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Psychology > Unit 2 - Classic Developmental Core Studies > Flashcards

Unit 2 - Classic Developmental Core Studies Flashcards

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1
Q

How does ‘external influences on children’s behavior’ relate to the developmental area?

A

The idea that children learn from the environments that they are in reflects the assumptions made in the behaviorist perspective

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2
Q

Summarise the background of Bandura’s study

A
  1. Behaviorists believe all behaviors can be explained of learning from the environment
  2. Bandura developed the ‘social learning theory’ which claims the people can learn through observation of adult role models and subsequently imitate their behavior
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3
Q

What was the aim of Bandura’s study?

A

To see whether children will imitate aggressive behaviour when given the opportunity, even when they saw the behaviors in a different environment and the role model was no longer present

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4
Q

What were the four hypotheses of Bandura’s study?

A
  1. Subjects exposed to aggressive role models would reproduce the aggressive acts
  2. Observing non-aggressive role models would have an inhibiting effect on the subsequent behaviour
  3. Subjects will imitate the behaviour of a role model of the same sex to them
  4. Boys are more likely to imitate aggressive behaviour than girls are
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5
Q

Describe Bandura’s sample

A

72 children from Stanford Nursery school (36b 36g)

aged 37m - 96m and average was 57m

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6
Q

What sampling method did Bandura use?

A

Oppurtunity

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7
Q

How did Bandura pre-test for the study?

A

To control for aggression, children were individually assessed on their levels of aggressiveness. They were rated by the the nursery school teacher and the experimenter on 4 rating scales:

  1. Psychical aggression
  2. Verbal aggression
  3. Aggression towards objects
  4. Aggression inhibition
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8
Q

What were the results of the inter - rater reliability for Bandura’s study?

A

0.89 - suggests a high level of inter - rater reliability between two observers and consistency.

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9
Q

What was Bandura’s experimental design?

A

Matched Pairs Design - children out into triplets and then randomly assigned to aggressive model, non - aggressive model or no model (control)

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10
Q

What were the 3 IV’s of Bandura’s study?

A
  1. participanst gender
  2. model gender
  3. model behaviour
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11
Q

What were the 5 model conditions of Bandura’s study?

A
  1. Aggressive female
  2. Non - aggressive female
  3. Aggressive male
  4. Non - aggressive female
  5. Control
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12
Q

In Bandura’s study what was stage one of the procedure in the aggressive models condition?

A
  1. Child was taken individually into a room
  2. Child taken to a table which had toys like stickers and potato printing
  3. Model sat at a different table with a mallet and bobo doll and played with them for 1 minute
  4. Model turned to the bobo doll and punched it, sat on it, struck it with the mallet, tossed the doll up, kicked it about the room. Repeated three times
  5. Model also dispersed verbally aggressive behaviour like “Hit him down”, “Sock him in the nose”, “pow”
  6. Model dispersed two non - aggressive comments “he keeps coming back for more” and “he sure is a tough fella”
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13
Q

In Bandura’s study was was stage one of the procedure in the non - aggressive model condition?

A
  1. Child was taken individually into a room
  2. Child taken to a table which had toys like stickers and potato printing
  3. Model sat at a different table with a mallet and bobo doll
  4. Model played with the non - aggressive toys and ignored the bobo doll
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14
Q

In Bandura’s study what was stage one of the procedure in the control condition?

A

They had no prior exposure to the adult models

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15
Q

How long did stage one of Bandura’s procedure last?

A

10 minutes

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16
Q

What was stage two of the procedure in Bandura’s study?

A
  1. Child taken to another room by the experimenter
  2. Child could play freely with attractive toys like spinning top and trains
  3. Once settled the experimenter said that they were her best toys and no just anyone could play with them
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17
Q

Why was it necessary for the experimenter to upset the child in stage two of the procedure in Bandura’s study?

A

Research proves witnessing aggression reduced immediate aggression and you need to get the child aroused and angry to give all groups equal chance of showing aggression

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18
Q

How long did stage two of Bandura’s procedure last?

A

2 minutes

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19
Q

What was stage three of the procedure in Bandura’s study?

A
  1. Child taken to another room with new toys - some non - aggresive (tea set, crayons) and some aggressive (mallet, bobo doll, dart gun)
  2. Child unknowingly observed by experimenter doing ‘work’, researcher and model behind one way mirror
  3. Child observed for 20 minutes and behaviour recorded every 5 seconds (240 pieces of data)
  4. Experiment was double - blind
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20
Q

How long did stage three of Bandura’s procedure last?

