TRANSMISSION OF AGGRESSION THROUGH IMITATION
                                     OF AGGRESSIVE MODELS [1]

                   Albert Bandura, Dorothea Ross, and Sheila A. Ross [2] (1961)

            First published in Journal of Abnormal and Social Psychology, 63, 575-582.
___________________________________________________________________________________________________

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 (Bandura & Huston, 1961). A series of experiments by Blake (1958) and others
(Grosser, Polansky, & Lippitt, 1951; Rosenblith, 1959; Schachter & Hall, 1952) have likewise shown
that mere observation 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 new settings in which the model is absent.

In the experiment reported in this paper children were exposed to aggressive and nonaggressive
adult models and were then tested amount of imitative learning in a new situation on in the absence
of the model. According 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 served nonaggressive models and from those ho had no prior exposure to any models.
This hypothesis assumed that subjects had learned imitative habits as a result of prior
reinforcement, and these tendencies would generalize to some extent to adult experimenters (Miller
& Dollard, 1941).

It was further predicted that observation of subdued nonaggressive models would have generalized
inhibiting effect on the subjects' subsequent behavior, and this effect would be reflected in a
difference between the nonaggressive and the control groups, with subjects in the latter group
displaying significantly more aggression.

Hypotheses were also advanced concerning the influence of the sex of model and sex of subjects on
imitation. Fauls and Smith (1956) have shown that preschool children perceive their parents as
having distinct preferences regarding sex appropriate modes of behavior for their children. Their
findings, as well as informal observation, suggest that parents reward imitation of sex appropriate
behavior and discourage or punish sex inappropriate imitative responses, e.g., a male child is
unlikely to receive much reward for performing female appropriate activities, such as cooking, or
for adopting other aspects of the maternal role, but these same behaviors are typically welcomed if
performed by females. As a result of differing reinforcement histories, tendencies to imitate male
and female models thus acquire differential habit strength. One would expect, on this basis,
subjects to imitate the behavior of a same-sex model to a greater degree than a model of the
opposite sex.

Since aggression, however, is a highly masculine-typed behavior, boys should be more predisposed
than girls toward imitating aggression, the difference being most marked for subjects exposed to
the male aggressive model.

                                              METHOD

Subjects

The subjects were 36 boys and 36 girls enrolled in the Stanford University Nursery' School. 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.

Experimental 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 models that were subdued and nonaggressive in their behavior. These groups
were further subdivided into male and female subjects. Half the subjects in the aggressive and
nonaggressive conditions observed [p. 576] 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.

It seemed reasonable to expect that the subjects' level of aggressiveness would be positively
related to the readiness with which they imitated aggressive modes of behavior. Therefore, in order
to increase the precision of treatment comparisons, subjects in the experimental and control groups
were matched individually on the basis of ratings of their aggressive behavior in social
interactions in the nursery school.

The subjects were rated on four five-point rating scales by the experimenter and a nursery school
teacher, 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 latter scale, which dealt with the subjects' tendency to
inhibit aggressive reactions in the face of high instigation, provided a measure of aggression
anxiety.

Fifty-one subjects were rated independently by both judges so as to permit an assessment of
interrater agreement. The reliability of the composite aggression score, estimated by means of the
Pearson product-moment correlation, was .89.

The composite score was obtained by summing the ratings on the four aggression scales; on the basis
of these scores, subjects were arranged in triplets and assigned at random to one of two treatment
conditions or to the control group.

Experimental Conditions

In the first step in the procedure subjects were brought individually by the experimenter to the
experimental room and the model who was in the hallway outside the room, was invited by the
experimenter to come and join in the game. The experimenter then escorted the subject to one corner
of the room, which was structured as the subject's play area. After seating the child at a small
table, the experimenter demonstrated how the subject could design pictures with potato prints and
picture stickers provided. The potato prints included a variety of geometrical forms; the stickers
were attractive multicolor pictures of animals, flowers, and Western figures to be pasted on a
pastoral scene. These activities were selected since they had been established, by previous studies
in the nursery school, as having high interest value for the children.

After having settled the subject in his corner, the experimenter escorted the model to the opposite
corner of the room which contained a small table and chair, a tinker toy set, a mallet, and a
5-foot inflated Bobo doll. The experimenter explained that these were the materials provided for
the model to play with and, after the model was seated, the experimenter left the experimental
room.

