Developmental Flashcards
3 assumptions of the developmental approach
change and development is an ongoing process which continues throughout life.
behaviour may be learned or may be innate.
early experiences affect later devlopment
strengths of the developmental approach
+contributes to the nature/nurture debate
+less demand characteristics, sample is often children - too young to work out aim
weaknesses of the developmental approach
- not generalisable, small sample - cant apply results to society
-lacks external validity, children have different qualitative thoughts to adults
-deterministic, assumes behaviour is formed due to childhood experiences
bandura- a-pr
A: to see if children who are passive witnesses to aggression will imitate the aggressive behaviour
M: lab experiment with matched pairs
pr: 36 m 36 f, aged 3-5
4 hypotheses of bandura
- children exposed to aggressive behaviour will imitate aggressive behaviour
- children exposed to non-aggressive behaviour will imitate non-aggressive behaviour
- children will imitate the actions more of the same sex model
- boys will show more aggression than girls
bandura - the 3 conditions
pps split into 3 conditions, aggression, non- aggression and the control.
the aggressive/ non- aggressive conditions were further divided into 6pps each based on gender of model and child.
bandura - pre testing for matched paird
cildren were observed while at nursery by a researcher. they were judged on 4 5point rating scales
1. physical aggression
2. verbal aggression
3, aggression towards an inanimate object
4. aggressive inhibition
bandura - stage 1
modelling - 10 minutes
children and model were brought into the experimental room. in the aggressive condition, the model assembled the tinker-toys but after a minute they became aggressive to the bobo doll
e.g. ‘raised the bobo doll and pommeled it on the head with a mallet’ or ‘pow’ and ‘sock it in the nose’
in the non aggressive condition the model ignored the bobo doll
bandura - stage 2
frustration arousal - 2 minutes
the child was took to a new room with new games e.g. fire engine. the child was told they could not play with these toys as they were for other children, to frustrate them.
bandura - stage 3
observation - 20 minutes
the cild was took to a new room where they could play with any toy, of which were aggressive and non aggressive toys e.g. tea set and crayons, and a mallet and a 3 foot bobo doll.
the behaviour was observed via a one way mirror every 5 seconds, totalling 240 responses
bandura - response measures
observers looked at:
imitation of physical aggression, verbal aggression, and non aggressive verbal responses.
they also looked at behaviours which were not complete imitations and aggressive behaviour which were not imitations
bandura - results
children in the aggressive model made more aggressive responses than children in the non aggressive model.
boys were more aggressive than girls.
boys were more aggressive if the model was male
girls were more physically aggressive if the model was male, but more more verbally aggressive if the model was female.
the female model had a confusing effect on the children.
children said ‘ thats not the way for a lady to behave’
chaney, a-ps
A: to look at the impact of rewards on patient adherence
M: field experiment and RM
ps: 32 children 22m 10f 1.5-6years. Perth Australia
chaney - pr + R
2 week period
questionnaires were completed at the start and end about the childs asthma device. children were asked to use the funhaler instead of the regular inhaler. the funhaler had an attachment which included a spinning disk and whistle to encourage and reward correct usage of the funhaler.
the funaler improved parental and child compliance.23% increase in usage of inhalers.30% increase in correct usage
the funhaler could improve clinical outcome, and devices that use self- reinforcement can improve overall health of children.
3 levels of kohlbergs theory of moral development
- pre conventional morality
- conventional morality
- post conventional morality
pre conventional morality
9 and below
our moral code is shaped by the standards of adults around us and the consequences of breaking or following rules.
reasoning is based on the physical consequence
conventional morality
most adolescents and adults.
begin to internalise the moral standards of valued adult role models. authority is not questioned and reasoning is based on the norms of the group to which the person belongs
post conventional morality
only 10-15% are capable of this level of morality
individual judgement is based on self chosen principles and moral reasoning is based on individuals rights and justices.
aim of kohlberg
to find evidence to support his theory of moral development
method and sample of kohlberg
longitudinal study, following development of 12 boys.
cross cultural element.
75 american boys, followed at 3 year intervals.
moral development was also studied in the UK, canada, Taiwan, mexico and turkey
procedure of the 75 American boys of kohlberg
pps presented with hypothetical dilemmas to determine moral reasoning for each moral aspect.
the value of human life, tested by asking, age 10: is it better to save the life of one important person or alot of unimportant people?
age 13 + : should the doctor mercy kill a fatally ill woman asking for death due to pain?
procedure of different cultures of kohlberg
boys aged 10-13 were asked about a story involving theft - a mans wife is starving to death but the owner wont give the man any food unless he can pay. should he break in and steal some food?why?
results of the american participants of kohlberg
all participants progressed and reached stage 6.
participants progressed through the stages one at a time and in the same order.
results in the cross cultural sample of kohlberg
taiwanese boys gave stage 2 answers.
at 16, stage 5 thinking was observed more in the US than mexico or taiwan.
no important differences were found in the moral development between religions.