A

20 minutes

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21
Q

How was inter - scorer agreement found in Bandura’s study?

A

Half the children had their behaviour observed in the third stage by a second observer. The results were compared for consistency and found to be good - indicating high reliability

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22
Q

What were the 3 observation categories in Bandura’s study?

A
  1. Imitative behaviour
  2. Partial imitative behaviour
  3. Non - imitative aggressive behaviour
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23
Q

What was in the imitative behaviour category in Bandura’s study?

A
  1. Imitation of physical aggression - striking bobo doll with mallet, sitting and punching doll, tossing doll
  2. Imitation of verbal aggression - “Hit him down”, “Pow”, “Strike him down”
  3. Imitation of non - aggressive verbal responses - “He keeps coming back for more” and “He sure is a tough fella”
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24
Q

What was in the partial imitative behaviour category in Bandura’s study?

A
  1. Physical aggression - strikes objects with mallet except the bobo doll, sits or lays bobo doll on side but not aggressive towards it
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25
Q

What was in the non - imitative aggressive behaviour in Bandura’s study?

A
  1. Punches bobo doll - strikes, slaps or pushing aggressively
  2. Non - imitative physical / verbal aggression - physically aggressive acts towards objects other than bobo doll, hostile remarks “cut him”, “stupid ball”, “horses fighting, biting”
  3. Aggressive play - shoots darts or imaginary fire and aim
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26
Q

In Bandura’s study, how was hypotheses one proven?

1. Subjects exposed to aggressive role models would reproduce the aggressive acts

A

The results for physical and verbal acts are much higher

ie. Girls with aggressive female - 5.5 and 13.7
Girls with non aggressive female - 2.5 and 0.3

Boys with aggressive male - 25.8 and 12.7
Boys with non aggressive male - 1.5 and 0

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27
Q

In Bandura’s study, how was hypotheses two proven?

2. Observing non-aggressive role models would have an inhibiting effect on the subsequent behaviour

A

The results for physical and verbal are much lower

ie. Girls with aggressive female - 5.5 and 13.7
Girls with non aggressive female - 2.5 and 0.3

Boys with aggressive male - 25.8 and 12.7
Boys with non aggressive male - 1.5 and 0

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28
Q

In Bandura’s study, how was hypotheses three proven?

3. Subjects will imitate the behaviour of a role model of the same sex to them

A

Yes - majority showed that

ie. Boys with aggressive male - 25.8 and 12.7
Boys with aggressive female - 12.4 and 4.3

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29
Q

In Bandura’s study, how was hypotheses four proven?

4. Boys are more likely to imitate aggressive behaviour than girls are

A

Boys showed higher physical aggression

ie. Boys with aggressive male - 25.8
Boys with aggressive female - 12.4

Girls with aggressive female - 5.5
Girls with aggressive male - 7.2

Girls showed higher verbal aggression

ie. Girls with aggressive female - 13.7
Girls with aggressive male - 2

Boys with aggressive male - 12.7
Boys with aggressive female - 4.3

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30
Q

Outline some of the qualitative findings in Bandura’s study

A
  1. Girls saw aggression as a male behaviour

ie. “That ain’t no way for a lady to behave”
“That girl…was just acting like a man”

  1. Both genders thought aggressive behaviour was acceptable
    ie. “He’s a good fighter like Daddy”
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31
Q

What did Bandura conclude about his study?

A
  1. Role model was a stranger to child, so shows you can learn through imitation
  2. Observing behaviour produces imitative behaviour which would no have been expected if the behaviour hadn’t been observed
  3. Moved on from Skinner’s View that behaviour needs to be rewarded as children had no rewards
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32
Q

Was Bandura’s study ethnocentric?

A

Yes as other cultures may act or be brought up differently to not reproduce the aggressive behaviour

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33
Q

Which ethics did Bandura break?

A
  1. Protection from harm
  2. Informed consent
  3. Debriefing
  4. Deception
  5. Withdrawal
34
Q

What ethics did Bandura uphold?

A
  1. Competence

2. Confidentiality

35
Q

Did Bandura’s study have internal reliability?

A

Yes - procedure was replicated with lots of other children

36
Q

Did Bandura’s study have inter - rater reliability?

