C2: Developmental

Question 1

Lees: aim

Answer 1

To investigate cross culturel differences in children’s understanding and moral valuations of lying. The study aimed to cooperate the responses of Chinese and Canadian participants of stories that involved lying and truth telling, prosocial and antisocial situations

Question 2

Lees: participants

Answer 2

120 chinese children, 40 seven year olds, 40 nine year olds, 40 eleven year olds
108 Canadian children, 36 seven year olds, 32 eleven year olds, 40 nine year olds

Question 3

Lees: how were participants recruited?

Answer 3

Elementary schools in the People’s Republic of China

Elementary schools in Fredericton, New Brunswick, Canada

Question 4

Lees: research method

Answer 4

Lee’s study uses a cross cultural method of both Chinese and Canadian children in different conditions were different age groups

Question 5

Lees: procedure

Answer 5

• Half participants in each culture given social and the other half physical story
• Children were read aloud four different stories, which were written to be familiar to children in both cultures
• Then 4 social or physical stories were read, with the ‘deed’ section read first
• Once question was asked, to indicate their rating verbally or nonverbally, or both on a rating chart
• Second question asked, participants requested to rate the story characters verbal statement on the chart
• Control two orders of four stories were determined using randomisation table

Question 6

Lees: qualitative results

Answer 6

• Chinese children differed from Canadian children in their evaluations of truth telling and lying in prosocial situations
• Only significant interaction was the one between age and culture, Canadians gave constant ratings to truth rating through the age, where as Chinese became less positive as age increased
• Chinese rated lying in prosocial situations significantly more positive than Canadian children

Question 7

Lees: conclusions

Answer 7

Moral reasoning can be influences by our culture and the society in which we live. The influence of socio-cultural factors becomes stronger as we age. Some aspects of moral reasoning such as judging anti-social lying as bad, may be universal

Question 8

Kohlberg: aim

Answer 8

To investigate the development in moral reasoning through adolescence and early adulthood. A secondary aim was to assess the extent to which these changes hold true in a range of cultural contexts

Question 9

Kohlberg: participants

Answer 9

The sample consisted of 72 boys from both lower and middle class families in Chicago. They were between the ages of 10 and 16 years old

Question 10

Kohlberg: research method

Answer 10

Longitudinal self report study, where participants were followed from early adolescence for 12 years to adulthood
Every year participants were interviewed individually, each presented with a moral dilemma

Question 11

Kohlberg: what was the Heinz dilemma?

Answer 11

A woman was near death from a special kind of cancer. One drug to help, but too expensive to buy. In desperate need, her husband saves up half but the druggiest refused to sell it to the husband. As a result, the husband has to steal the drug to keep his wife alive

Question 12

Kohlberg: what is level 1

Answer 12

Pre conventional Morality

Question 13

Kohlberg: what is stage 1?

Answer 13

Obedience and Punishment orientation

Question 14

Kohlberg: stage 1- obedience and punishment orientation

Answer 14

Similar to Piaget’s stage of moral thought. Child assumed authorities have set rules which we have to obey, therefore the Heinz dilemma is wrong. Children usually refer to the punishment as a result of not obeying the law. They do not yet speak of members of society, but see morality as something external to themselves

Question 15

Kohlberg: what is stage 2?

Answer 15

Individualism and Exchange

Question 16

Kohlberg: stage 2- Individualism and Exchange

Answer 16

Different individuals have different viewpoints, both talk about punishment, but perceive it differently. Punishment is a risk that one naturally wants to avoid. In the Heinz story, they state he should have stole it, but in some cases should give back in the future

Question 17

Kohlberg: what is stage 3?

Answer 17

Good Interpersonal relationships

Question 18

Kohlberg: stage 3- Good Interpersonal relationships

Answer 18

People should live up to the expectations of the family and community and behave in good ways. Good behaviour means having good motives and interpersonal feelings as love empathy, trust and concern for others. They would argue Heinz motives were good and the druggists were bad.

Question 19

Kohlberg: what is level 2?

Answer 19

Conventional Morality

Question 20

Kohlberg: what is stage 4?

Answer 20

Maintaining social order

Question 21

Kohlberg: stage 4- Maintaining social order

Answer 21

Looks at society as a whole, how laws are there for social order. They understand what Heinz did was right but they cannot condone the theft, if everyone did this there would be chaos.

Question 22

Kohlberg: what is level 3?

Answer 22

Post conventional Morality

Question 23

Kohlberg: what is stage 5?

Answer 23

Social Contract and Individual Rights

Question 24

Kohlberg: stage 5- Social Contract and Individual Rights

Answer 24

Think of society in a theoretical way, considering the rights and values that a society ought to uphold. Society is best conceives as a social contract into which people freely enter work toward benefit all.. Therefore, they do not usually condone law breaking, but Heinz was upholding the moral right of his wife

Question 25

Kohlberg: what is stage 6?

