Bandura and the Bobo Doll Essay Sample

Since the publication of their seminal article entitled. “Transmission of Aggression Through Imitation of Aggressive Models” ( Bandura. Ross. & A ; Ross. 1961 ) . the work of Albert Bandura and his co-authors has had an unmeasurable impact on the field of psychological science. in general. and educational psychological science. more specifically. The intent of this study is to depict. in brief. Albert Bandura’s major parts to the field of educational psychological science. Although Bandura’s parts are huge by any step. this paper focuses on his work with societal mold and experimental acquisition. The study includes a short life of Bandura’s academic life. followed by an overview of the research article that launched his fecund calling and a reappraisal of his societal acquisition theory. The paper ends with a treatment of Bandura’s digesting bequest. including a sum-up of his major parts to the field of educational psychological science and an brief list of the doctorial pupils he has trained and co-workers he has influenced.

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Albert Bandura’s Abridged Biography
Albert Bandura was born on December 4. 1925. in Mundare. a small town in northern Alberta. Canada. He was the youngest kid. and merely male child. among six kids of immigrant parents from Eastern Europe ( Zimmerman & A ; Schunk. 2003 ) . As a immature pupil. Bandura’s primary and secondary instruction took topographic point at the one and merely school in town. with really limited resources. As a consequence of this meager academic environment. Bandura realized early on that acquisition is mostly a societal and autonomous enterprise. In his words. “the content of most text editions is perishable. but the tools of self-directedness service one well over time” ( Bandura. as

Bandura and the Bobo Doll 2 cited in Pajares. 2004a. ¶ 3 ) . Interestingly. this sentiment would re-emerge in Bandura’s subsequently research into self-regulation and its influence on womb-to-tomb acquisition. Following high school. Bandura moved west to go to the University of British Columbia in Vancouver. Canada. Stumbling upon psychological science more by opportunity than by pick ( Pajares. 2004a ) . Bandura excelled in college and. after merely three old ages of survey. received his B. A. grade in psychological science in 1949. On the advice of his undergraduate advisor. Bandura so decided to head south to the United States for his alumnus surveies at the University of Iowa. At the clip. as is still the instance today. the psychological science plan at the University of Iowa was considered one of the best in North America ( Kendler. 1991 ) . While at Iowa. Bandura was mentored by legion acclaimed module. including Kenneth Spence. Kurt Lewin. and Arthur Benton. his academic advisor ( see Table 1 for sum-up of Bandura’s professional family tree ) .

Bandura and the Bobo Doll 3
After merely a few old ages at Iowa. Bandura received his M. A. grade in 1951 and his Ph. D. grade in clinical psychological science in 1952. Following a postdoctoral internship at the Wichita Guidance Center. Bandura joined the module of the Department of Psychology at Stanford University in 1953. where he still resides today after more than 50 old ages of productive scholarly activity ( Pajares. 2004a ; Zimmerman & A ; Schunk. 2003 ) .

Bandura. Ross. and Ross and the Legendary Bobo Doll
Challenging Outstanding Theories of the Day
When Bandura foremost arrived at Stanford. Robert Sears. the Chair of the Department. was researching the familial ancestors of societal behaviour in kids. Influenced by this work. Bandura began a plan of research on societal acquisition and aggression in coaction with Richard Walters. his first doctorial pupil ( Pajares. 2004a ) . At that clip. thoughts about aggression in immature kids were dominated by “the Freudian position that such behaviour was the merchandise of intrapsychic forces runing mostly unconsciously. Students’ aggression on the resort area or in school was seen as a repeating look of underlying urges necessitating release in minimally damaging ways” ( Zimmerman & A ; Schunk. 2003. p. 440 ) . Furthermore. the Freudian theory of katharsis stated that sculptural force would run out observers’ aggressive thrusts and cut down subsequent aggressive behaviour. Mentioning this Freudian position. telecasting executives at the clip were supporting progressively violent scheduling as socially good since. in theory. violent plans would assist run out viewers’ aggressive thrusts thereby cut downing aggressive inclinations ( Pajares. 2004a ; Zimmerman & A ; Schunk. 2003 ) .

