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Psychology A level component 3 > Child: Key Research > Flashcards

Child: Key Research Flashcards

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1
Q

Who conducted the twin family study of general IQ

A

Van Leeuwen et al (2008)

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2
Q

What was the research method used in the Van Leeuwen study

A

Mini case studies

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3
Q

What were the sample details of the Van Leeuwen study

A

Total of 214 families were invited by letter
112 agreed to participate
23 MZ male, 23 DZ male, 25 MZ female, 21 DZ female, 20 DZ pairs of opposite sex

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4
Q

What was the sampling method and selection in the Van Leeuwen study

A
  • Recruited from Netherlands Twin Registry (NTR)
  • Parent signed consent forms for children
  • No one with mental illness or disability
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5
Q

What was the procedure for IQ testing in the Van Leeuwen study

A

-parents were compensated for travel and children received a present
-collected cognitive behavioural and hormonal data, pubertal status and MRI brain data
-cheek swabs for DNA collected at home
-cognitive test was the ‘Ravens standard progressive matrices’ and parents took advanced test
This took 5 hours

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6
Q

What were the conclusions from the Van Leeuwen study

A
  • intelligence is transmitted from parents to offspring
  • cultural transmission from parents did not influence child’s IQ
  • environmental factors influencing IQ are generally not shared among siblings
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7
Q

Who conducted the research into Neural representation of expected value in the adolescent brain

A

Barkley-Levenson and Galvan (2014)

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8
Q

What were the sample details and the sampling method used in the Barkley-Levenson and Galvan study

A
  • 19 healthy, right handed ADULT participants (mean age 27.9)
  • 22 healthy, right handed ADOLESCENT participants (mean age 15.6)

-Recruited through poster and internet ads (volunteer) and each participant was asked to provide amount of spending money per month

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9
Q

What was the research method used in the Barkley-Levenson and Galvan study

A

Quasi experiment

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10
Q

What was the independent variable in the Barkley-Levenson and Galvan study

A

-Adult or Adolescent (naturally occurring)

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11
Q

What was the Dependent variable in the Barkley-Levenson and Galvan study

A

Brain activity

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12
Q

What was the experimental design used in the Barkley-Levenson and Galvan study

A

Matched pairs (Both healthy and right handed)

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13
Q

What was the procedure used in the Barkley-Levenson and Galvan study for measuring neural activity

A

MRI - measuring Brain structure and density/volume

  • participants have to lay still which is very restricting
  • how big a structure is or any abnormal growth
  • used as a baseline

fMRI- functional MRI

  • measuring bloodflow to structures - can show us how active they are at one point in time
  • used during a task to measure function/activity in that part of the brain
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14
Q

What was the procedure in the Barkley-Levenson and Galvan study for testing ‘risk taking’ and expected value

A

-participants to complete information on income and spending money per week
-familiarised with the MRI and given $20 for taking part
-were told they could win or lose another $20
-after one week participants were called back to do a gambling task in a fMRI scanner
-shown a spinner where money could be lost or gained and could keep the outcome
114 spinners win or lose
24 spinners win or win
24 spinners lose or lose

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15
Q

What were some of the differences found by the Barkley-Levenson and Galvan study between adolescence and adults brain activity

A

More activity was found in the left ventral striatum in adolescents brains and this increased as expected value increased

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16
Q

What did the Barkley-Levenson and Galvan study find about the role of the ventral striatum in risk taking

A

The ventral striatum plays a dominant role in pleasure and more likely to take risks.

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17
Q

What differences from the Barkley-Levenson and Galvan study are found in risk taking behaviour between adolescents and adults

A
  • Positive correlation between the expected value and the likelihood of accepting the gamble
  • Adolescents are more likely to take a greater risk as the expected value increases (the ventral striatum is more dominant due to frontal gyrus not fully developed in adolescents yet)
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18
Q

What positive or negative considerations are there in placing participants in a fMRI scanner for research purposes

A

+For research purposes, conclusions can be drawn from the brain activity and data can be used in the real world - familiarised them (mock)

-Restricted movement in the scanner in a closed space

+No harm to participants

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19
Q

How might the Barkley-Levenson and Galvan study be considered reliable

A

High in internal reliability = step by step procedure, scans are standardised

Low in external reliability = Won’t necessarily get same results with a different group of people.

