Brendgen Flashcards
what is this study classed as?
contemporary
what was the aim?
to find out to what extent social aggression is explained by genetic, shared environmental or non-shared environmental factors
-is there a relationship between social and physical aggression?
what was the sample?ppts?
322 twin pairs from Quebec
237 same sex identical
what was the procedure?
- given questionnaire
- teacher’s rated children’s social aggression with questions ‘tries to make others dislike a child’ ‘friend for revenge’
- teachers rated child’s physical aggression with 3-point scale ‘never sometimes always’
- children asked to circle pic of child to describe behavioural descriptor
what was the results?
boys more physically aggressive than girls-girls more socially aggressive than boys–these differences not statistically significant
- physical aggression is down to genetics from this study
- social aggression down to environment
what was the conclusions?
- a moderate overlap ithe 2 tytpes of aggression
- children move from physical to social aggression as they age
what type of study is this?
longitudinal
what happened to 123 twin pairs?
obtained DNA and followed from birth until 6
of the 123 rwin pairs, what intervals were they followed for?
5,18,30,48,60 months
how long did it take with each child?
45 mins
how many behavioural descriptors were used for social aggression?
2
how many behavioural descriptors were used for physical aggression?
2
GENERALISABILITY
- large sample for twin studied
- attrition may lower rate of generalisability but measured and found that it wasn’t significant to representation
RELIABILITY
inter-rater reliability with treacher student questionnaires
standardised-procedure,questions-repeated with each child show how reliable it is
APPLICABILITY
ratings were taken in real life situations showing mundane realism- results can be applicable as context is applicable to reality
-conclusions useful for school environment- ways to lower social aggression
VALIDITY
+children told not to share answers- lowers demand characteristics
-‘sometimes often and never’ quite subjective terms-lower validity
ETHICS
- consent given from teachers (responsible adults)
- children not fully informed of what was going on (deception needed for validity reasons)
- protection from harm- may have damaged friendships with children