The Bobo Doll Experiment
With this scholarly and political landscape as a background. Bandura began a plan of research with Dorrie and Sheila Ross on societal mold affecting the now legendary inflatable

Bandura and the Bobo Doll 4
plastic Bobo doll. In their 1961 experiment – the first of many utilizing the Bobo doll paradigm – 24 preschool kids were assigned to one of three conditions. One experimental group observed grownup theoretical accounts playing sharply with an inflatable plastic Bobo doll ; a 2nd group observed grownup theoretical accounts playing non-aggressively with a Bobo doll ; and topics in the control group had no exposure to the theoretical accounts ( Bandura et al. . 1961 ) . Additionally. half the kids in the experimental conditions observed same-sex theoretical accounts and half viewed theoretical accounts of the opposite sex. Subjects were so assessed for the sum of imitative every bit good as nonimitative aggression performed in a new. generalized state of affairs in the absence of the theoretical accounts ( Bandura et al. . 1961 ) .

Consequences revealed that kids exposed to aggressive theoretical accounts reproduced well more aggressive behaviours resembling that of the theoretical accounts. and that their average aggression tonss were significantly higher than topics in the unaggressive and control groups. Furthermore. kids in the aggressive status exhibited significantly more “partially imitative and nonimitative aggressive behaviour and were by and large less inhibited in their behaviour than topics in the unaggressive condition” ( Bandura el al. . 1961. p. 582 ) . Finally. the extent to which kids imitated the theoretical account was differentially influenced by the sex of the theoretical account. with boys demoing more aggression than misss following exposure to the male theoretical account.

Based on these consequences. Bandura and his co-authors questioned much of the bing research on societal acquisition which was focused on the defining of new behaviours through wagess and penalties. While these rigorous behaviourist positions necessitated the support of emitted behaviours. Bandura’s findings suggested that “observation of cues produced by the behaviour of others is one effectual agencies of arousing certain signifiers of responses for which the original chance is really low or zero” ( Bandura et al. . 1961. p. 580 ) . In other words. experimental acquisition can happen in the absence of supports to the perceivers. thereby rushing up the acquisition of new behaviours. At the clip of their experiment. these thoughts were in express dissension with recognized positions. which stated that acquisition is a consequence of direct support ( Skinner. 1938 ; Zimmerman & A ; Schunk. 2003 ) .

Following their initial Bobo doll experiment. Bandura. Ross. and Ross conducted a similar survey which sought to find the extent to which film-mediated aggressive theoretical accounts could function as beginnings of imitative behaviour ( Bandura. Ross. & A ; Ross. 1963 ) . This follow-up survey. entitled “Imitation of Film-Mediated Aggressive Models. ” provided extra grounds to back up their theoretical history of experimental acquisition. In general. their consequences revealed that filmed aggression increased aggressive reactions in kids. In the words of the writers. “subjects who viewed the aggressive homo and sketch theoretical accounts on movie exhibited about twice every bit much aggression than did topics in the control group who were non exposed to the aggressive movie content” ( Bandura et al. . 1963. p. 9 ) .

Taken together. consequences from the two Bobo doll experiments provided strong grounds that larning can happen vicariously and “without any reinforcing stimuluss delivered either to the theoretical account or to the observer” ( Bandura et al. . 1963. p. 11 ) . Furthermore. the experimental findings helped expose the Freudian construct of katharsis ; uncovering alternatively the power of sculptural aggression ( both live and through telecasting or movie ) on children’s aggressive inclinations ( Zimmerman & A ; Schunk. 2003 ) .

Theoretical Contributions
Based. in portion. on findings from the authoritative Bobo doll experiments. Bandura began developing the theoretical underpinnings of his societal acquisition theory. to include the outstanding function of experimental acquisition and societal mold in human acquisition and motive. As Bandura ( 1989 ) noted. “observational acquisition is governed by four constituent subfunctions” ( p. 23 ) . These subfunctions. or procedures. are necessary before an person can successfully pattern another. The procedures include attending. keeping. motor reproduction. and motive. Attentional procedures determine what aspects of modeled behaviour persons observe and what information they extract from that behaviour.

Students can non larn a new accomplishment if they do non pay close attending to the critical characteristics of the modeled behaviour and less attending to the irrelevant parts. For instructors. this point becomes critical because frequently times they must modify or change the behaviour they model to counterbalance for the attentional restrictions of their pupils ( Bandura. 1989 ) . Furthermore. instructors can better the likeliness that pupils will go to to critical characteristics of a lesson by doing presented information clear and foregrounding of import points ( Woolfolk. 2007 ) .