Answer 25

Universal principles

Question 26

Kohlberg: stage 6- Universal Principles

Answer 26

Respondents working toward a conception of the good society. We need to protect certain individuals rights and settle disputed through democratic processes. Therefore, all should agree to save the wife, including the druggiest. So, Heinz was wrong to steal.

Question 27

Kohlberg: Results

Answer 27

Reasoning in different situations did not always fall rigidly into these stages. Each participant was seen as being in a particular stage when 50% of their responses to dilemmas neatly fell into that stage. He was unsure is everyone went through stage 5 to get to 6 and stated ages do not link to stages.

Question 28

Bandura: aim

Answer 28

To see whether children would imitate aggressive behaviour when given the opportunity, even if they saw these behaviour in a different environment and the original model they observed performing the aggressive acts was no longer present

Question 29

Bandura: four hypotheses

Answer 29

1) Children who observe an aggressive model will reproduce the aggressive acts of the model. These aggressive acts will not be seen in children who have observed non-aggressive models or are not exposed to a model
2) Observing a non-aggressive model or not being exposed to a model will inhibit aggressive behaviour, observing an aggressive model will cause an increase in general aggressive behaviour
3) Children will imitate same sex models more than opposite sex models
4) Boys will be more likely to imitate aggressive behaviour than girls

Question 30

Bandura: participants

Answer 30

72 children aged 37 to 69 months from the Stanford University Nursey school

Question 31

Bandura: controls

Answer 31

• Each child placed in a group of 3 that had a similar score for aggressive behaviour
• Children matched to control for individual differences in the level of aggression so all aggressive children did not end up in the same groups

Question 32

Bandura: procedure

Answer 32

Stage 1: Modelling
- Agressive condition: model first played quietly before a series of aggressive acts towards the Bobo doll, these were repeated 3 times, also being verbally aggressive
- Non-agressive: model played a subdued manner and ignored the Bobo doll
Stage 2: Aggression Arousal
- Must have desire to be aggressive
- Taken into a room consisting of a number of attractive toys
- After 2 minutes, experimenter took toys away stating they were to be observed for other children, in order to try and make them angry
Stage 3: Test for delayed imitation
- Room containing a number of toys placed in the exact same position for each toy
- Toys considered either aggressive of non aggressive

Question 33

Bandura: three types of aggressive behaviour shown

Answer 33

1) Imitative agression
2) Imitative verbal aggression
3) Imitative non aggressive verbal/physical responses

Question 34

Bandura: qualitative results

Answer 34

1) Children who saw an aggressive model imitated the aggressive acts of the model than those who observed non aggressive model or no model at all
2) Children who saw the non-aggressive model showed lower levels of aggression than the control
3) Boys imitated male models more than girls for physical and verbal imitative aggression, non imitative aggression and gun play, girls imitate female models more for verbal aggression
4) Boys showed more imitative physical aggression than girls

Question 35

Chaney: aim

Answer 35

To test the use of positive reinforcement via the Funhaler could improve medical compliance in young asthmatic compared to use of a conventional inhaler with no additional features

Question 36

Chaney: participants

Answer 36

Study involved 32 children (22 male, 10 female) ranging from 1.5-6 years old with a mean age of 3.2 years old. They had an average duration of asthma for 2.2 years

Question 37

Chaney: technique

Answer 37

Gathered by random sampling and were asthmatic children who had been prescribed drugs delivered by pMDI and spacer and were recruited from clinics across a large geographical area

Question 38

Chaney: independent variables

Answer 38

Device used to administer the asthma drugs, either the standard pMDI inhaler and spare or the Funhaler

Question 39

Chaney: dependent variables

Answer 39

How well participants complied with their prescribed medical regime, measured through parental responses to a self-report questionnaire

Question 40

Chaney: research method

Answer 40

Lab experiment

Question 41

Chaney: experimental design

Answer 41

Repeated measures

Question 42

Chaney: procedure

Answer 42

• Home study for a 2 week period where there was informed consent to take part and a completed structured closed questionnaire with an interviewer about their child’s current asthma device
• Participants then asked to use Funhaler instead of normal with no further instructions, except the fact it was with parental guidance
• After this, parents completed a matched item questionnaire on the Funhaler to allow direct comparison with the standard device.
• Random checks on Funhaler use from the previous day were also carried out

Question 43

Chaney: qualitative results

Answer 43

Use of the Funhaler was associated with improved parental and child compliance
- Problems such as screaming when the device was brought to a child’s face unwillingness to brother through the device or unwillingness to breathe for a long period of time were all significantly reduced using the Funhaler

Question 44

Chaney: quantitative results

Answer 44

• 59% parents found to medicated their child on the previous day when using standard device, 81% using the Funhaler
• 50% children took the four or more cycles per aerosol delivery or ‘puffs’ when they used the standard device compared to 80% with the Funhaler
• 69% of children reportedly pleasure when using the Funhaler, where as only 10% enjoy using a standard device