With subjects in the nonaggressive condition, the model assembled the tinker toys in a quiet
subdued manner totally ignoring the Bobo doll.

In contrast, with subjects in the aggressive condition, the model began by assembling the tinker
toys but after approximately a minute had elapsed, the model turned to the Bobo doll and spent the
remainder of the period aggressing toward it.

Imitative learning can be clearly demonstrated if a model performs sufficiently novel patterns of
responses which are unlikely to occur independently of the observation of the behavior of a model
and if a subject reproduces these behaviors in substantially identical form. For this reason, in
addition to punching the Bobo doll, a response that is likely to be performed be children
independently of a demonstration, the model exhibited distinctive aggressive acts which were to be
scored as imitative responses. The model laid the Bobo doll on its side, sat on it and punched it
repeatedly in the nose. The model then raised the Bobo doll, pick up the mallet and struck the doll
on the head. Following the mallet aggression, the model tossed the doll up in the air aggressively
and kicked it about the room. This sequence of physically aggressive acts was repeated
approximately three times, interspersed with verbally aggressive responses such as, "Sock him in
the nose…," "Hit him down...," "Throw him in the air…," "Kick him…," "Pow…," and two non-aggressive
comments, "He keeps coming back for more" and "He sure is a tough fella."

Thus in the exposure situation, subjects were provided with a diverting task which occupied their
attention while at the same time insured observation of the model's behavior in the absence of any
instructions to observe or to learn the responses in question. Since subjects could not perform the
model's aggressive behavior, any learning that occurred was purely on an observational or covert
basis.

At the end of 10 minutes, the experimenter entered the room, informed the subject that he would now
go to another game room, and bid the model goodbye.

Aggression Arousal

Subjects were tested for the amount of imitative learning in a different experimental room that was
set off from the main nursery school building, The two experimental situations were thus clearly
differentiated; in fact, many subjects were under the impression that they were no longer on the
nursery school grounds.

Prior to the test for imitation, however, all subjects, experimental and control, were subjected to
mild aggression arousal to insure that they were under some degree of instigation to aggression.
The arousal experience was included for two main reasons. In the first place, observation of
aggressive behavior exhibited by others tends to reduce the probability of aggression on the part
of the observer (Rosenbaum & deCharms, 1960). Consequently, subjects in the aggressive condition,
in relation both to the nonaggressive and control groups, would he under weaker instigation
following exposure to the models. Second, if subjects in the nonaggressive condition expressed
little aggression in the face of appropriate instigation, the presence of an inhibitory process
would seem to be indicated.

Following the exposure experience, therefore, the experimenter brought the subject to an anteroom
that contained these relatively attractive toys: a fire engine, a locomotive, a jet fighter plane,
a cable car, a colorful spinning top, and a doll set complete with wardrobe, doll carriage, and
baby crib. The experimenter [p. 577] explained that the toys were for the subject to play with but,
as soon as the subject became sufficiently involved with the play material (usually in about 2
minutes), 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 the other children.
However, the subject could play with any of the toys that were in the next room. The experimenter
and the subject then entered the adjoining experimental room.

It was necessary for the experimenter to remain in the room during the experimental session;
otherwise a number of the children would either refuse to remain alone or would leave before the
termination of the session. However, in order to minimize any influence her presence might have on
the subject's behavior, the experimenter remained as inconspicuous 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.

Test for Delayed Imitation

The experimental room contained a variety of toys including some that could be used in imitative or
nonimitative aggression, and others that tended to elicit predominantly nonaggressive forms of
behavior. The aggressive toys included a 3-foot Bobo doll, a mallet and peg board, two dart guns,
and a tether ball with a face painted on it which hung from the ceiling. The nonaggressive toys, on
the other hand, included a tea set, crayons and coloring paper, a ball, two dolls, three bears,
cars and trucks, and plastic farm animals.

In order to eliminate any variation in behavior due to mere placement of the toys in the room, the
play material was arranged in a fixed order for each of the sessions.

The subject spent 20 minutes in this experiments room during which time his behavior was rated in
terms of predetermined response categories by judges who observed the session though a one-way
mirror in an adjoining observation room. The 20 minute session was divided into 5-second intervals
by means of at electric interval timer, thus yielding a total number of 240 response units for each
subject.

