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Developmental Area Flashcards

1
Q

Bandura external validity

A

Low: restricted sample, all from same nursery and area. Ethnocentric.

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2
Q

Bandura internal validity

A

High: testing aggression due to matched participants design, this rids of participant variables potentially affecting accuracy

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3
Q

Bandura ecological validity (external)

A

High: real life setting the children are in most days, playing with toys replicates a real life task

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4
Q

Bandura internal reliability

A

High: controls and standardised procedure (“repeatedly punch it in the nose” “kick him” “pow”)

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5
Q

Bandura Inter-rater reliability

A

High: correlation co-efficient rating 0.89 (pre-testing opinions agreed on)
Inter-scorer agreement with second observer

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6
Q

Bandura external reliability

A

Low: 6 per condition is not enough to establish an effect/pattern. Small sample

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7
Q

Bandura background/context

A

Behaviourists say you learn from environment. Developed concept of social learning theory. Observing an adult role model and imitating

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8
Q

Bandura aim

A

See whether children would imitate aggressive behaviour when given the opportunity even when in a different environment to the example they saw and without the male role model present

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9
Q

Bandura hypotheses

A
  1. Subjects exposed to aggressive model would reproduce aggressive actions resembling those of the model
  2. Observing non aggressive behaviour would have inhibiting effect on subsequent actions
  3. Higher imitation with same sex model
  4. Boys would be more predisposed to show aggression than girls
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10
Q

Sample: opportunity

A

72 children aged 3-5 from Stanford University Nursery (6 in each condition) equal gender split

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11
Q

Bandura experiment type and design

A

Field & matched participants

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12
Q

Bandura pre-testing

A

Rated in 4 areas by teacher and experimenter
-physical, verbal, aggression to inanimate objects & aggression inhibition
R=0.89 (high internal-rater reliability)

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13
Q

Bandura IVs and model conditions

A 
Same sex/different sex
Male/female children 
Aggressive/non aggressive model 
Model conditions: 
Aggressive male 
Non aggressive male 
Aggressive female 
Non aggressive female 
No model
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14
Q

Bandura findings

A

Children exposed to aggressive models showed more imitative aggressive behaviour
Exposure to non aggressive models would have inhibiting affect on the child’s behaviour
Boys more likely to imitate same sex model than girls
Boys more physically aggressive, girls more verbally aggressive with female model

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15
Q

Bandura qualitative findings

A

“That ain’t no way for a lady to behave”
“He’s a good fighter like daddy”
Western cultures may effect boys to idolise the violent “heroes” and women may feel more comfortable with verbal aggression

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16
Q

Bandura conclusions

A

Observing behaviour produces imitative behaviour

Disproves skinner’s view you had to view behaviour several times before imitating

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17
Q

Bandura ethical issues

A

No informed consent from parents (only teachers)
Expose children to harm when watching aggression
Children weren’t aware they could ‘withdraw’ from something an adult was instructing
Deception
Debriefing- didn’t inform parents after

-however did keep confidentiality-

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18
Q

How is developmental area similar to the social area

A

Discusses nurture as an influence on behaviour
Use controlled research methods
Ethnocentric (different upbringings)

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19
Q

How is developmental area different from the social area

A

Considers many different influences on behaviour
Studies mainly on children
Self report methods
Longitudinal

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20
Q

What are strengths of the developmental area

A

Useful& good real life application
(Education)

Nature v nurture relevance

Quantitative and qualitative

Reduce participant variables as they use same group for longer period of time

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21
Q

Weaknesses of the developmental area

A

Can be unethical as a lot of research is carried out on children. Children more sensitive to harm

Children may not be reliable use of self report or able to express themselves

Ethnocentric upbringings- cultural differences

Small samples are not generalisable

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22
Q

Defining characteristics of the developmental area

A

Behaviour changes over time
Research on children
Nature v nurture

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23
Q

Kohlberg’s aims

A

Wanted to provide research that would back up his theory of moral development inspired by Piaget

