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A LEVEL > Developmental Studies > Flashcards

Developmental Studies Flashcards

1
Q

Bandura (1961)

Theme

A

External influences of children’s behaviour-Transmission of aggression

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2
Q

Chaney et al (2004)

Theme

A

External influences of children’s behaviour- The Funhaler Study

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3
Q

Kohlberg (1968)

Theme

A

Moral development -Stages of Moral development

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4
Q

Lee et al (1997)

Theme

A

Moral development- Evaluations of lying and truth telling

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5
Q

Bandura (1961)

Background
Perspective
Theory
Aim

A
  • The Behaviourist Perspective
  • Social learning theory= people observe role models and imitate. Children imitate behaviour observed.
  • See if imitation will be generalised to new setting when the model is absent.
  • To look at gender differences also-same sex models? Boys more than girls?
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6
Q

Chaney et al (2004)

Background
Children
Stats on Asthma
Behaviourist
Aims
A

-Asthma is a common reason for children to be admitted to hospital and is a major cause of school absence.
-Most of the problem seems to be the poor adherence to prescribed treatment.
-Children often get distressed when using inhalers and the drug inhalation ad lung deposits decrease when a child is crying or distressed.
-There is a clear relationship between frequency of asthma attacks and compliance.
-Paediatric compliance behaviour modification is used by psychologist (operant conditioning).
-Adherence does not improve with the severity of the illness.
AIMS: A pilot study to establish if the Funhaler would increase compliance in a group of young children who were prescribed regular therapy. Positive reinforcement leading to improved adherence. To establish: acceptance, ease of use and compliance. To focus on: design rationale, attitudinal and behavioural response.

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7
Q

Kohlberg (1968)

Theory
Skinner
Piaget
Aim

A

Skinner(behaviourist)=morals developed through operant conditioning
Piaget(cognitive)= morals are due to cognitive capacity

  • To show how young adolescents develop into young adults as they move through the stages of moral development.
  • Is there an invariant sequence (has to go through stage 5 to reach 6)?
  • To gain further evidence.
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8
Q

Lee et al (1997)

Background
Piaget
Wimmer
Sweetser
Aims
Predictions
A
  • Piaget- Intention is only grasped at 11 years old. Intention was not as limited or as focused on punishment.
  • Wimmer- reason more maturely if intentions are highlighted at a younger age.
  • Sociocultural construct-not from thoughts.
  • To compare children from an individualist and collectivist cultures. Cultural differences will be seen in prosocial situations.
  • The Chinese are predicted to rate truth telling less positively and the Canadian rate lying less negatively. But no difference in antisocial situations. The difference is expected to increase with age due to continues exposure to cultural norms.
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9
Q

Bandura (1961)

Sample
Type
How many?
Where?
Genders?
Age?
A

Opportunity sample.
72 children from Stanford University nursery.
36 boys 36 girls. Average age of 4.5.

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10
Q

Chaney et al (2004)

Sample
How many?
Age?
Characteristic?
Recruitment?
Where?
A

32 children 1.5-6 years old
Young asthmatics needing regular inhalation.
Randomly recruited from several clinics from Perth.

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11
Q

Kohlberg (1968)

Sample
Original
Aged
Details
Other countries
A
  • 75 American boys from Chicago (androcentric)
  • 10-16 years at the start and 22-28 years at the end.
  • From high to low socioeconomic families, represented a spread of religious backgrounds.
  • Also, boys from GB, Canada, Mexico, Turkey, an aboriginal Malaysian village and a Taiwanese village.
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12
Q

Lee et al (1997)

Sample
Where from?
Numbers
Allocation to conditions

A

-From schools across a few cities
-120 Chinese children
Half of the children allocated to the physical story and the other half social with equal number of genders.
-108 Canadian children
Groups not equal in size or gender.

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13
Q

Bandura (1961)

Method
Design
IV (x4) and DV (x5)

A

-Lab experiment with control observation.
-Matched pairs (by teacher who rated on aggressiveness, age and gender.)
IV:
•Observed model or not
•Aggressive or non-aggressive model
•Model the same or opposite sex
•Gender of child

DV: number of aggressive acts 
•Imitation of physical aggression
•Imitation of verbal aggression
•Imitation of non-aggressive verbal responses 
•Mallet aggression
•Non-imitative aggression
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14
Q

Chaney et al (2004)

Method
Design
IV and DV

A

This was a field experiment-in a home setting.
Repeated measures design.
IV: use of inhaler vs use of ‘Funhaler’
DV: amount of adherence to prescribed medical regimen- measured by responses in questionnaire.

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15
Q

Kohlberg (1968)

Method (lots of details)
IV
DV

A

-Quasi, longitudinal, cross-cultural study (12 years).
Self-report- interview.
IV: age + culture
DV: stage of development

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16
Q

Lee et al (1997)

Method
Design
IVs x4
DVs

A

Lab/ quasi experiment
Cross-cultural and cross sectional

4 by 4 factorial design 
Independent measures (culture)
IV: 
Social vs physical story
Prosocial vs antisocial story
Age: 7,9,11
Cultures: Chinese vs Canadian

DV: rating given to the deeds of characters
7-point scale (3=very very good to -3 very very naughty)

17
Q

Bandura (1961)

Stage1
Actions
Set up
Conditions

A
  • Each child was taken into a room by the female experimenter with a model
  • The child was seated in the corner if the room and set on a task of designing a picture
  • The model was then escorted to the opposite corner which had a small table, chair, tinker toys, mallet and a five-foot Bobo doll.

AGGRESSIVE-Played quietly for the first minute then spent the rest of the five minutes being aggressive towards the boll. Punching, striking and kicking. This was done three times. Then standardised comments such as ‘hit him down’, ‘Pow’ and ‘he keeps coming back for more’.
NON-AGRESSIVE-The model assembled the tinker toys in a subdued manner and ignored the Bobo Doll.
CONTROL-This group did not take part in the modelling stage.