The male model scored the experimental sessions for all 72 children. Except for the cases in which
he, served as the model, he did hot have knowledge of the subjects' group assignments. In order to
provide an estimate of interscorer agreement, the performance of half the subjects were also scored
independently by second observer. Thus one or the other of the two observers usually had no
knowledge of the conditions to which the subjects were assigned. Since, however, all but two of the
subjects in the aggressive condition performed the models' novel aggressive responses while
subjects in the other conditions only rarely exhibited such reactions, subjects who were exposed to
the aggressive models could be readily identified through the distinctive behavior.

The responses scored involved highly specific concrete classes of behavior and yielded high
interscorer reliabilities, the product-moment coefficients being in the .90s.

Response Measures

Three measures of imitation were obtained:

Imitation of physical aggression: This category included acts of striking the Bobo doll with the
mallet, sitting on the doll and punching it in the nose, kicking the doll, and tossing it in the
air.

Imitative verbal aggression: Subject repeats the phrases, "Sock him," "Hit him down," "Kick him,"
"Throw him in the air," or "Pow"

Imitative nonaggressive verbal responses: Subject repeats, "He keeps coming back for more," or "He
sure is a tough fella."

During the pretest, a number of the subjects 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. Two responses of this type were therefore scored and were
interpreted as partially imitative behavior.

Mallet aggression: Subject strikes objects other than the Bobo doll aggressively with the mallet.

Sits on Bobo doll: Subject lays the Bobo doll on its side and sits on it, but does not aggress
toward it.

The following additional nonimitative aggressive responses were scored:

Punches Bobs doll: Subject strikes, slaps, or pushes the doll aggressively.

Nonimitative physical and verbal aggression: This category included physically aggressive acts
directed toward objects other than the Bubo doll and any hostile remarks except for those in the
verbal imitation category; e.g., "Shoot the Bobo," "Cut him," "Stupid ball," "Knock over people,"
"Horses fighting, biting"

Aggressive gun play: Subject shoots darts or aims the guns and fires imaginary shots at objects in
the room.

Ratings were also made of the number of behavior units in which subjects played nonaggressively or
sat quietly and did not play with any of the material at all.

                                              RESULTS

Complete Imitation of Models' Behavior

Subjects in the aggression condition reproduced a good deal of physical and verbal aggressive
behavior resembling that of the models, and their mean scores differed markedly from those of
subjects in the nonaggressive and control groups who exhibited virtually no imitative aggression
(See Table 1).

Since there were only a few scores for subjects in the nonaggressive and control conditions
(approximately 70% of the subjects had zero scores), and the assumption of homogeneity of variance
could not be made, the Friedman two-way analysis of variance by ranks was employed to test the
significance of the obtained differences.

The prediction that exposure of subjects to aggressive models increases the probability [p. 578] of
aggressive behavior is clearly confirmed (see Table 2). The main effect of treatment conditions is
highly significant both for physical and verbal imitative aggression. Comparison of pairs of scores
by the sign test shows that the obtained over-all differences were due almost entirely to the
aggression displayed by subjects who had been exposed to the aggressive models. Their scores were
significantly higher than those of either the nonaggressive or control groups, which did not differ
from each other (Table 2).

Imitation was not confined to the model's aggressive responses. Approximately one-third of the
subjects in the aggressive condition also repeated the model's nonaggressive verbal responses while
none of the subjects in either the nonaggressive or control groups made such remarks. This
difference, tested by means of the Cochran Q test, was significant well beyond the .001 level
(Table 2).

Partial Imitation of Models' Behavior

Differences in the predicted direction were also obtained on the two measures of partial imitation.

Analysis of variance of scores based on the subjects' use of the mallet aggressively toward objects
other than the Bobo doll reveals that treatment conditions are a statistically significant source
of variation (Table 2). In addition, individual sign tests show that both the aggressive and the
control groups, relative to subjects in the nonaggressive condition, produced significantly more
mallet aggression, the difference being particularly marked with regard to female subjects. Girls
who observed nonaggressive model performed a mean number of 0.5 mallet aggression responses as
compared to mean values of 18.0 and 13.1 for girls in the aggressive and control groups,
respectively.