Peoples can non be influenced by ascertained events if they can non retrieve them ( Bandura. 1989 ) . Therefore. the 2nd procedure in larning from a theoretical account is to retrieve the behaviour that has been observed. Harmonizing to Bandura ( 1989 ) . “retention involves an active procedure of transforming and reconstituting the information conveyed by sculptural events into regulations and constructs for memory representation” ( p. 24 ) . Teachers can assist pupils retrieve modeled behaviours by promoting them to utilize assorted larning schemes. Examples of effectual acquisition schemes include rehearsal techniques ( reiterating what needs to be learned over and over once more ) ; organisational methods ( enforcing construction on freshly learned stuff ) ; and amplification schemes ( linking information to prior cognition. doing premises. and pulling illations ; Ormrod. 2004 ) .

The 3rd procedure necessary for experimental acquisition is centrifugal reproduction. besides known as behavioural production. Motor reproduction requires that the scholar be able to retroflex the behaviour demonstrated by the theoretical account. If the perceiver can non reproduce the sculptural behaviour. due to inadequate physical ability. deficiency of strength. or even physical disablement. so behavioural production will non happen ( Ormrod. 2004 ) . It is possible. so. that a scholar could grok the information being modeled but non be able to really execute the behaviour ( Bandura. 1989 ) . Teachers can help their pupils with motor reproduction by giving them chances for guided pattern and feedback ( Woolfolk. 2007 ) .

The concluding procedure necessary for experimental acquisition is motive. Students must desire to show what has been learned. and therefore Bandura ( 1989 ) has distinguished between acquisition and public presentation. since people do non execute everything they learn. Furthermore. Bandura ( 1989 ) has demonstrated how public presentation of experimental acquisition can be influenced by three types of inducement incentives. or reinforcing stimuluss – direct. vicarious. and self-generated. Surely. scholars may have direct support when they right perform a sculptural behaviour. but support may besides be indirect ( i. e. . vicarious support ) .

Vicarious support occurs when perceivers see others reinforced for the peculiar behaviour and so increase their production of that behaviour ( Bandura. 1977 ) . This type of support is peculiarly effectual if pupils witness successes of persons who are similar to themselves ( Bandura. 1986 ) . Finally. personal criterions of behavior provide another beginning of incentive motive or support. Peoples tend to reproduce behaviours that they see as valuable or selfsatisfying and reject what they personally dislike ( Bandura. 1989 ) . Measuring Impact on Theory. Research. and Practice

Prior to Bandura’s open uping Bobo doll experiments. psychologists had focused about entirely on larning through reinforcing stimuluss and penalties ( Skinner. 1938 ; Zimmerman & A ; Schunk. 2003 ) . Based on consequences from his early plan of research. Bandura showed that “the boring and risky procedure of test and mistake acquisition can be shortcut through societal mold of cognition and competences exhibited by the rich assortment of models” ( Pajares. 2004a. ¶ 16 ) . Additionally. Bandura and his confederates revealed that mold is non merely response imitation. Alternatively. they showed that by detecting others. persons can really bring forth new behaviour forms that go far beyond what they have observed ( Bandura. 1977 ) . Finally. Bandura et Al. ( 1961. 1963 ) demonstrated that modeled behaviour will change well depending on whom the theoretical accounts are and how they perform.

One need non look far to estimate the impact of Bandura. Ross. and Ross ( 1961 ) on American psychological science. The researchers’ advanced experimental methods and fresh findings were improbably of import at a clip when Freudian impressions of katharsis and Hullian and Skinnerian premises about the demand for direct support ruled the twenty-four hours ( Pajares. 2004a ; Zimmerman & A ; Schunk. 2003 ) . Consequences from their original Bobo doll survey spawned legion follow-on surveies ( e. g. . Bandura. 1965 ; Bandura & A ; Mischel. 1965 ; Bandura & A ; Rosenthal. 1966 ; Bandura & A ; Whalen. 1966 ) and led to the polish of Bandura’s societal acquisition theory ( Bandura. 1977 ) and subsequently. his societal cognitive theory ( Bandura. 1986 ) . which emphasized the importance of personal factors ( i. e. . cognitive. motivational. and affectional features ) on subsequent acquisition.

Furthermore. from a acknowledgment position. the Bobo doll surveies have achieved impossible celebrity. It is virtually impossible to happen an introductory psychological science or educational psychological science text edition that does non discourse the Bobo doll experiments ( Zimmerman & A ; Schunk. 2003 ) . Additionally. a Google™ hunt of the phrase “bobo doll study” resulted in 66. 600 hits. while a Google™ Scholar hunt of the phrase “bobo doll” resulted in 483 hits. 1 These Internet consequences are consistent with those that can be found by carry oning a hunt of Bandura et Al. ( 1961 ) and Bandura et Al. ( 1963 ) within the on-line Social Sciences Citation Index® database. 1

The Google hunts were conducted on December 24. 2006.