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20
Q

How does the Barkley-Levenson and Galvan study highlight psychology as a science

A
  • Objective scans, non bias however still requires analysis
  • High in internal reliability
  • Is falsifiable with money
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21
Q

What did Gibson and Walk study

A

The visual cliff

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22
Q

What was the aim of the Gibson and Walk study

A

If depth perception is innate we would expect it to be apparent by the time a young animal is mobile because this would be adaptive e.g. useful and survival aids

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23
Q

What was the human sample used in the Gibson and Walk study

A

36 human infants from 6-14 months were tested (American)

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24
Q

What was the animal sample used in the Gibson and Walk study

A

Chicks, Turtles, Rats, Lamb, Pigs, Kittens and Puppies (ranged from 1 day to 4 weeks old)

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25
Q

What was the research method used in the Gibson and Walk study

A

Controlled observation

26
Q

What was the visual cliff apparatus used in the Gibson and Walk study

A

-Visual cliff apparatus was a large glass sheet which is about 30cm above the floor, on one side the patterned material was placed directly beneath the glass (shallow) and the other side the patterned material was placed on the floor below the glass (deep side)

27
Q

What were the qualitative human results in the Gibson and Walk study

A
  • Children would look through the glass at the edge and back away, many used the glass to support them as they crawled away
  • Many tested the glass’ solidarity but still didn’t cross
  • Many cried because they couldn’t get to mother
28
Q

What were the quantitative human results in the Gibson and Walk study

A
  • 27/36 children moved off the board (9 didn’t move)
  • 100% of these children moved to the shallow side to get to their mothers
  • Only 11% (3 children) of these children crawled across the deep side to get to their mother
29
Q 
In the Gibson and Walk study what were the animal results for:
Chicks
Goats and lambs
Rats
Kittens
Turtles
A

Chicks = At less than 24 hours old would never cross the deep side

Goats/Lambs = At less than a day they would not step on the deep side
=If placed on the deep side they would refuse to put feet down and if forced would go limp but would stand on the shallow side

Rats = Rely on sensitivity of whiskers so would cross to the deep side of they could feel the glass
=If board was raised and couldn’t feel the glass they 95% of the time wouldn’t cross

Kittens = Bout 4 weeks old they would avoid deep side
=27 days in dark condition - the reared kittens had no preference for shallow or deep side but when exposed to light they had developed their depth perception

Turtles = They didn’t have a preference for deep or shallow side, which would suggest that there is less need for depth perception in water as there is less need for falling

30
Q

What did the visual cliff experiments tell us about depth perception and the role of nature and nurture in its development

A

Nature = Most of same cultures/ species had similar visual/ spacial perception

Nurture = Only had basic perception , maybe learn through experiences of danger

31
Q

What did Wood et al study

A

The role of tutors in problem solving

32
Q

What was the aim of the Wood study

A

To explore the process of tutoring - whereby an adult/expert helps someone complete a task who is not an adult/expert

33
Q

What was the sample used in the Wood study

A
  • 30 Children
  • Equally divided into 3, 4 and 5 year olds with equal boys and girls
  • Lived within Cambridge Massachusetts
  • Volunteers from advertisements
34
Q

What happened during the problem solving task in the Wood study

A
  • The task was designed to be fun, and within easy reach of every child’s skills and knowledge
  • The toy consisted of 21 blocks that combined to form a pyramid
  • The 4 block layers could only be formed by putting the appropriate pairs together in the correct orientation , since each block possessed one quarter of each of the larger connectives
35
Q