Although subjects who observed aggressive models performed more mallet aggression (M = 20.0) than
their controls (M = 13.3), the difference was not statistically significant.

[p. 579] With respect to the partially imitative response of sitting on the Bobo doll, the over-all
group differences were significantly beyond the .01 level (Table 2). Comparison of pairs of scores
by the sign test procedure reveals that subjects in the aggressive group reproduced this aspect of
the models' behavior to a greater extent than did the nonaggressive (p = .018) or the control (p =
.059) subjects. The latter two groups, on the other hand, did not differ from each other.

Nonimitative Aggression

Analyses of variance of the remaining aggression measures (Table 2) show that treatment conditions
did not influence the extent to which subjects engaged in aggressive gun play or punched the Bobo
doll. The effect of conditions is highly significant (c ^2[r] = 8.96, p < .02), however in the case
of the subjects' expression of nonimitative physical and verbal aggression. Further comparison of
treatment pairs reveals that the main source of the over-all difference was the aggressive and
nonaggressive groups which differed significantly from each other (Table 2), with subjects exposed
to the aggressive models displaying the greater amount of aggression.

Influence of Sex of Model and Sex of Subjects on Imitation

The hypothesis that boys are more prone than girls to imitate aggression exhibited by a model was
only partially confirmed. t tests computed for the subjects in the aggressive condition reveal that
boys reproduced more imitative physical aggression than girls (t = 2.50 p < .01). The groups do not
differ, however, in their imitation of verbal aggression.

The use of nonparametric tests, necessitated by the extremely skewed distributions of scores for
subjects in the nonaggressive and control conditions, preclude an over-all test of the influence of
sex of model per se, and of the various interactions between the main effects. Inspection of the
means presented in Table 1 for subjects in the aggression condition, however, clearly suggests the
possibility of a Sex x Model interaction. This interaction effect is much more consistent and
pronounced for the male model than for the female model. Male subjects, for example, exhibited more
physical (t = 2.07, p < .05) and verbal imitative aggression (t = 2.51, p < .05), more
non-imitative aggression (t = 3.15, p < .025), and engaged in significantly more aggressive gun
play (t = 2.12, p < .05) following exposure to the aggressive male model than the female subjects.
In contrast, girls exposed to the female model performed considerably more imitative verbal
aggression and more non-imitative aggression than did the boys (Table 1). The variances, however,
were equally large and with only a small N in each cell the mean differences did not reach
statistical significance.

Data for the nonaggressive and control subjects provide additional suggestive evidence that the
behavior of the male model exerted a greater influence than the female model on the subjects'
behavior in the generalization situation.

It will be recalled that, except for the greater amount of mallet aggression exhibited by the
control subjects, no significant differences were obtained between the nonaggressive and control
groups. The data indicate, however, that the absence of significant differences between these two
groups was due primarily to the fact that subjects exposed to the nonaggressive female model did
not differ from the controls on any of the measures of aggression. With respect to the male model,
on the other hand, the differences between the groups are striking. Comparison of the sets of
scores by means of the sign test reveals that, in relation to the control group, subjects exposed
to the nonaggressive male model performed significantly less imitative physical aggression (p =
.06), less imitative verbal aggression (p = .002), less mallet aggression (p = .003), less
nonimitative physical and verbal aggression (p = .03), and they were less inclined to punch the
hobo doll (p = .07).

While the comparison of subgroups, when some of the over-all tests do not reach statistical
significance, is likely to capitalize on chance differences, nevertheless the consistency of the
findings adds support to the interpretation in terms of influence by the model.

Nonaggressive Behavior

With the exception of expected sex differences, Lindquist (1956) Type III analyses of variance of
the nonaggressive response scores yielded few significant differences.

Female subjects spent more time than boys [p. 580] playing with dolls (p < .001), with the tea set
(p < .001), and coloring (p < .05). The boys, on the other hand, devoted significantly more time
than the girls to exploratory play with the guns (p < .01). No sex differences were found in
respect to the subjects [sic] use of the other stimulus objects, i.e., farm animals, cars, or
tether ball.

Treatment conditions did produce significant differences on two measures of nonaggressive behavior
that are worth mentioning. Subjects in the nonaggressive condition engaged in significantly more
nonaggressive play with dolls than either subjects in the aggressive group (t = 2.67, p < .02), or
in the control group (t = 2.57, p < .02).

