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: motive given for rule obedience or moral action.
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 13/16/20/24: 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 ay 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 more salient in the US than mexico or taiwan.
no important differences were found in the moral development between religions.
possible conclusions of kohlberg
there is an invarient developmental sequence in an individuals moral development.
each stage of moral development come one at a time in the same order.
background of lee et al
children’s moral judgement about lying and truth telling relies on the extent to which the statement differs from factuality.
only after age 11 do children use intention - piaget
sweetser - understanding of lying is influenced by the cultural norms and moral values of society.
aim of lee et al
to compare the moral judgement of Canadian and Chinese children in situations where pro-social or anti-social actions were denied or acknowledged.
method and sample of lee et al
lab experiment, but also considered a quasi experiment as age and culture was not manipulated
IV:
social/physical story
pro-social with good deed/ antisocial with bad deed
sample:
120 chinese children, 40 7yr old, 40 9yr old and 40 11yr old (equal split of gender for all)
108 Canadian children, 36 -7yr old, 40 9yr old and 32 11yr old
all children were from elementary schools.
children were randomly assigned to each condition
what are the 4 conditions of lee et al
- pro social + truth telling
- pro social + lie telling
- anti social + truth telling
- anti social + lie telling
procedure of lee et al
participants read 4 stories, either social or physical
the deed section was read first and was rated on the rating chart
the verbal statement was then read and also rated
post experimental discussions occurred with all participants
describe the rating scale of lee et al
the rating scale:
very very good = 3
very good = 2
good = 1
neither good nor naughty = 0
naughty = -1
very naughty = -2
very very naughty = -3
results of lee et al - pro social + truth telling
pro social + truth telling: children of both cultures rated the behaviours similarly. Canadian children gave more positive ratings with age, but Chinese children gave more negative ratings with age
results of lee et al - pro social + lie telling
pro social + lie telling: children of both cultures rated the behaviour significantly differently. Canadian rated lie telling as negative but Chinese rated lie telling as positive. both childrens rating was less negative with age
results of lee et al - anti social + truth telling
children from both cultures rated the anti social behaviour similarly
both cultures rated truth telling in this situation very positively
results of lee et al - anti social + lie telling
children of both cultures rated the antisocial behaviour significantly different
both cultures rated lie telling as negative, negative rating increased with age.
Chinese 7yr olds rated lie telling less negatively than older children in the physical story condition
Canadian 7yr olds rated lie telling less negatively than older children in the social story condition
conclusions of lee et al
regarding lying and truth telling, there is a close relationship between socio-cultural practices and moral judgement
specific cultural and social norms have an impact on childrens moral judgement
both cultures show similar moral evaluation of lie telling and truth telling in anti social stories
modesty in Chinese culture impacts the childrens moral judgement
compare kohlberg and lee
kohlberg : lee
longitudinal : cross section
androcentric : no gender bias
qualitative : both types
repeated measures : independent measures
both:
could be quasi
self report
cross cultural
young sample
lack ecological validity