What was the research method used in the Wood study

A

-Controlled observation in artificial environment

36
Q

What happened during the procedure of the tutor in the Wood study

A
  • The tutors standardised procedure was agreed in advance
  • The aim was to allow the child to do as much as possible for themselves but verbal instructions were given when needed to instruct before intervening more directly
  • Child was seated at a table with 21 blocks and invited to play with the blocks
  • The children didn’t know what the final blocks looked like and left to their own devices for about 5 minutes so they could become familiar with the blocks
  • The tutor responded systematically to 3 types of response from the child:
    i) If the child ignored the tutor and continued to play: the tutor would present suitable procedure such as joining two blocks from the correct pair
    ii) If the child attempted to assemble blocks themselves but overlooked a key feature the tutor will give a verbal instruction that the construction was not complete
    iii) If the child made something similar to the tutors method, the tutor would correct any errors that resulted
37
Q

What was the children’s learning scored on during the Wood study

A

a) Scored as either manipulating separate pieces which they were going to assemble or assembling pieces previously made up
b) Assembly operations were divided into 2 categories: assisted or unassisted in both cases, the construction may or may not meet the task constraints
c) When constructs did not meet the task constraints, the researcher noted whether the child rejected them or simply laid them down as assembled (wrongly)
d) When the child dissembled previous constructs, it was noted whether or not they went on to reassemble them again

38
Q

What were some of the key findings from the Wood study

A

3 year olds:

  • None of this age group could put four blocks together correctly
  • The proportion of unassisted constructs was 64%
  • This age group had more direct interventions of the tutor showing them how to do a task

4 year olds:

  • The proportion of unassisted constructs was 80%
  • This age group had the most total verbal interventions from the tutor

5 year olds:

  • The proportion of unassisted constructs was 88%
  • This age group were more likely to accept the tutors suggestions
39
Q

Wood identified 6 components in the scaffolding process. Summarise what the key component is

A

Recruitment = Engaging the learner with the task and keeping them interested is important at first stage of learning

Reduction in degrees of freedom = By reducing the number of possible outcomes the tutor can help learners see the correct solution quicker

Direct maintenance = Providing feedback on successful attempts to keep motivating learners. necessary to move learners on to the next part of the task once the stage had been accomplished

Marking crucial features = The tutor can highlight featured that are important in the task or which are incorrect in the learners solution

Frustration control = The tutor should make the task less stressful but has to avoid creating dependency

Demonstration = The tutor can demonstrate or model a solution that the learner has started, and will show the ideal solution, which the learner could then be expected to imitate

40
Q

What did Ainsworth and Bell (1970) study

A

Attachment and separation: illustrated by the behaviour of one year olds in a strange situation

41
Q

What was the aim of the Ainsworth and Bell study

A

To observe in a laboratory situation the attachment behaviours of a child using the ‘strange situation’ as an illustration of these behaviours

42
Q

What was the sample using in the Ainsworth and Bell study

A
  • 56 children with white, middle-class parents
  • 23 were observed from birth
  • 33 were observed when they were 49 weeks old
  • Found through paediatricians through private practice
43
Q

What was the research method used in the Ainsworth and Bell study

A
  • Controlled observation

- Covert observation

44
Q

What was the design of the testing environment in the Ainsworth and Bell study

A

Laboratory controlled - 16 squares for observers to be bale to tell child’s position

45
Q

What was the strange situation in the Ainsworth and Bell study

A

1 - Mother carries baby into room, observer follow and then leaves
2 - Mother puts baby down in specific place and sits in the chair; only participate if child seeks attention
3 - Stranger enters, sits for 1 minute talks to mother for 1 minute and approaches baby with toy; mother leaves after 3 minutes
4 - Stranger sits if baby is happy, if baby is distressed stranger tries to comfort and distract them. Happens for 3 minutes
5 - Mother enters and waits at the door, stranger leaves once child is settled mother leaves saying “bye-bye”
6 - Baby left alone for 3 minutes unless distressed
7 - episode 4 repeated
8 - Mother returns and stranger leaves

46
Q

How was ‘exploration recorded’ in the Ainsworth and Bell study

A
  • Time sampling = every 15 seconds for 3 minutes

- on scale from 1-7 how strongly are they showing these behaviours

47
Q

What were the results from the Ainsworth and Bell study:
Crying
Search behaviour
Proximity-seeking and contact-maintaining behaviours
Contact-resisting and proximity-avoiding behaviours