Search consequences revealed that the two articles have been cited a sum of 845 times within the journal literature of the societal scientific disciplines from 1994 to 2006. 2 In footings of educational pattern. the impact of Bandura’s Bobo doll surveies has been every bit impressive. There is now widespread consensus by pedagogues that experimental acquisition processes “greatly influence children’s get bying with struggle. defeat. academic stressors. and failure” ( Zimmerman & A ; Schunk. 2003. p. 442 ) . Furthermore. because most teacher instruction plans include at least one introductory class in educational psychological science. teachers-in-training around the state are exposed to the Bobo doll experiments and. more significantly. to the instructional deductions of those experiments ( i. e. . the power of experimental acquisition and the features of effectual theoretical accounts ; Pintrich & A ; Schunk. 2002 ; Woolfolk. 2007 ) . Surely. the inclusion of the Bobo doll surveies within teacher instruction text edition will assist to guarantee that Bandura’s authoritative experiments continue to impact educational pattern for old ages to come.

Albert Bandura’s Enduring Legacy

Bandura’s influence on educational psychological science has been unusually widespread. And while his scholarly parts are huge. his research on societal larning theory and. more specifically. the mold and vicarious larning constituents of that theory. are believed by many to stand for one of his most abiding gifts to the survey of larning and motive ( Zimmerman & A ; Schunk. 2003 ) . Additionally. it is deserving observing that Bandura was non trained as an educational psychologist and did non ab initio print in educational psychological science diaries ( Hahn & A ; Husman. 2005 ) . However. it is just to state that his research has crossed disciplinary boundaries and is now widely known in educational circles ( see. for illustration. Gordon et Al. .

Because the two articles are so old. and the on-line Social Sciences Citation Index® merely covers 1994 to the present. these 845 commendations represent merely a fraction of the entire figure times the articles have been cited in the societal scientific disciplines literature since their publication in the early 1960s. 1984 ) . As Zimmerman and Schunk ( 2003 ) stated. “the wide range of Bandura’s theory stems from his diverse scientific involvements and his theory’s ready applicability” ( p. 448 ) . Scholarly Accomplishments

Bandura is one of the most well-known and widely cited bookmans in both psychological science and instruction ( Gordon et al. . 1984 ; Zimmerman & A ; Schunk. 2003 ) . In fact. in their survey of the most high psychologists of the twentieth century. Haggbloom et Al. ( 2002 ) ranked Bandura as 4th overall. behind Sigmund Freud ( 3rd ) . Jean Piaget ( 2nd ) . and B. F. Skinner ( foremost ) . The survey used six standards to mensurate distinction. including: ( 1 ) diary commendation frequence. ( 2 ) introductory psychological science text edition commendation frequence. ( 3 ) study response frequence. ( 4 ) National Academy of Sciences rank. ( 5 ) election as American Psychological Association ( APA ) president or reception of the APA Distinguished Scientific Contributions Award. and ( 6 ) family name used as an eponym. Bandura was ranked 5th or better on all three quantitative frequence steps and met two of the three qualitative standards.

In footings of achievements and parts. Bandura’s 26-page vita has few equals. He was elected president of APA in 1974. and throughout his calling has held offices in more than a twelve scientific societies. In 1998. he was honored with the E. L. Thorndike Award from Division 15 of APA for his research influence on educational psychological science ; research that has contributed significantly to knowledge. theory. and pattern in the field. More late. in 2004. Bandura was honored by APA with the Award for Outstanding Lifetime Contribution to Psychology.