Even more noteworthy is the finding that subjects who observed nonaggressive models spent more than
twice as much time as subjects in aggressive condition (t = 3.07, p <.01) in simply sitting quietly
without handling any of the play material.

                                            DISCUSSION

Much current research on social learning is focused on the shaping of new behavior through
rewarding and punishing consequences. Unless responses are emitted, however, they cannot be
influenced. The results of this study provide strong evidence that observation of cues produced by
the behavior of others is one effective means of eliciting certain forms of responses for which the
original probability is very low or zero. Indeed, social imitation may hasten or short-cut the
acquisition of new behaviors without the necessity of reinforcing successive approximations as
suggested by Skinner (1953).

Thus subjects given an opportunity to observe aggressive models later reproduced a good deal of
physical and verbal aggression (as well as nonaggressive responses) substantially identical with
that of the model. In contrast, subjects who were exposed to nonaggressive models and those who had
no previous exposure to any models only rarely performed such responses.

To the extent that observation of adult models displaying aggression communicates permissiveness
for aggressive behavior, such exposure may serve to weaken inhibitory responses and thereby to
increase the probability of aggressive reactions to subsequent frustrations. The fact, however,
that subjects expressed their aggression in ways that clearly resembled the novel patterns
exhibited by models provides striking evidence for the occurrence of learning by imitation.

In the procedure employed by Miller and Dollard (1941) for establishing imitative behavior, adult
or peer models performed discrimination responses following which they were consistently rewarded,
and the subjects were similarly reinforced whenever, matched the leaders' choice responses. While
these experiments have been widely accepted as demonstrations of learning by means of imitation, in
fact, they simply involve a special case of discrimination learning in which the behavior of others
serves as discriminative stimuli for responses that are already part of the subject's repertoire.
Auditory or visual environmental cues could easily have been substituted for the social stimuli to
facilitate the discrimination learning. In contrast, the process of imitation studied in the
present experiment differed in several important respects from the one investigated by Miller and
Dollard in that subjects learned to combine fractional responses into relatively complex novel
patterns solely by observing the performance of social models without any opportunity to perform
the models' behavior m the exposure setting, and without any reinforcers delivered either to the
models or to the observers.

An adequate theory of the mechanisms underlying imitative learning is lacking. The explanations
that have been offered (Logan, Olmsted, Rosner, Schwartz, & Stevens, 1955; Maccoby, 1959) assume
that the imitator performs the model's responses covertly. If it can be assumed additionally that
rewards and punishments are self-administered in conjunction with the covert responses, the process
of imitative learning could be accounted for in terms of the same principles that govern
instrumental trial-and-error learning. In the early stages of the developmental process, however,
the range of component responses in the organism's repertoire is probably increased through a
process of classical conditioning (Bandura & Huston,; 1961; Mowrer, 1950).

The data provide some evidence that the male model influenced the subjects' behavior [p. 581]
outside the exposure setting to a greater extent than was true for the female model. In the
analyses of the Sex x Model interactions, for example, only the comparisons involving the male
model yielded significant differences. Similarly, subjects exposed to the nonaggressive male model
performed less aggressive behavior than the controls, whereas comparisons involving the female
model were consistently nonsignificant.

In a study of learning by imitation, Rosenblith (1959) has likewise found male experimenters more
effective than females in influencing childrens' [sic] behavior. Rosenblith advanced the tentative
explanation that the school setting may involve some social deprivation in respect to adult males
which, in turn, enhances the male's reward value.

The trends in the data yielded by the present study suggest an alternative explanation. In the case
of a highly masculine-typed behavior such as physical aggression, there is a tendency for both male
and female subjects to imitate the male model to a greater degree than the female model. On the
other hand, in the case of verbal aggression, which is less clearly sex linked, the greatest amount
of imitation occurs in relation to the same-sex model. These trends together with the finding that
boys in relation to girls are in general more imitative of physical aggression but do not differ in
imitation of verbal aggression, suggest that subjects may be differentially affected by the sex of
the model but that predictions must take into account tie degree to which the behavior in question
is sex-typed.

