developmental area

Question 1

defining principles and concepts of developmental area

Answer 1

1. change and development is an ongoing process which continues throughout our lifetime
2. behaviour may be learned (nurture) or innate (nature)
3. early experiences affect later development
4. development may happen in pre-determined stages

Question 2

developmental strengths

Answer 2

1. try to explain the nature/nurture debate
2. offers explanations as to why individuals of differing ages demonstrate different abilities
3. provides useful information about how we can better understand how children learn - useful practical applications
4. can study participants over time to reduce participant variables
5. uses qualitative and quantitative data

Question 3

developmental weaknesses

Answer 3

1. relies heavily on the use of children which can raise ethical issues
2. quite deterministic
3. samples are often small and unrepresentative
4. research may be constrained by time or culture due to change in early years environments and cultural differences

Question 4

applications of the developmental area

Answer 4

clearly identifiable stages of development that individuals go through as they grow and mature, learning and experiences within any of the stages of development can have a significant positive or negative effect on subsequent behaviour

Question 5

bandura aim

Answer 5

wanted to find out if behaviour displayed by a model might affect an individual in novel setting when the model is absent.

he wanted to demonstrate that learning can occur through mere observation of a model and that imitation of learned behaviour can occur in the absence of that model

Question 6

bandura research method

Answer 6

laboratory experiment, independent measures design, matched participant design.

IV = whether the child witnesses an aggressive or non-aggressive model in first phase of experiment, the sex of the model, the sex of the child.

DV = the amount of imitative behaviour rand aggression shown by the child in phase 3. noting down at 5 second intervals with behavioural categories.

Question 7

bandura sample

Answer 7

72 children with 36 boys and 36 girls

37 months - 69 months olds from Stanford University Nursery School

matched through a procedure which pre-rated them for aggressiveness.

Question 8

bandura apparatus

Answer 8

phase 1 = stickers, potato prints, tinker toy set, a mallet and 5ft bobo doll

phase 2 = fire engine, colourful spinning top

phase 3 = 3ft bobo doll

Question 9

bandora phase 1 = modelling

Answer 9

the child entered the room and the model was invited in. the child was then encouraged by the experimenter to design a picture using stickers and potato prints.

Then the model went to the other side of the room where there was a tinker toy set, a mallet and a 5ft inflatable Bobo doll.

In the non-aggressive condition, the model did not touch the Bobo doll and played with other toys

in the aggressive group, the model was aggressive towards the doll and used easy imitative actions towards it as well as being verbally aggressive towards it.

After 10minutes the child was taken into another room

Question 10

bandura phase 2 = aggressive arousal

Answer 10

The children were taken to a room with attractive toys and were allowed to start playing for 2 minutes.

Then the experimenter told the child that those toys were the very best toys and that she had decided they had been reserved for other children

Question 11

bandura phase 3 = test for delayed imitation

Answer 11

The child was taken into another room which had some aggressive toys and some non-aggressive toys and a 3ft Bobo doll.

The child was then left and observed through a one way mirror for 20 minutes.

a time point sample was used where every 5 secs a note was made of the behaviour shown on one of the behavioural categories

Question 12

bandura measures of imitation

Answer 12

physical aggression = hurting Bobo

verbal aggression = repeating phrases

partial imitation = mallet aggression, sitting on Bobo

non-imitative aggression = aggressive acts towards other objects with hostile remarks

non-aggressive measures = sitting quietly.

Question 13

bandura results

Answer 13

aggressive condition = significantly more imitation of physical and verbal aggression than children in the non-aggressive group

non-aggressive condition = showed very little aggression, although results were not always significantly less than the control group

same sex model = imitated the model’s behaviour significantly more in the following categories; 1. Boys imitated male models more than girls for physical and verbal aggression, non-imitative aggression and gun play 2. Girls imitated female models more than boys for verbal imitative aggression and non-imitative aggression - However, results were not significant .

Question 14

bandura conclusion

Answer 14

supported claim that simply observing behaviour would produce imitative behaviour which would not be expected if that behaviour had not been observed. This moved on from Skinner’s view that behaviour had not been observed and that behaviour would only be shown if it was rewarded. There were no rewards for the children in this study.

Children can learn behaviour through observation and imitation (social learning theory)

Children will imitate aggressive /non-aggressive behaviours displayed by adult models, even if the model is not present

Question 15

chaney aim

Answer 15

find out whether rewards could be used to increase health behaviours in young asthmatics through operant conditioning.

Question 16

chaney research method

Answer 16

field experiment conducted in the participants home setting in Australia

repeated measures field design

IV = whether child used standard inhaler or Funhaler

DV = amount of adherence to the prescribed medical regime

Question 17

chaney sample

Answer 17

32 children, 10 girls, 22 boys

age range of 1.5 to 6 years

average duration of asthma was 2.2 years

Question 18

chaney procedure

Answer 18

questionnaire was given out to parents before and after their child used the Funhaler and was designed to measure parents attitudes to adherence and how frequently their child was medicated. there were also questions on the problems with delivery of medication and childs attitudes.

Participants were asked to use the funhaler for two weeks instead of their normal inhaler and spacer to administer their medication. The funhaler incorporates a number of features to distract the child’s attention from the drug delivery event itself and to provide a mean of self-reinforcement through the effective use of the technique.