Additionally. his vita includes eight other esteemed awards from establishments such as the American Academy of Arts and Sciences and the Institute of Medicine of the National Academy of Sciences. In footings of publications and service. Bandura has authored or edited nine books and more than 230 articles and chapters ; he has sat on the column board of more than 30 diaries or consecutive volumes ; and he has received 14 honorary grades from universities around the universe. As astonishing as his sketch may look. Bandura’s parts to educational psychological science go far beyond his ain research activities and service. As Zimmerman and Schunk ( 2003 ) so competently noted in their emended volume on the most influential educational psychologists of the twentieth century:

It should come as no surprise to readers to larn that the impact of Bandura’s ain plan of research represents merely a little portion of his tremendous influence in psychological science and instruction. Apart from his ain plan of research. he had major impact through his mold and composing on the work of his many co-workers. pupils. and followings. ( p. 440 )

And therefore. one might state that Bandura’s most abiding influence on educational psychological science may hold come from his impact on a long list of outstanding psychologists ( see Table 2 for an brief list of psychologists straight and indirectly influenced by Bandura ) . Decisions

Albert Bandura’s academic calling has been nil short of singular. At more than 80 old ages of age. he is still an active instructor and research worker at Stanford University. Although it is hard to nail a individual achievement that stands above all others. his early research utilizing the Bobo doll paradigm surely ranks near the top of the list. In fact. APA recognized the significance of this work in the gap paragraphs of his lifetime achievement award commendation. It stated. in portion. that Bandura’s “analysis of the importance of experimental acquisition and societal mold moved psychological believing off from antecedently limited constructs in which acquisition required open actions… . You have made “Bobo” a doll for all times” ( Pajares. 2004b. ¶

2 ) . Therefore. every bit unbelievable as it may sound. it seems that an inflatable plastic Bobo doll helped excite an full theoretical motion and. in the procedure. efficaciously launched the academic calling of one of the most influential psychologists of the twentieth century.

Bandura. A. ( 1965 ) . Influence of model’s support eventualities on the acquisition of imitative responses. Journal of Personality and Social Psychology. 1. 589-595. Bandura. A. ( 1977 ) . Social larning theory. Englewood Cliffs. New jersey: Prentice Hall. Bandura. A. ( 1986 ) . Social foundations of idea and action: A societal cognitive theory. Englewood Cliffs. New jersey: Prentice Hall.

Bandura. A. ( 1989 ) . Social cognitive theory. In R. Vasta ( Ed. ) . Annalss of kid development. Vol. 6. Six theories of kid development ( pp. 1-60 ) . Greenwich. Connecticut: JAI Press. Bandura. A. . & A ; Mischel. W. ( 1965 ) . Alteration of self-imposed hold of wages through exposure to populate and symbolic theoretical accounts. Journal of Personality and Social Psychology. 2. 698705. Bandura. A. . & A ; Rosenthal. T. L. ( 1966 ) . Vicarious classical conditioning as a map of arousal degree. Journal of Personality and Social Psychology. 3. 54-62. Bandura. A. . Ross. D. . & A ; Ross. S. A. ( 1961 ) . Transmission of aggression through imitation of aggressive theoretical accounts. Journal of Abnormal and Social Psychology. 63. 575-582. Bandura. A. . Ross. D. . & A ; Ross. S. A. ( 1963 ) . Imitation of film-mediated aggressive theoretical accounts. Journal of Abnormal and Social Psychology. 66. 3-11.

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Haggbloom. S. J. . Warnick. R. . Warnick. J. E. . Jones. V. K. . Yarbrough. G. L. . Russell. T. M. . et Al. . ( 2002 ) . The 100 most high psychologists of the twentieth century. Review of General Psychology. 6 ( 2 ) . 139-152.

Hahn. D. . & A ; Husman. J. ( 2005 ) . An interview with Barry Zimmerman. Newsletter for Educational Psychologists/15. 28 ( 1 ) . 8-11.
Kendler. H. H. ( 1991 ) . The Iowa tradition. In J. H. Cantor ( Ed. ) . Psychology at Iowa: Centennial essays ( pp. 1-17 ) . Hillsdale New jersey: Lawrence Erlbaum Associates. Ormrod. J. E. ( 2004 ) . Human larning ( 4th ed. ) . Upper Saddle River. New jersey: Pearson Education. Pajares. F. ( 2003 ) . William James: Our male parent who begat us. In B. J. Zimmerman and D. H. Schunk ( Eds. ) . Educational psychological science: A century of parts ( pp. 41-64 ) . Mahwah. New jersey: Lawrence Erlbaum Associates.

Pajares. F. ( 2004a ) . Albert Bandura: Biographic study. Retrieved March 13. 2006 from hypertext transfer protocol: //des. emory. edu/mfp/bandurabio. hypertext markup language
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Pintrich. P. R. . & A ; Schunk. D. H. ( 2002 ) . Motivation in instruction ( 2nd ed. ) . Upper Saddle River. New jersey: Pearson Education.
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