A

Yes high - 0.89 and stage three was double checked by half the children being observed by a second observer whose results were then compared for consistency

37
Q

Did Bandura’s study have external reliability?

A

Yes - 72 children examined independently

38
Q

Did Bandura’s study have construct validity?

A

Mostly however there were some gender differences which could make it an inaccurate test of learning thorough imitation

39
Q

Did Bandura’s study have ecological validity?

A

Yes - playing with toys is fairly true to life

No - adult/model being aggressive towards toy isn’t

40
Q

Did Bandura’s study have population validity?

A

Yes - big age group of children, both genders, 72 children

No - All from same nursery and area

41
Q

Which debates does Bandura’s study link to?

A
  1. Nature/Nurture
  2. Freewill/Determinism
  3. Usefulness of Research
42
Q

How does Bandura relate to the Nature/Nurture debate?

A
  • On the face, can be seen as on the nurture side as the influence of the environment is shown
  • However, why did boys show more aggression than girls? Is there a biological factor (testosterone), or is that society is more accepting to a boy being aggressive than a girl? Shows nature side of debate
43
Q

How does Bandura relate to the Freewill/ Determinism debate?

A
  • If the children are exposed to aggressive models, does that show that their behavior is determined?
  • However, results show that there is some free will as physical aggression shown by a female was not as taken up like it was with a male model
  • Also biological determinism if we accept higher testosterone levels means higher aggression, so boys are more likely to show aggression than girls
44
Q

How does Bandura relate to the Usefulness of Research debate?

A
  • Many later studies supported Bandura’s findings of learning through imitation. The 9pm watershed was introduced on TV as the impact of Film and Television on children was realised.
  • Role models in society are often criticised for showing behaviour they don’t want children to imitate.
45
Q

Which areas/perspective does Bandura relate to?

A
  1. Developmental area
  2. Cognitive area
  3. Behaviorist perspective
46
Q

How does Bandura relate to the developmental area?

A

It investigates how the environment around a child (in terms of the adult behaviors they see and hear) can affect the behaviours they adopt themselves

47
Q

How does Bandura relate to the cognitive area?

A
  • Believed children could choose whether to imitate the behaviour or not
  • Cognitive components like: memory and attention
  • Children paid attention to adult model as controlled observation
  • Children retained the memory of what they saw in order to reproduce it (striking behaviour)
  • Children would know what model had done but if seen it punished would choose not to reproduce it
48
Q

How does Bandura relate to the behaviourist perspective?

A

Developed social learning theory suggested a new way that behaviour was learned. Beyond the ways of classical and operant conditioning

49
Q

How does Bandura relate to the key theme of ‘external influence on child’s behaviour’?

A
  • Demonstrates the the importance the child is brought up in as the external influences can shape a persons behaviour.
50
Q

Summarise the background of Kohlberg’s study?

A
  1. Various theories of moral development have been put forwards:
    - psychodynamic perspective - development of superego
    - behaviourist perspective - seeing model behaviour
    - cognitive account - Jean Piaget (Kohlberg based findings on)
  2. Linked to how child saw themselves and surroundings
  3. Start with rigid authoritative obedience
  4. Heteronomous stage (breaking something by accident) as don’t see other perspectives
  5. At 8 understand morality includes negation and opinions
  6. Morality is developmental process which developed in stages
51
Q

What was Kohlberg’s aim?

A

To provide research that would back up his theory of moral development

52
Q

What was Kohlberg’s sample?

A

75 American boys who were between 10 and 16 years old and he studied for 12 years

53
Q

Outline Kohlberg’s procedure?

A
  1. Every 3 years the participant’s given moral dilemmas
  2. Using their answers he created his theory of ‘stages of moral development’
  3. The moral dilemmas were deliberately philosophical and linked to 25 basic moral concepts
54
Q

What kind of study did Kohlberg use?

A

Longitudinal

55
Q

What are the strengths of using a longitudinal study?

A
  1. Excellent when controlling participant variables
  2. Kohlberg found consistent developmental changes
  3. Not time - consuming if intended to spend 12 years
  4. Not expensive if you only meet every 3 years
56
Q

What are the weaknesses of using a longitudinal study?

A
  1. Extraneous variables of upbringing
  2. Participant attrition (dropping out) - skews sample, may only be left with participants of similar characteristics
  3. Time - consuming and expensive depending
57
Q

What other places did Kohlberg collect data in?

A
  1. Malaysia
  2. Mexico
  3. Canada
  4. UK
58
Q

What are the strengths of cross - cultural research?

