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Psychology > Unit 2 - Contemporary Developmental Core Studies > Flashcards

Unit 2 - Contemporary Developmental Core Studies Flashcards

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1
Q

Summarise the background to Chaney’s study

A
  • in Australia, 1 in 4 children asthma
  • second most common cause of pediatric admissions and major cause of school absences
  • non-compliance with inhaled asthma medication is low at 30-70% for all age groups
  • children often find recommended breathing techniques difficult
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2
Q

What was Chaney’s aim?

A

To see if the principles of operant conditioning could be used to train children to breathe through inhalers the right way

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3
Q

What was Chaney’s sample?

A 
32 children (22b, 10g)
aged between 1.5 and 6 years old - average had asthma for 2.2 years
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4
Q

How did Chaney obtain his sample?

A
  • recruited on a random basis from several pediatricians or general clinics within a 51km radius of Perth
  • clinics spanned widely differing socioeconomic and geographical areas
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5
Q

What was the IV of Chaney’s study?

A

whether child was using standard AeroChamber, breath - a tech or funhaler

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6
Q

What were the DV’s of Chaney’s study?

A

questionnaires designed to measure:

  • child’s behavior = how frequently took medication and problems child had with delivery
  • attitudes of children and parents towards medication
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7
Q

What were the key features of the Funhaler?

A

a whistle and toy ball that would spin and make noise when took properly.
a mask that would fit easily over the mouth

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8
Q

How was the initial data collected for Chaney’s study?

A
  • parents contacted and complete a questionnaire about current inhaler, including consent form
  • no idea about Funhaler
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9
Q

How was the data collected during Chaney’s study?

A
  • parents given Funhaler for 2 weeks to use with child
  • parents contacted once by phone randomly and asked if used Funhaler previous day
  • children regularly used Funhaler every day (some still used old)
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10
Q

How was the final data collected in Chaney’s study?

A
  • parents visited again and completed a second questionnaire about Funhaler
  • interview with same parent as before
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11
Q

What were the results for the percentage of children who had used their inhaler the day before in Chaney’s study?

A

Ex - 59%

Fun - 81%

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12
Q

What were the results for the percentage of children who achieved 4 or more breath cycles per delivery in Chaney’s study?

A

Ex - 50%

Fun - 80%

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13
Q

What were the results for the percentage of parents who always successfully medicated their child in Chaney’s study?

A

Ex - 10%

Fun - 73%

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14
Q

What were the results for the percentage of children unwilling to breathe through device in Chaney’s study?

A

Ex - 61%

Fun- 73%

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15
Q

What were the results for the percentage of children who screamed when put close to face in Chaney’s study?

A

Ex - 48%

Fun- 3%

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16
Q

What were the percentages for the 3 attitudes of children towards medication in Chaney’s study?

A
  1. Pleasure - Ex = 10%, Fun = 68%
  2. Acceptance - Ex = 58%, Fun = 19%
  3. Suspicion - Ex = 0%, Fun = 10%
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17
Q

What were the percentages for the 2 attitudes for the parents towards medication in Chaney’s study?

A
  1. Completely happy - Ex = 10%, Fun = 61%

2. Dislike - Ex = 16%, Fun = 0%

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18
Q

What did Chaney conclude about his study?

A
  1. The Funhaler led to an increase in medication and an increase in use of Funhaler
  2. Parents tended to be less likely to give up using inhaler with Funhaler
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19
Q

What ethics did Chaney uphold?

A

conducted ethically

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20
Q

Why was it good that Chaney used a repeated measures design?

A

no participants missed using the Funhaler and all got benefit

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21
Q

Did Chaney have internal reliability?

A
  • same questions, length of time

- Funhaler harder to control as in children’s homes

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22
Q

Did Chaney have external reliability?

A

32 - quite small and inconsistent effects?

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23
Q

Did Chaney have internal validity?

A
  • socially desirable answers?

- compiance measured child’s or parent’s?

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24
Q

Did Chaney have external validity?

A
  • difficult to apply to other cultures and age ranges

- took place in child’s homes

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25
Q

Was Chaney’s study ethnocentric?

