Lee et al. (1997) Flashcards

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1
Q

(Lee et al) Define the term ‘longitudinal’ regarding research methods.

A

When the same participants are followed for an extended period of time.

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2
Q

(Lee et al) Define the term ‘cross-sectional’ regarding research methods.

A

When there are different groups of participants at different ages who are all studied at once.

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3
Q

(Lee et al) Describe the term ‘culture’.

A

A human made part of the environment. It includes the way people do things (like make buildings or music) as well as beliefs, values and norms.

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4
Q

(Lee et al) What is an individualistic culture?

A

A culture where people’s identities are
defined by personal choices and achievements; self-reliance and the rights
of individuals to ‘do their own thing’ are emphasised.

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5
Q

(Lee et al) What is an collectivist culture?

A

A culture where people’s identities are
defined by the groups they seem themselves as a part of (e.g. the extended family, tribe, or nation); group goals take priority over individual goals, and maintaining group harmony is important.

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6
Q

(Lee et al) Identify and explain the 2 aims of this study.

A

Culture: To find out if the culture a child grows up in (individualist or collectivist) affects their views about truth telling and lying.

Age: To find out if the views of children about truth-telling and lying change as they grow older.

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7
Q

(Lee et al) What is the sample of this study regarding the individualistic culture?

A

108 children from Fredericton, Canada aged 7, 9 and 11.

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8
Q

(Lee et al) What is the sample of this study regarding the collectivist culture?

A

120 children from
Hangzhou, China
aged 7, 9 and 11.

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9
Q

(Lee et al) Describe the 4 types of stories that were read individually to the children during the procedure.

A

A child would behave
anti-socially, and then lie to their teacher about what they had done.

A child would behave
anti-socially, and then tell the truth to their teacher about it.

A child would behave
pro-socially, and then lie to their teacher about what they had done.

A child would behave
pro-socially, and then tell the truth to their teacher about what they had done.

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10
Q

(Lee et al) Recall and explain the type of stories that the children had read to them.

A

Half of the children had social stories and half had physical stories read to them.

  • Social: The behaviour impacts another child
  • Physical: The behaviour impact on the environment (physical objects).
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11
Q

(Lee et al) What were the 2 questions the children were asked following each story?

A
  1. Is what xxx did good or naughty?
  2. Is what xxx said to their teacher [about what they had done] good or naughty?
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12
Q

(Lee et al) How did the children response to the questions asked following each story?

A

On a 7 point scale.

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13
Q

(Lee et al) Explain the results regarding pro-social truth telling.

A

Children in collectivist China came to view this less positively as they got older (seeing this as “begging for” or “wanting” praise).

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14
Q

(Lee et al) Explain the results regarding pro-social lie telling.

A

Children in collectivist China came to view this positively as they got older (saying that one should not leave one’s name after doing a good deed).

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15
Q

(Lee et al) Explain the results regarding anti-social truth telling.

A

Children from both collectivist China and individualist Canada rated this very positively.

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16
Q

(Lee et al) Explain the results regarding anti-social lie telling.

A

Children from both collectivist China and individualist Canada rated this negatively, and in both cultures ratings became more negative as children got older.

17
Q

(Lee et al) How does this study link to the nature vs nurture debate?

A

Nurture - suggests our morals are influenced by the culture we grow up in.

18
Q

(Lee et al) How does this study link to the free will vs determinism debate?

A

Deterministic - suggests our morals are caused by culture (environmental determinism).

19
Q

(Lee et al) How does this study link to the reductionism vs holism debate?

A

Holistic - Investigates both age and culture as influences on moral
development.

20
Q

(Lee et al) How could this study be argued to not be ethnocentric?

A

Studied children from both Canada and China.

21
Q

(Lee et al) How could this study be argued to be ethnocentric?

A

Does Canada represent all Individualistic cultures? Does China represent all Collectivist cultures?

Also stories may not have been perceived differently in each culture.

22
Q

(Lee et al) Identify the two areas of similarities between Kohlberg and Lee.

A

Both cross-cultural.
Both involved giving children scenarios.

23
Q

(Lee et al) Explain how Kohlberg and Lee are similar regarding the fact that both studies being cross-cultural.

A

Kohlberg: Studied boys in the US before Taiwan, Turkey, Mexico, Malaysia, UK and Canada.

Lee: Studied children from China and Canada.

24
Q

(Lee et al) Explain how Kohlberg and Lee are similar regarding the fact that both studies involved giving children scenarios.

A

Kohlberg: Gave boys moral dilemmas every 3 years (e.g Heinz dilemma).

Lee: Gave children 4 stories (physical or social).

25
Q

(Lee et al) Identify the two areas of differences between Kohlberg and Lee

A

Longitudinal vs Snapshot
Gender mix of participants

26
Q

(Lee et al) Explain how Kohlberg and Lee are different regarding the fact that one is a Longitudinal study and the other is a Snapshot study.

A

Kohlberg: Longitudinal: Conducted over 12 years so boys started age 10-16 and finished age 22-28.

Lee: Snapshot: Studied different children in different age groups (7, 9 and 11).

27
Q

(Lee et al) Explain how Kohlberg and Lee are different regarding the gender mix of participants.

A

Kohlberg: Studied 75 boys from the USA.

Lee: Studied 118 boys and 110 girls from China and Canada.

28
Q

(Lee et al) Describe how this study has changed our understanding of the key theme.

A

● It has suggested that the culture a child grows up in can have an effect on the development of their moral thinking.
● It isn’t talking about ‘levels’ or ‘stages’ of moral development.

29
Q

(Lee et al) Describe how this study has not changed our understanding of the key theme.

A

● Both find that children’s moral thinking changes as they grow up.
● It doesn’t find anything to challenge the idea of moral thinking developing in a sequence.