Transmission of Aggression through Imitation of Aggressive Models

Transmission of Aggression through Imitation of Aggressive ModelsAlbert Bandura, Dorothea Ross, and Sheila A. Ross (1961)Incidental learningChildren readily imitate behavior exhibited by an adult model.Bandura & Huston (1961), Grosser, Polansky & Lippitt (1951), Blake (1958), Rosenblith (1959), Schacter & Hull (1952)

Prediction: subjects exposed to aggressive models would reproduce aggressive acts resembling those of the modelsHypothesisSubjects had learned imitative habits as a result of prior reinforcement.Non-aggressive models have inhibiting effect on subjects subsequent behavior.Influence of sex of model and sex of subjects on imitation e.g. parents reward/ discourage/ punishment (reinforcement histories) on sex appropriate/ sex inappropriate imitative responsesAggression = highly masculine behavior; boys more predisposed than girls.MethodAggressive models1 min assembling tinker toysPent remainder period aggressing towards Bobo dollPunching it repeatedly in the noseStruck with malletKicked it about the roomRepeated 3 times interspersed with verbally aggressive responses and 2 non-aggressive commentsLearning based on observation or convert basisNon-aggressive modelsAssembled tinker toys in subdued mannerIgnoring Bobo doll4 aspects Physical aggressionVerbal aggressionInanimate objects aggressionInhibition aggression5-point rating byExperimenterNursing school teacherMild aggression arousalInsure some instigation to aggression2 mins of play and said the toys were reserved for other childrenAggressive toys and non-aggressive toysResultsExposure of subjects to aggressive models increases the probability of aggressive behaviorPhysical and verbal imitative aggressionNon-aggressive or control groups did not differ from each otherGirls: aggressive and control groups not statistically differentNon-imitative aggression: subjects exposed to aggressive models display greater amount of aggressionE.g. toy gunBoys partially (only for physical aggression) more prone than girls to imitate aggressionMale model interaction more consistent and pronounced than female modelNot reach statistical significanceCartoon Violence and Aggression in YouthSteven J. Kirsh (2005)Comedic elementsChildrens and adolescents perception of violence depicted in television shows/ filmsContradictory findingsSnow (1974): violent elements in cartoons consistently overlookedHaynes (1978): comedic elements more violent than cartoons without comedic elementsHumorous cartoons: not violent, perceived by adultsTheoretical reasons:Comedy camouflages or trivialized depictions of violenceCognitive transformationRendering material that might otherwise be considered grave as whimsicalThe more violence deviates from reality (cartoons, science-fiction, fantasy), the less likely the act of violence taken seriously by viewers.To perceive violence personal threat must occurSchematic processingOrganise responses to experiencesSchema for comedies: jokesCartoons : low involvementMinor discrepancies between experience and schema: applied to situation in all-or-none fashionComedies exclude violence (contradicting elements)Camouflaging effectPriming reading processRelated thoughts, emotions, concepts residing in memoryComical event and violence: priming humor-related thoughtsDual priming lessens perceived level of violence

Contextual factorsCircumstances surrounding depiction of an act of violenceConsequences: high degree of pain and suffering/ remorseful and sorrowfulLegitimation: moral/ rewardsOlder children tend to perceive cartoons to be less violent than younger children

Non-comedic cartoons and perceived violenceGraphicnessViolent content perceived to be offensive to cause uneasinessPerceived actualityDegree to which viewer perceives media depicted portrayals of events, settings, and characters as existing, or being able to exist in the real worldPerceived similarityDegree of similarity between viewer and media depicted events, settings, and charactersAs perceived similarity increases, amount of priming of aggression-related constructs increases4. Perceived realityPerceived actuality and perceived similarityAs children age, their ability to correctly differentiate fantasy from reality improvesRealistic portrayals of media violence engender greater levels of aggressive behavior in viewers than unrealistic media depictions

DisinhibitionYouth readily enact previously learned aggression behaviorsViewing violent media can remove/ reduce reservations that youth might have with regards to performing aggressive acts ahead in their repertoireEvidenceEarly childhoodPeer-related aggression not observedInterpersonal aggression among youth frowned upon by societySocialization experiences cause them to control their behaviors

Field experiments: increased level of aggression in watching non-comedic violent cartoonsHigher rates of aggressive behavior and lower rates of prosocial behavior after watching comedic violent cartoonNo control, familiar, frustration, fatigue?

Middle childhoodLaboratory and field experiments using non-comedic, violent cartoons demonstrated increased in aggressive behaviorNathanson and Cantor (2000): humorous, violent cartoon increased aggressive responses (boys 2nd 6th grades): aggressive thoughts and desires, but failed to alter actual aggressive behaviorAggressive behavior is the result of a multitude of factorsAdolescenceAluja-Fabregat and Torrubia-Beltri (1998): 8th grade boys perceived extremely violent cartoons as being funny and thrilling = higher levels of teacher-rated aggressivityBullies tend to dehumanize the victims, do not perceive acts of aggression as particularly harmful, have a positive attitude towards the use of violenceLimiting the effects of cartoon violence in youthActive mediationNegative comments are made about media-portrayed acts of aggressionAlter youths perception that violence has positive consequences, reducing likelihood of imitationOlder children have better impulse control = lesser extend of imitated aggression. However, mediation statements have bigger impacts for younger children than preteensCondescending statements: backlash towards antiviolence attitudesTune out anti-aggressive statements to avoid lecturesYounger children desire to please experimentersTeens need to rebelFocused on the victims feelings