A
  1. Isn’t ethnocentric

2. Enables you to demonstrate your theory doesn’t just apply to the country you’re in (USA - Kohlberg)

59
Q

What are the weaknesses of cross - cultural research?

A
  1. Cost implications
  2. Language barriers
  3. Culture bound to the USA
60
Q

What is Stage One of Kohlberg’s moral development?

A

Obedience and punishment orientation = you should follow the rules to avoid punishment if the consequences for you are bad. Only think of yourself

61
Q

What is Stage Two of Kohlberg’s moral development?

A

Self - interest orientation = The right action is the one that will benefit the individual. Some consideration of others when it benefits oneself

62
Q

What is Stage Three of Kohlberg’s moral development?

A

Good-boy-good-girl orientation = behaviour is judges as right and wrong based on the intentions. You have to be ‘good’ in a way that is socially acceptable

63
Q

What is Stage Four of Kohlberg’s moral development?

A

Authority and social order orientation = follow the ruled and laws which say what is right and wrong. Appreciation of role played by rules to maintain social order

64
Q

What is Stage Five of Kohlberg’s moral development?

A

Social contract orientation = right and wrong is judged by what the majority thinks. General rule is “the greatest good for the greatest number of people”. Sometimes laws need to be changed as not morally right

65
Q

What is Stage Six of Kohlberg’s moral development?

A

Universal ethical principles = set own ethical principles that dictate your actions. Focused on quality of human rights and respect the dignity of human beings. Can break the law if conflicts with these principles.

66
Q

What did Kohlberg conclude from his study?

A
  1. Stages follow and “invariant developmental sequence” (one at a time and same order)
  2. The sequence is universal and not affected by social, cultural and religious factors
  3. Moral thought is a cognitive organisation which takes into account all previous stage but adds new distinctions to make structure
67
Q

What ethics did Kohlberg break?

A

Protection from harm

68
Q

What ethics did Kohlberg uphold?

A
  1. Consent
  2. Withdrawal
  3. Confidentiality
  4. Deception
69
Q

Does Kohlberg’s study have internal reliability?

A

Yes - large sample and longitudinal

70
Q

Does Kohlberg’s study have external reliability?

A

Yes - 75 American boys with other cultures

71
Q

Does Kohlberg’s study have construct validity?

A

Could also be testing:

  • upbringing
  • social economic status
  • education and intelligence
  • linguistic understanding
72
Q

Does Kohlberg’s study have population validity?

A

Yes - big sample, not ethnocentric

No - only boys`

73
Q

Does Kohlberg’s study have ecological validity?

A

Maybe - saying what you would could be very different to what you would actually do?

74
Q

Was Kohlberg’s study ethnocentric?

A

Yes - USA cultural bound dilemmas

No - collected data from other countries and continents

75
Q

What debates does Kohlberg link to?

A
  1. Nature/Nurture
  2. Psychology as a Science
  3. Freewill/Determinism
76
Q

How does Kohlberg link to the nature/nurture debate?

A
  • supports nature side as suggest that the sequence of moral development is invariant and no matter what upbringing will go through everyone
  • however, nature argument does not consider the influence of culture has on morality if any
77
Q

How does Kohlberg link to the Psychology as a Science debate?

A
  • Kohlberg believed his research and theory adopted a scientific stance, however lack of control over extraneous variables
  • Can be seen as falsifiable, as could be other explanations as the stages were created based on the reasoning given by the boys
  • Used scientific process of induction as saw the theory by Piaget and then researched it to create his own stages of moral development.
78
Q

How does Kohlberg link to the Freewill/Determinism debate?

A
  • could be considered deterministic as the stages are invariant. No control as cognitive develoment
79
Q

What areas/perspectives does Kohlberg link to?

A
  1. Developmental area

2. Cognitive area

80
Q

How does Kohlberg link to the developmental area?

A
  • change over time
  • have to pass through a stage to get to the next one
  • maturational development as theory linked to ages
81
Q

How does Kohlberg link to the cognitive area?

A
  • theory developed as based on thought processes that happen over a period of time and are invariant
  • Stages build on one another until change in behaviour are observable
82
Q

How does Kohlberg link to the key theme of moral development?

A
  • identifies how moral thinking changes over time
  • Universal theory as the level of reasoning from self - interest to interest of humanity doesn’t change o matter the culture

Psychology (12 decks)

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