Core Studies +++ Flashcards
Qualitative findings in Bandura.
‘That ain’t no way for a lady to behave’.
‘That girl was just acting like a man’.
‘He’s a good fighter like daddy’.
Seeing adults act in a certain way means that children think it’s ok to act that way too (legitimises behaviour).
In Western culture girls are more comfortable with verbal aggression because physical aggression is ‘un-ladylike’.
Boys see heroic characters use aggression in stories.
Bandura controls
Toys in the room Actions of model Time spent in each room: 10,2,20 Experimenter behaviour (what they said to child) Individually tested Ratings during pre-testing.
Independent variables in Bandura.
Aggressive or non-aggressive model.
Male or female model.
Sex of child.
Model conditions in Bandura.
Aggressive female Aggressive male Non-aggressive female Non-aggressive male No model
Bandura sampling method, sample, research method and experimental design.
Opportunity sampling.
72 children aged 37-69 months (3-5) from Stanford University Nursery.
Mean age 52 months and equal gender split.
Lab experiment.
Matched group/participants reduces participant and extraneous variables.
Was Bandura internally reliable? Standardised and replicable?
Yes, there were controls e.g. same toys in room, same model behaviour, same time in each room.
Done 72 times with 72 participants.
Bandura inter-rater reliability.
To what extent did the pre-testing raters agree with eachother?
How was the reliability of the observational data from stage 3 of the experiment checked?
There was a high level of inter-rather reliability between the observers so the ratings of aggression were consistent between the observers.
There was a second observer for half of the subjects.
External reliability Bandura.
Was the sample large enough to suggest a consistent effect?
While there were 72 children altogether, there were only 6 children in each condition which isn’t large enough.
Internal (construct) validity Bandura.
Was it an accurate test of learning of behaviour through imitation?
They matched participants so there were minimal extraneous and participant variables.
External (ecological) validity Bandura.
In what ways did/didn’t the experiment resemble a real-life situation?
External (population) validity Bandura.
In a nursery- child’s natural environment though the model adult stranger being present could change their natural behaviour.
They were alone in the room, which is rare for a young child- this may cause them to behave badly.
While there’s a large sample of boys and girls, they’re from a wealthy western area and are probably well educated. They’re probably not used to being told no so may be more spoiled and have a bigger tantrum then a less privileged child.
Boys and girls 50/50.
Bandura ethics broken.
Informed consent- The child’s parents didn’t give consent, only their teachers.
Right to withdraw- The children didn’t know this was an experiment and wouldn’t know how to withdraw.
Protection from harm- There could be distress caused by witnessing the violence in the short term and long term damage and they could use these behaviours with other people.
Deception- Children didn’t know they were being watched or studied.
Confidentiality- A video was taken and a few of the children’s faces can be seen as well as their nursery and year the experiment was done. No person info was leaked on the individual children though.
Debriefing- Parents and children weren’t told what happened afterwards.
Kohlberg aims and research method.
He wanted to provide research that would back up his theory of moral development inspired by Piaget.
Longitudinal- was carried out over an extended period of time.
Kohlberg’s USA sample.
75 boys ages 10-16 until they were 22-28. (He followed the same boys for 12 years.
Where else did Kohlberg collect data and why?
UK, Taiwan, Malaysia, Canada, Mexico, Turkey.
To make the data generalisable to different countries.
Kohlberg findings: stages of moral development
- Pre-conventional (4-10yrs)
Stage 1: obedience and punishment orientation- responsive to cultural norms.
Stage 2: self-interest orientation- behaves in a self-centred way. - Conventional
Stage 3: conformity to expectations and rules ‘good boy good girl’- seeks approval from others and begins to consider intention of act.
Stage 4: Authority and social order orientation- sees right behaviour as duty to show respect and maintain social order. - Post-conventional
Stage 5: social contract orientation- does what is law plus personal values and opinion.
Stage 6: universal ethical principles- bases judgement on universal human rights (justice, equality, reciprocity and individual respect).
