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Developmental Area Flashcards

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1
Q

Bandura external validity

A

Low: restricted sample, all from same nursery and area. Ethnocentric.

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2
Q

Bandura internal validity

A

High: testing aggression due to matched participants design, this rids of participant variables potentially affecting accuracy

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3
Q

Bandura ecological validity (external)

A

High: real life setting the children are in most days, playing with toys replicates a real life task

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4
Q

Bandura internal reliability

A

High: controls and standardised procedure (“repeatedly punch it in the nose” “kick him” “pow”)

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5
Q

Bandura Inter-rater reliability

A

High: correlation co-efficient rating 0.89 (pre-testing opinions agreed on)
Inter-scorer agreement with second observer

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6
Q

Bandura external reliability

A

Low: 6 per condition is not enough to establish an effect/pattern. Small sample

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7
Q

Bandura background/context

A

Behaviourists say you learn from environment. Developed concept of social learning theory. Observing an adult role model and imitating

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8
Q

Bandura aim

A

See whether children would imitate aggressive behaviour when given the opportunity even when in a different environment to the example they saw and without the male role model present

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9
Q

Bandura hypotheses

A
  1. Subjects exposed to aggressive model would reproduce aggressive actions resembling those of the model
  2. Observing non aggressive behaviour would have inhibiting effect on subsequent actions
  3. Higher imitation with same sex model
  4. Boys would be more predisposed to show aggression than girls
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10
Q

Sample: opportunity

A

72 children aged 3-5 from Stanford University Nursery (6 in each condition) equal gender split

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11
Q

Bandura experiment type and design

A

Field & matched participants

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12
Q

Bandura pre-testing

A

Rated in 4 areas by teacher and experimenter
-physical, verbal, aggression to inanimate objects & aggression inhibition
R=0.89 (high internal-rater reliability)

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13
Q

Bandura IVs and model conditions

A 
Same sex/different sex
Male/female children 
Aggressive/non aggressive model 
Model conditions: 
Aggressive male 
Non aggressive male 
Aggressive female 
Non aggressive female 
No model
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14
Q

Bandura findings

A

Children exposed to aggressive models showed more imitative aggressive behaviour
Exposure to non aggressive models would have inhibiting affect on the child’s behaviour
Boys more likely to imitate same sex model than girls
Boys more physically aggressive, girls more verbally aggressive with female model

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15
Q

Bandura qualitative findings

A

“That ain’t no way for a lady to behave”
“He’s a good fighter like daddy”
Western cultures may effect boys to idolise the violent “heroes” and women may feel more comfortable with verbal aggression

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16
Q

Bandura conclusions

A

Observing behaviour produces imitative behaviour

Disproves skinner’s view you had to view behaviour several times before imitating

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17
Q

Bandura ethical issues

A

No informed consent from parents (only teachers)
Expose children to harm when watching aggression
Children weren’t aware they could ‘withdraw’ from something an adult was instructing
Deception
Debriefing- didn’t inform parents after

-however did keep confidentiality-

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18
Q

How is developmental area similar to the social area

A

Discusses nurture as an influence on behaviour
Use controlled research methods
Ethnocentric (different upbringings)

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19
Q

How is developmental area different from the social area

A

Considers many different influences on behaviour
Studies mainly on children
Self report methods
Longitudinal

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20
Q

What are strengths of the developmental area

A

Useful& good real life application
(Education)

Nature v nurture relevance

Quantitative and qualitative

Reduce participant variables as they use same group for longer period of time

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21
Q

Weaknesses of the developmental area

A

Can be unethical as a lot of research is carried out on children. Children more sensitive to harm

Children may not be reliable use of self report or able to express themselves

Ethnocentric upbringings- cultural differences

Small samples are not generalisable

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22
Q

Defining characteristics of the developmental area

A

Behaviour changes over time
Research on children
Nature v nurture

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23
Q

Kohlberg’s aims

A

Wanted to provide research that would back up his theory of moral development inspired by Piaget

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24
Q

Kohlberg’s research method

A

Longitudinal- follows participants for long periods of time

Interviews

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25
Q

Kohlberg’s USA sample

A

75 boys aged 10-16 until they were 22-28 years old. Followed same boys for 12 years

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26
Q

Kohlberg’s procedure

A

Every boy provided with moral dilemmas every 3 years

Ranked the answers boys gave from 1(least morally developed) to 6(most morally developed)

Formed his theory of stages of moral development

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27
Q

Strengths of longitudinal studies

A

Reduces participant variables

Shows development over time

28
Q

Weaknesses of longitudinal studies

A

Time confusing
Retention rate
Sample not generaliseable

29
Q

Which other places did Kohlberg collect data from? Why?

