learning theories practical Flashcards
related research to this practical
social learning theory believes we learn through watching role models and imitating behaviour if we are rewarded.
Bandura tested this and found that children would imitate aggressive behaviours from role model mainly from same sex.
range of 51-52 months
aim of practical
to investigate gender differences in helping behaviour with regards to holding the door open for another person or not.
operationalised independent variable
the gender and helping behaviour
operationalised dependent variable
gender differences in helping behaviour
alternative hypothesis
there will be a significant difference in door holding behaviours and interactions between males and females
significant difference in number of times a door is held open by male/female participants
null hypothesis would be there is no significant difference
method
observation:
-naturalistic
-covert
-non-participant
participants
255 students from dame Elizabeth Cadbury ages 11-18
sampling method
opportunity sample
choosing whoever is there in the moment
event sampling codes
individual holding door must have some part of body in contact with the door and has to stop for at least until the other person can hold/grab it.
an additional push of the door can help
procedure
3 experimenters stood by the canteen doors and waited for lesson changeover.
there were 3 difference observation:
1.males and females holding the door
2.males and females not holding the door.
3.commenrts and gestures made between males and females.
watched people as they went through doors and tallied whether people did these things.
tallied up observations
controls
same time of day
same day
same sampling method-tally
ethical issues
no informed consent but there was confidentiality
results
136 males- 64 people displayed helpful behaviour and 72 didn’t, 15 males said thank you
119 females-40 displayed helpful behaviour and 79 didn’t,9 females said thank you
statistical analysis
what test and why?
this practical investigation used an independent measures design with nominal data, so a chi squared test was run on the data.
conclusion
at the 5% level of significate, the critical value for a two-tailed test when df=1 is 3.84.
since the observed value of 4.74 is higher the the critical value, the alternate hypothesis can be accepted and the null hypothesis can be rejected.
it can be concluded that there is a significant difference in gender differences in helping behaviour in males and females
why is the generalisability of this study good?
255 people at dame Elizabeth school which is 33% of the school population. this large quantity of pupils helps the data about helping behaviour to be generalised to the school school population.
why is the reliability of the study good?
all pupils were observed at the same time (12.35-12.45) on the same day. the observation of gender differences in helping behaviour would have been measured consistently.
where can we apply this practical to?
we found that there is a significant difference in gender helping differences for helping behaviour. Therefore interventions for helping behaviour can be targeted for specific genders when taught at a young age.
why does this practical have low validity?
it lacks CONSTRUCT validity
holding a door open is a very limited explanation of helpful behaviours. therefore there may be no gender difference on other helping tasks so it causes the results to lack INTERNAL validity.
how are the ethics of this practical?
good as all researchers stood near CCTV cameras. therefore participants would be observed anyway so informed consent did not need to be gathered before observing helping behaviour.