The preceding discussion has assumed that maleness-femaleness rather than some other personal
characteristics of the particular models involved, is the significant variable -- an assumption
that cannot be tested directly with the data at hand. It was clearly evident, however, particularly
from boys' spontaneous remarks about the display of aggression by the female model, that some
subjects at least were responding in terms of a sex discrimination and their prior learning about
what is sex appropriate behavior (e.g., "Who is that lady. That's not the way for a lady to behave.
Ladies are supposed to act like ladies. . ." "You should have seen what that girl did in there. She
was just acting like a man. I never saw a girl act like that before. She was punching and fighting
but no swearing."). Aggression by the male model, on the other hand, was more likely to be seen as
appropriate and approved by both the boys ("Al's a good socker, he beat up Bobo. I want to sock
like Al.") and the girls ("That man is a strong fighter, he punched and punched and he could hit
Bobo right down to the floor and if Bobo got up he said, 'Punch your nose.' He's a good fighter
like Daddy.").

The finding that subjects exposed to the quiet models were more inihibited and unresponsive than
subjects in the aggressive condition, together with the obtained difference on the aggression
measures, suggests that exposure to inhiibited models not only decreases the probability of
occurrence of aggressive behavior but also generally restricts the range of behavior emitted by the
subjects.

"Identification with aggressor" (Freud, 1946) or "defensive identification" (Mowrer, 1950), whereby
a person presumably transforms himself from object to agent of aggression by adopting the
attributes of an aggressive threatening model so as to allay anxiety, is widely accepted as an
explanation of the imitative learning of aggression.

The development of aggressive modes of response by children of aggressively punitive adults,
however, may simply reflect object displacement without involving any such mechanism of defensive
identification. In studies of child training antecedents of aggressively antisocial adolescents
(Bandura & Walters, 1959) and of young hyperaggressive boys (Bandura, 1960), the parents were found
to be nonpermissive and punitive of aggression directed toward themselves. On the other hand, they
actively encouraged and reinforced their sons aggression toward persons outside the home. This
pattern of differential reinforcement of aggressive behavior served to inhibit the boys' aggression
toward the original instigators and fostered the displacement of aggression toward objects and
situations eliciting much weaker inhibitory responses.

Moreover, the findings from an earlier study (Baudura & Huston, 1961), in which children imitated
to an equal degree aggression exhibited by a nurturant and a nonnurturant model, together with the
results [p. 582] of the present experiment in which subjects readily imitated aggressive models who
were more or less neutral figures suggest that mere observation of aggression, regardless of the
quality of the model-subject relationship, is a sufficient condition for producing imitative
aggression in children. A comparative study of the subjects' imitation of aggressive models who are
feared, who are liked and esteemed, or who are essentially neutral figures would throw some light
on whether or not a more parsimonious theory than the one involved in "identification with the
aggressor" can explain the modeling process.

                                              SUMMARY

Twenty-four preschool children were assigned to each of three conditions. One experimental group
observed aggressive adult models; a second observed inhibited non-aggressive models; while subjects
in a control group had no prior exposure to the models. Half the subjects in the experimental
conditions observed same-sex models and hall viewed models of the opposite sex. Subjects were then
tested for the amount of imitative as well as nonimitative aggression performed in a new situation
in the absence of the models.

Comparison of the subjects' behavior in the generalization situation revealed that subjects exposed
to aggressive models reproduced a good deal of aggression resembling that of the models, and that
their mean scores differed markedly from those of subjects in the nonaggressive and control groups.
Subjects in the aggressive condition also exhibited significantly more partially imitative and
nonimitative aggressive behavior and were generally less inhibited in their behavior than subjects
in the nonaggressive condition.

Imitation was found to be differentially influenced by the sex of the model with boys showing more
aggression than girls following exposure to the male model, the difference being particularly
marked on highly masculine-typed behavior.

Subjects who observed the nonaggressive models, especially the subdued male model, were generally
less aggressive than their controls.

The implications of the findings based on this experiment and related studies for the
psychoanalytic theory of identification with the aggressor were discussed.

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(Received December 2, 1960)
___________________________________________________________________________________________________

                                             Footnotes

[1] This investigation was supported by Research MA398 from the National Institute of Health,
United States Public Health Service.

[2] The authors wish to express their appreciation to Edith Dowley, Director, and Patricia Rowe,
Head Teacher, Stanford University Nursery School for their assistance throughout this study.