A

yes - all from Australia, not all cultures will find Funhaler appealing and not all parents will agree with positive/negative reinforcement

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26
Q

What debates does Chaney link to?

A
  1. Individual/situational debate

2. usefulness of research

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27
Q

How does Chaney link to the individual/ situational debate?

A
  • Situation = features of inhaler influence frequency of use as attitudes of parent and child are influenced
  • Individual = individual differences can affect behavior (some having phobia and some taking pleasure)
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28
Q

How does Chaney link to the usefulness of research debate?

A
  • helps us understand how children develop

- practical application of operant conditioning (although age range and culture places limitations)

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29
Q

What areas / perspectives does Chaney link to?

A
  1. Developmental area

2. Behaviorist perspective

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30
Q

How does Chaney relate to the developmental area?

A
  • illustrates how children learn and how parents can help acquire desired behaviors (positive/negative reinforcement)
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31
Q

How does Chaney relate the behaviorist perspective?

A
  • operant conditioning = using positive (spinner going round and whistle making noise) and negative (breathlessness taken away) reinforcement and rewarded
32
Q

How does Chaney link to the key theme of external influences on children’s behavior?

A
  • Funhaler changed use of inhaler, increased adherence, attitudes towards inhalers by parent and child
  • shows how children can learn through operant conditioning
33
Q

Summarise the background to Lee

A
  • how children view lie - telling and their views as they grow up
  • how does culture affect moral thinking
  • China = communist collectivist society. Honesty and Modesty. Report misdeeds and not their good deeds
  • Western Culture = white lies to avoid embarrassment and self-promotion is not a flaw
34
Q

What does Individulistic Culture mean?

A

a society which emphasise the individual, their rights, attitudes and needs

35
Q

What dos Collectivist Culture mean?

A

a society which emphasise the group, its decisions and needs and the duties of the individual to the group

36
Q

What were Lee’s two aims?

A
  1. To see if Canadian and Chinese children would differ in how they rate truth and lie telling in a pro-social setting
  2. To see if Canadian and Chinese children would differ in how they rate truth and lie telling in an anti-social setting
37
Q

What is a cross-sectional study?

A

when you collect together a sample of children of different ages and see what the different ages are/are not capable of

38
Q

What are the strengths of a cross - sectional study?

A
  • simpler
  • less time consuming
  • avoids participants dropping out
  • can attract a larger sample
39
Q

What are the weaknesses of a cross - sectional study?

A
  • participant variables

- harder to establish when change takes place

40
Q

What are the 4 IV’s in Lee’s study?

A
  1. Chinese or Canadian
  2. 7, 9 or 11 years old
  3. pro-social or anti-social character
  4. social or physical
41
Q

Describe the Chinese sample used by Lee?

A

evenly split, 20 in each age group and gender. 60 f and 60 m, 120 total

42
Q

Describe the Canadian sample used by Lee?

A

uneven in each age group, more 9 year olds and less 11 year olds. More males and 108 total

43
Q

Where were the Chinese children from in Lee?

A

Hangzhou - main educational, cultural and commercial cities

44
Q

Where were the Canadian children from in Lee?

A

Fredericton - educational, cultural, commercial but smaller population than Hangzhou

45
Q

Outline the procedure by Lee?

A
  1. allocated on a random basis to social or physical story condition
  2. seen individually
  3. rating chart explained to them
  4. child listened to either all 4 social or physical
  5. Good and naughty were alternated
  6. counterbalanced the orders story given
46
Q

What was the DV in Lee’s study?

A 
Rating scale:
3 - very,very good = 3 red stars
2 - very good = 2 red stars
1 - good = 1 red star
0 - neither = blue circle 
-1 - naughty =  1 black cross
-2 - very naughty = 2 black crosses
-3 - very, very naughty = 3 black crosses
47
Q

What is a pro-social setting?

A

someone has done something good

48
Q

What is a anti - social setting?

A

someone has done something bad

49
Q

What are the two pro-social truth telling stories in Lee?