A

Crying = The incidence of crying rose in episode 4 but declined again in episode 5. Increased in episode 6 and didn’t decrease in episode 7

Search behaviour = Moderate in episode 4, significantly strong in episode 6 and moderate in episode 7

Proximity-seeking and contact-maintaining behaviours = Weak in episode 2 and 3. The increase from episode 2 through 5 to 8 was highly significant

Contact-resisting and proximity-avoiding behaviours = about 1/3 of the sample avoided the stranger at same time in episode 3. These incidences declined during episodes 4 and 7, remaining les than in episode 3.

48
Q

What were the conclusions from the Ainsworth and Bell study

A
  • Search behaviour is especially activated by being left alone, therefore, if a child had attachment problems they would not search for an attachment when alone
  • Attachment behaviour is heightened in situations perceived as threatening
  • Sensitive mothers are more likely to have severely attached children
49
Q

What did Johnson and Young study

A

Gendered voices in children’s advertising

50
Q

What was the sample in the Johnson and Young study

A
  • Children’s TV adverts from cartoon programmes from USA commercial stations in 1996, 1997 and 1999
  • 39 half hour programmes were taped including 478 commercials across 3 years –> only 39% were analysed
51
Q

What research method was used in the Johnson and Young study

A

-Discourse analysis conducted on TV adverts across 3 years –> where qualitative data is turned into quantifiable data

52
Q

What were the categories of adverts used in the Johnson and Young study

A
  • Ads targeted to boys (boys were depicted)
  • Ads targeted to girls (girls were depicted)
  • Ads targeted to girls and boys (both depicted
  • no specific gender targeted
53
Q

What were the verbal elements observed in adverts in the Johnson and Young study

A
  • Action verbs elements e.g. Crawl, fly
  • Competition/ destruction verb elements e.g. Crush, slam
  • Agency/control verb elements e.g. Control, defeat
  • Limited activity verb elements e.g. Beware, get, look
  • Feeling and nurturing verb elements e.g. Cuddle, love
54
Q

What were the main findings from the Johnson and Young study on toys targeted at boys and toys targeted at girls

A

Boy orientated toy:
Beast wars transformers - associated with male figures

Girl orientated toy:
Girl Talk - reinforce stereotype that girls talk more

55
Q

What were the main findings for the attributes of the voice-overs in the Johnson and Young study

A

Boy orientated and both:
Male voice 80% of the time and exaggerated, aggressive and loud

Girl orientated:
89% of voice overs were female and 4 were male alongside female, 87% exaggeration on high pitched and sing-song voices

56
Q

What were the main findings on the verb elements for gender imaging in the Johnson and Young study

A
  • Feeling and nurturing verbs - occurred 66 times in girl orientated, but 0 in boy orientated
  • destructive verbs - 9 in girls and 113 in boys
57
Q

What were the main findings in the speaking roles of girls and boys in the Johnson and Young study

A

-Girls would talk less often and often affirm the boys comments, they reinforce power over women

58
Q

What were the main findings in the power discourse in the Johnson and Young study

A

The word ‘power’ was used in 21%. Of adverts aimed at boys and in only 1 advert aimed at girls, reinforcing that men are more powerful than women

59
Q

What were the 2 conclusions made in the Johnson and Young study

A

1 - May be too risky to change as it will lose profits to create separate toys for boys and girls

2 - The appeal to gender polarisation also prepares the child for the gender specific products that are in the adult market

60
Q

Suggest strategies to reduce the impact of advertising which is aimed at children from the Johnson and Young study

A
  • names of toys = use gender neutral names e.g. Not girl talk
  • voice overs = gender equal speaking parts and speak normally
  • verbs used = equal amount of verbs/increase certain verbs for toys aimed at certain genders
  • speaking roles = giving girls a chance to speak independently and have their own opinions
  • power discourse = equal out the power verbs/ in girl orientated adverts more

Psychology A level component 3 (6 decks)

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