but depending on sex-typed behaviour. Boys are more likely to copy aggression than girls.