A
  1. Jenny cleaned up school yard and told

2. Mark put lunch money in someones desk and told

50
Q

What are the two pro-social lie telling stories in Lee?

A
  1. Alex cleaned up classroom and lied

2. Kelly put trip money in a coat pocket and lied

51
Q

What are the two anti-social truth telling stories in Lee?

A
  1. Ryan tore paper out school book for paper aeroplane and told
  2. Sherry pushed friend over for skipping rope and told
52
Q

What are the two anti-social lie telling stories in Lee?

A
  1. Shelly took school book and scribbled and lied

2. Paul pushed over boy and lied

53
Q

How did the children rate pro-social truth telling in Lee?

A
  • Canadian children gave similar ratings across all ages

- Chinese children rated truth telling less positively as age increased

54
Q

How did the children rate pro-social lie telling in Lee?

A
  • Canadian children rated lie telling negatively
    (less so as age increased)
  • Chinese children at age 7 rated negatively, at age 11 positively
55
Q

How did the children rate anti-social truth telling in Lee?

A
  • both rated very positively
56
Q

How did the children rate anti-social lie telling in Lee?

A
  • negative ratings increased with age
57
Q

What was some of the qualitative data Lee collected?

A

for pro-social lie-telling = Chinese asked why rated positive:

  • child was “begging” or “wanting praise”
  • common Chinese phrase - “one should not leave one’s name after doing a good deed” 54% quoted
58
Q

What did Lee conclude about his study?

A

moral development is different in different cultures as a result of socio-cultural norms and practices. Not only a result of cognitive development proposed by Kohlberg

59
Q

What ethics did Lee uphold?

A
  • informed consent
  • withdrawal
  • protection from harm - stories shouldn’t be upsetting
60
Q

What ethics did Lee break?

A
  • protection from harm = upsetting if did not understand and uncomfortable being alone with researcher?
61
Q

Did Lee have internal reliabiltiy?

A
  • standardised = same for all children
62
Q

Did Lee have external reliability?

A
  • fairly large sample however different number of Chinese and Canadian
63
Q

Did Lee have construct reliability?

A
  • demand characteristics may have been an issue
    (supposed to say truth good, lie bad)
  • translating stories into Chinese
  • how comfortable with researcher
64
Q

Did Lee have ecological validity?

A
  • fairly realistic
65
Q

Is Lee ethnocentric?

A

No - 2 very different cultures
however could be culturally bias towards Canadian children
- Canada represent westerners
- China represent easterners

66
Q

What debates does Lee link to?

A
  1. Individual/Situational
  2. Freewill/ Determinism
  3. Reductionism/Holism
67
Q

How does Lee link to the Individual/Situational debate?

A
  • situation or culture brought up in will significantly change moral thinking
  • values of honesty and integrity are not universal
68
Q

How does Lee link to the Freewill/Determinism debate?

A
  • deterministic = culture brought up in

- freewill = override morality, do immoral things

69
Q

How does Lee link to the reductionism/Holism debate?

A
  • holistic = acknowledges influence of society on behavior and social cognition’s develop because of this
70
Q

How does Lee link to the Developmental Area?

A

looking at changes in children’s moral development by age and culture

71
Q

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

A
  • still occurs, age-related changes in moral thinking within cultures
72
Q

How has Lee changed our understanding of moral development?

A
  1. reinforces Kohlberg’s idea that morality develops over time but cultural differences in moral judgments
  2. Lee suggests a different method for studying development by using different ages of children rather than longitudinal
73
Q

How has Lee changed our understanding of social diversity?

A

females and males to show how both genders develop morally

74
Q

How has Lee changed our understanding of cultural diversity?

A

culture has influence on how morality is developed

75
Q

How has Lee not changed our understanding of cultural and social diversity?

A

don’t know how adults are affected

76
Q

How are Lee and Kohlberg similar?

A
  1. cross-cultural research
  2. used children
  3. self-report data
77
Q

How are Lee and Kohlberg different?

A
  1. K- universal, L - cultural
  2. K - males, L - both
  3. K - longitudinal, L - snapshot

Psychology (12 decks)

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