Question 19

how the funhaler worked

Answer 19

1. It isolates insensitive toys e.g. spinner and whistle in a separate branch of the standard inhalation circuit, placing them outside the exploratory valve of the spaces to avoid problems of contamination and interference of drug delivery.
2. The design attempts to link their optimal function of the toy to a deep breathing pattern conductive to effective medication
3. The design anticipates the potential for boredom for children with particular insensitive toys in its modern modular arrangement, which would allow the replacement of the insensitive toy module with a range of different toys

Question 20

chaney results

Answer 20

38% more parents were found to have medicated their children the previous day when using the Funhaler compared with their usual device

60% more children took the recommended 4 or more cycles per aerosol delivery when using the Funhaler compared to the standard small volume spacer

When using the normal inhaler only 3/30 parents reported being always successful in medicating their children compared to the 22/30 for the Funhaler

Of the parents who were unsuccessful in medicating their children with the normal inhaler, 19 became always successful when medicating with the Funhaler.

Question 21

chaney conclusions

Answer 21

funhaler led to an increase in use, and correct use.

parents tended to be less likely to give up and resort to the nebuliser if they were using the Funhaler

Improved adherence, combined with satisfactory delivery characteristics, suggests that the Funhaler may be useful for management of young asthmatics.

The use of the Funhaler could possibly be translated to improve measures of clinical outcome

Question 22

kohlberg aim

Answer 22

to show how his research supports his stage theory of moral development

Question 23

kohlberg research method

Answer 23

longitudinal study (same boys over 12 years)

cross-cultural as he followed up his work collecting data from American boys and other cultures around the world.

Question 24

kohlberg sample

Answer 24

75 american boys age 10-16 and then 22-28.

3 year intervals, presented with hypothetical moral dilemmas, all deliberately philosophical. there answers and the reasoning behind their answers were linked to 25 basic moral concepts or aspects

also explored Malaysia and Taiwan

Question 25

kohlberg conclusion

Answer 25

Moral development occurs in the same sequence regardless of where a child grows up. The nature of this sequence is not significantly affected by social, cultural or religious conditions. Furthermore, moral thought develops like all other kinds of thought, with each successive stage being a better cognitive organisation than the one before it.

Kohlberg found that the rate at which the children moved through the stages differed depending on social class and setting. Development was quickest in middle class children, then lower class urban children and village boys were the slowest. Religion played no part

Question 26

lee aim

Answer 26

To see if Chinese and Canadian children would rate truth-telling and lie-telling differently in pro-social settings, when someone has done something good, while the behaviour of telling lies in anti-social settings, where someone has done something bad, would be perceived the same in both cultures

Question 27

lee research method

Answer 27

quasi experiment,
cross cultural study and cross sectional,
independent measures design for ethnicity of children and condition they were placed in,
snap-shot study as data was collected from all participants in one go

IV = ethnicity was naturally occurring

Question 28

lee sample

Answer 28

120 chinese children
108 Canadian children

chinese sample had 40 7 year olds, 40 9 year olds and 40 11 year olds. equal gender split

Canadian sample had 36 7 year olds, 40 9 year olds and 32 11 year olds. 58 boys and 50 girls.

Question 29

lee method

Answer 29

Pro-social setting – truth telling stories, Pro-social setting – lie telling stories, Anti-social setting – truth telling stories, Anti-social setting – lie telling stories

In the physical stories, the children take pages out of books, so there is no social issue, just the physical act

In the social stories, someone either gets hurt (anti-social) or helped (pro-social)

The children are 1st asked if the act was right or wrong (good or naughty) and then, after the lie or truth is told, the children are asked if that act (truth-telling or lying) is good or naughty

Question 30

lee procedure

Answer 30

The children were randomly allocated to either the social story condition or the physical story condition. They were seen individually, and first of all the rating chart was explained. When the children had to answer the questions, they could use the words, symbols or sometimes both

Each child listened to all 4 social or all 4 physical stories. The good and naughty meanings were alternated so that the researcher knew the child wasn’t just saying the first option each time. The researchers also used counterbalancing by randomly allocating stories to one of two orders and then giving about half of the children one order and the rest of the children the second order

Question 31

lee results

Answer 31

The scale was converted to quantitative data and the higher the score, the more the child approved of the action. For the 1st question, every good deed had a positive score and every bad deed had a negative score, whatever the type of story, age or culture of the child. However, the ratings of the truth-telling and lie-telling as good or bad showed differences between the cultures

From this you can see that generally as they get older the Chinese children began to see lie-telling in a positive light and gave it a higher rating than truth-telling in good deed situation. This was only shown in the oldest children in the social story but 9 and 11 year-olds in the physical story. However, they didn’t approve of any lie-telling as shown by the negative ratings given by all of the Chinese children in the bad deed situation

The Canadian children showed the western moral thinking of disapproving of all lie-telling in every situation, every story type and across all ages. However, they consistently approved of truth-telling, as did the Chinese children

Question 32

lee condition results

Answer 32

Pro-social/truth telling:
no significant difference between cultures
significant interaction between age and culture as Canadian children gave similar ratings to truth-telling at each age, whereas Chinese children rated truth-telling less positively as age increased

Pro-social/lie telling:
the children in each culture of each age rated the lie telling behaviour differently in the pro-social situation
Canadian children rated lie-telling negatively although this became less negative as age increased
Chinese children changed from rating the lie-telling negatively at age 7 to rating it positive at 11

Anti-social/truth-telling
No significant difference between cultures
Both rated truth-telling very positively in the anti-social situations

Anti-social/lie-telling
Significant difference was shown between age groups, with the negative ratings increasing with age irrespective to culture

Question 33

lee conclusions

Answer 33

Moral development is different in different cultures as a result of socio-cultural norms and practices, and not only as a result of cognitive development as proposed by earlier research