18
Q

Bandura (1961)

Stage2

Actions

A
  • A mild provoke was needed and so the child was taken to another room with attractive toys and allowed to play for two minutes. The experimenter then told the child that they couldn’t, and the toys were for other children.
  • They then moved into another room. The intervention might presumably make the children frustrated which would lead to a greater likelihood of becoming aggressive.
19
Q

Bandura (1961)

Stage3

Set up
Observation details

A
  • This room contained a variety of toys including aggressive ones such as the mallet, gun, 3ft Bobo doll as well as non-aggressive toys such as crayons, dolls and a tea set.
  • The toys were arranged in a fixed order for each session. The experimenter sat in the corner whilst the child played for 2 minutes.
  • The child was observed thorough a one-way mirror by a male model and another observer to enable inter-rater reliability.
  • The observers did not know what group the child was in.
  • Recordings were made every 5 seconds (240 observations) through time sampling which provided an aggression score.
20
Q

Chaney et al (2004)

First questionnaire
Over the phone
Second questionnaire
Construct of questionnaire
Theory
A
  • parents were approached by phone the interviewed at the home after giving informed consent. They were interviewed on their existing inhaler with a questionnaire. Funhaler not mentioned.
  • After the 1st questionnaire, they were given the Funhaler for 2 weeks which was only to be used with an adult. Parents were contacted in this period by phone on an ad hoc’ basis, asking if their child had been medicated the previous day. They were visited at the end of the 2 weeks. A 2nd questionnaire was given about the Funhaler by interview with the same parent.
  • The questionnaire measured: how easy each devise was to use, compliance and treatment attitudes. It consisted of mainly yes or no questions or fixed questions but also asked about the characteristics of the child, problems associated with the medication and about parent and child compliance. Both measured attitudes about the use of the spacer device. The questionnaires were matched but not equivalent and were validated.
  • It was thought that the design distracts children from the drug delivery plus reinforcing effective technique of a deep breath in.
21
Q

Kohlberg (1968)

Procedure

A

Fictional dilemmas were given asked on the 25 moral concepts.

45 minutes semi-stuctured interviews that took place every 3/4 years.

The boys were presented with 9 dilemmas and asked various questions, stemming from the answer previously given, about them.

The form and structure of answers were scored using the standard scoring manual. Reasoning was matched to the stage deemed most reflecting of the response.

The Heinz dilemma of wife with life threatening illness, needs the drug from the pharmacy but can’t afford it, but needs it to survive. What should Heinz do?

22
Q

Lee et al (1997)

Conditions
Method
Questions

A

-Children were randomly allocated to the conditions which were either about a social situation (affected another child) or a physical situation (relating to objects). -The acts done by the character either prosocial (intentionally doing a good deed) or antisocial (intentionally doing a bad deed) which was then followed (after Q1) by lie or truth telling by the character when asked by the teacher.

Question 1: Was what the child did naughty or good?
second section read
Question 2: Was what the child said to the teacher naughty or good?

Good and naughty was alternated, and the order or stories varied to control any order effects.
The ratings of deeds were used as a control to check that children rated deeds the same.

23
Q

Bandura (1961)

Results
Imitation
Non-aggressive
Genders

A
  • Complete imitation= many of the aggressive group displayed physical and verbal aggression. [male and male model, imitative physical= 25.8 score]
  • Non-aggressive and control group= displayed few aggressive behaviours [70% scored 0]
  • Same-sex effect.
  • Male models had a greater influence.
  • Males more physical than girls.
24
Q

Chaney et al (2004)

Results 
Adherence
Technique
Success
Attitude
A

Adherence:
81% with Funhaler 59% with spacer.

Technique:
80% took 4 deep breaths with Funhaler 50%this well with spacer.

Success:
22/30 always successful with Funhaler 3/30 always successful with spacer.

Attitude:
none disliked Funhaler 19% had a strong fear/dislike for spacer.

25
Q

Kohlberg (1968)

Results
Boys’ responses
Stages in relationships n to age and cultures

A
  • Tommy 10-mixed value of life with property a person owned-Stage 1
  • Richard 16- life is important but dependent on God’s authority -Stage 4
  • Richard 24-values of justice- Stage 6
  • Both showed steady progression through the stages.
  • Age10-Stage1 most common
  • Age 16-Stage5 most common (6 the least common)
  • Mexico + Taiwan 16 years- Stage 3
  • Middle class were more advanced than lower class.
26
Q

Lee et al (1997)

Results
Prosocial truth
Prosocial lietelling
Culture differences and age differences

A
  • Prosocial truth telling=both rates similarly as positive. Chinese ratings of this became less positive as age increased.
  • Prosocial lie telling=both negative rating when young but with age Canadian turned to less negative and Chinese became positive.
27
Q

Bandura (1961)

Conclusions
Theory
Gender

A
  • Behaviour observed and generalise to other situations. Highlights the social learning theory.
  • Male role models have a greater influence overall, and as do models of the same gender as the individual.
  • Boys are more physically aggressive in situations than girls.
28
Q

Chaney et al (2004)

Conclusions
Think practicality and behaviourist perspective

A
  • Improved measures of clinical outcome (could be translated for other type of medication and adherence to that)
  • Use of incentive device may improve children’s health-operant conditioning
  • Increased compliance more, more positive attitude and few problems in correct technique.
29
Q

Kohlberg stages of moral development

A

Pre-conventional
1-Obedience and punishment
2-Intrumental

Conventional
3-Good girl/boy
4-Law and order

Post-conventional
5-Social contract
6-Universal Ethical principle

A LEVEL (15 decks)

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