A

Malaysia, Taiwan, Mexico, Canada, Turkey, UK

Covers behaviours in lots of different cultures, makes sample generalisable

30
Q

Strengths of cross cultural research

A

Reduces ethnocentrism
Comparisons can be made
Could generalise

31
Q

Weaknesses of cross cultural research

A

Effort and time to conduct

Same procedures can be less appropriate for different cultures

32
Q

Behaviourist perspective

A 
Milgram, Piliavin, Bandura 
Learning theory:
Classical- association 
Operant- rewards and punishments 
Social learning theory- observing and imitating
33
Q

Behaviourist perspective strengths

A

Looks at nurture which is more useful as it can be manipulated
Often use controlled research methods which increase replicability

34
Q

Behaviourist perspective weaknesses

A

Ethics can be a problem as it involves children

When using highly controlled research ecological validity can be low

35
Q

Kohlberg’s findings level 1 stage 1 & 2

A
  1. Pre-conventional (4-10)
    Stage 1 obedience and punishment orientation
    Responsive to cultural norms
    Stage 2 self interest orientation(self centred)
36
Q

Kohlberg’s findings level 2 stages 3 & 4

A
  1. Conventional
    Stage 3 Conformity to expectations and rules
    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 order
37
Q

Kohlberg’s findings level 3 stages 5 & 6

A

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 respect)

38
Q

Kohlberg’s conclusions

A

The stages follow an invariant developmental sequence
All movement is forward in sequence and does not skip steps
The nature of the sequence is not significantly affected by widely varying social, cultural or religious conditions- “universal”
Moral thought seems to behave like all other kinds of thought - each new cognitive organisation is better and takes newer, better distinctions than the one before it

39
Q

Kohlberg ethical criticism

A

Harm may have been experienced through stress of moral dilemmas

40
Q

Which ethics were kept with Kohlberg

A

Consent gave every 3 years
Had right to withdraw by not answering questions
Participant names kept confidential
No deception- told aims

41
Q

Kohlberg internal reliability

A

Standardised procedure, giving all boys same dilemmas and questions

42
Q

External reliability Kohlberg

A

75 USA boys and participants from other countries is quite large and likely to show pattern, not one off

43
Q

Internal (construct) validity Kohlberg

A

Demand characteristics
Social desirability bias
May be testing linguistic understanding, not intelligence

44
Q

External (population) validity Kohlberg

A

Wide range of cultures (not ethnocentric) can be generalised

45
Q

External (ecological) validity Kohlberg

A

Hypothetical may not reflect what they would actually do. Doesn’t replicate real life situation

46
Q

Kohlberg ethnocentrism

A

Cultural bias because he assumed it would be the same in other cultures. He would claim it isn’t as after he replicated his research in Malaysia, Taiwan, Mexico, Canada, Turkey & UK

47
Q

Chaney aims

A

Improve children’s compliance in using inhaler correctly

48
Q

Chaney research methods

A

Field experiment

Repeated measures

49
Q

Chaney sample

A 
31 children 
22 boys 
10 girls
Australian 
1.5-6 years old 
Random selection
50
Q

Chaney DVs

A

Questionnaires designed to measure
Children’s behaviour- how frequently the children took their medication and any problems the children had with delivery of medication
Attitudes of parents and children towards medication

51
Q

Chaney conclusion

A

Increase use in funhaler and correct usage (4 breaths per cycle) parents less likely to give up and use nebuliser

52
Q

Chaney- Strengths and weaknesses of sample

A

S- 32 large sample, can establish consistent effect
Age appropriate for funhaler
W- young raises ethical issues, restricts generalisability

53
Q

Chaney self report (questionnaire) s&w

A

S- easy to administer

W- children may not be able to express themselves and parents may have social desirability

54
Q

Chaney- forced choice question s&w

A

S- quick and easy to analyse

W- limited options, doesn’t give why

55
Q

Chaney field experiment s&w

A

S- Natural setting high ecological validity

W- parents may not be supervising usage and unusual to have questionnaire everyday, low ecological

56
Q

Chaney repeated measures design s&w

A

S- controls participant variables

W- parents may work out aim, demand characteristics

57
Q

Chaney reliability

A

Internal reliability- same questionnaire, same length of time and same funhaler
External- 32 is enough to be consistent

58
Q

Chaney validity

A

Internal- may not be accurate measure as parents may have social desirability bias
External/ecological- in home natural setting
External/population- all from Australia which may not be generalisable but asthma biological

59
Q

Chaney links to debates

A

Nature/nurture
Usefulness
Individual/situational

60
Q

Lee sample

A

120 chinese children

108 canadian children

61
Q

Lee method

A 
Indovidual testing 
4 stories which were familiar to them 
Pro social- truth 
Pro social- lie 
Anti social- truth 
Anti social- lie 
Half heard one order half heard other order 
7 point rating scale from very very very good +3 to very very very naughty -3
62
Q

Lee results

A

Chinese children rated lie telling in pro social more positively than Canadian especially as they got older
Similarity negative behaviour rates negative and truth telling with negative more positive

63
Q

Lee conclusion

A

Differences in moral development between cultures as social and cultural values differ- not just cognitive development

64
Q

Bandura method

A

Field
Stage 1: modelling- child plays in a room whilst adult either shows aggressive behaviour or not
Eg. Sock him in the nose!”
Stage 2: aggression arousal- child taken into another room with colourful toys for 2 mins
Then told these toys are for other children and taken out of room
Stage 3: test for delayed imitation
- child taken into room with toys (crayons, tea set, mallet, Bobo doll)
- model, experimentor and researcher observe child
- observation every 5 seconds across 20 minutes (time sampling)

65
Q

Chaney method

A

Field
- P used funhaler 2 weeks
Positive reinforcement: toy ball spins, whistle
Negative: fewer symptoms & less anxiety as know being done correctly

66
Q

Chaney results

A

Positive influence usage, problems, attitudes
Unwilling to breathe through device before- 61%
After- 7%

Psychology (16 decks)

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