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24
Q

Kohlberg’s research method

A

Longitudinal- follows participants for long periods of time

Interviews

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25
Kohlberg’s USA sample
75 boys aged 10-16 until they were 22-28 years old. Followed same boys for 12 years
26
Kohlberg’s procedure
Every boy provided with moral dilemmas every 3 years Ranked the answers boys gave from 1(least morally developed) to 6(most morally developed) Formed his theory of stages of moral development
27
Strengths of longitudinal studies
Reduces participant variables | Shows development over time
28
Weaknesses of longitudinal studies
Time confusing Retention rate Sample not generaliseable
29
Which other places did Kohlberg collect data from? Why?
Malaysia, Taiwan, Mexico, Canada, Turkey, UK | Covers behaviours in lots of different cultures, makes sample generalisable
30
Strengths of cross cultural research
Reduces ethnocentrism Comparisons can be made Could generalise
31
Weaknesses of cross cultural research
Effort and time to conduct | Same procedures can be less appropriate for different cultures
32
Behaviourist perspective
``` Milgram, Piliavin, Bandura Learning theory: Classical- association Operant- rewards and punishments Social learning theory- observing and imitating ```
33
Behaviourist perspective strengths
Looks at nurture which is more useful as it can be manipulated Often use controlled research methods which increase replicability
34
Behaviourist perspective weaknesses
Ethics can be a problem as it involves children | When using highly controlled research ecological validity can be low
35
Kohlberg’s findings level 1 stage 1 & 2
1. Pre-conventional (4-10) Stage 1 obedience and punishment orientation Responsive to cultural norms Stage 2 self interest orientation(self centred)
36
Kohlberg’s findings level 2 stages 3 & 4
2. Conventional Stage 3 Conformity to expectations and rules seeks approval from others and begins to consider intention of act Stage 4 Authority and social order orientation Sees right behaviour as duty to show respect and maintain order
37
Kohlberg’s findings level 3 stages 5 & 6
Post-conventional Stage 5 social contract orientation Does what is law plus personal values and opinion Stage 6 universal ethical principles Bases judgement on universal human rights (justice, equality, reciprocity and respect)
38
Kohlberg’s conclusions
The stages follow an invariant developmental sequence All movement is forward in sequence and does not skip steps The nature of the sequence is not significantly affected by widely varying social, cultural or religious conditions- “universal” Moral thought seems to behave like all other kinds of thought - each new cognitive organisation is better and takes newer, better distinctions than the one before it
39
Kohlberg ethical criticism
Harm may have been experienced through stress of moral dilemmas
40
Which ethics were kept with Kohlberg
Consent gave every 3 years Had right to withdraw by not answering questions Participant names kept confidential No deception- told aims
41
Kohlberg internal reliability
Standardised procedure, giving all boys same dilemmas and questions
42
External reliability Kohlberg
75 USA boys and participants from other countries is quite large and likely to show pattern, not one off
43
Internal (construct) validity Kohlberg
Demand characteristics Social desirability bias May be testing linguistic understanding, not intelligence
44
External (population) validity Kohlberg
Wide range of cultures (not ethnocentric) can be generalised
45
External (ecological) validity Kohlberg
Hypothetical may not reflect what they would actually do. Doesn’t replicate real life situation
46
Kohlberg ethnocentrism
Cultural bias because he assumed it would be the same in other cultures. He would claim it isn’t as after he replicated his research in Malaysia, Taiwan, Mexico, Canada, Turkey & UK
47
Chaney aims
Improve children’s compliance in using inhaler correctly
48
Chaney research methods
Field experiment | Repeated measures
49
Chaney sample
``` 31 children 22 boys 10 girls Australian 1.5-6 years old Random selection ```
50
Chaney DVs
Questionnaires designed to measure Children’s behaviour- how frequently the children took their medication and any problems the children had with delivery of medication Attitudes of parents and children towards medication
51
Chaney conclusion
Increase use in funhaler and correct usage (4 breaths per cycle) parents less likely to give up and use nebuliser
52
Chaney- Strengths and weaknesses of sample
S- 32 large sample, can establish consistent effect Age appropriate for funhaler W- young raises ethical issues, restricts generalisability
53
Chaney self report (questionnaire) s&w
S- easy to administer | W- children may not be able to express themselves and parents may have social desirability
54
Chaney- forced choice question s&w
S- quick and easy to analyse | W- limited options, doesn’t give why
55
Chaney field experiment s&w
S- Natural setting high ecological validity | W- parents may not be supervising usage and unusual to have questionnaire everyday, low ecological
56
Chaney repeated measures design s&w
S- controls participant variables | W- parents may work out aim, demand characteristics
57
Chaney reliability
Internal reliability- same questionnaire, same length of time and same funhaler External- 32 is enough to be consistent
58
Chaney validity
Internal- may not be accurate measure as parents may have social desirability bias External/ecological- in home natural setting External/population- all from Australia which may not be generalisable but asthma biological
59
Chaney links to debates
Nature/nurture Usefulness Individual/situational
60
Lee sample
120 chinese children | 108 canadian children
61
Lee method
``` Indovidual testing 4 stories which were familiar to them Pro social- truth Pro social- lie Anti social- truth Anti social- lie Half heard one order half heard other order 7 point rating scale from very very very good +3 to very very very naughty -3 ```
62
Lee results
Chinese children rated lie telling in pro social more positively than Canadian especially as they got older Similarity negative behaviour rates negative and truth telling with negative more positive
63
Lee conclusion
Differences in moral development between cultures as social and cultural values differ- not just cognitive development
64
Bandura method
Field Stage 1: modelling- child plays in a room whilst adult either shows aggressive behaviour or not Eg. Sock him in the nose!” Stage 2: aggression arousal- child taken into another room with colourful toys for 2 mins Then told these toys are for other children and taken out of room Stage 3: test for delayed imitation - child taken into room with toys (crayons, tea set, mallet, Bobo doll) - model, experimentor and researcher observe child - observation every 5 seconds across 20 minutes (time sampling)
65
Chaney method
Field - P used funhaler 2 weeks Positive reinforcement: toy ball spins, whistle Negative: fewer symptoms & less anxiety as know being done correctly
66
Chaney results
Positive influence usage, problems, attitudes Unwilling to breathe through device before- 61% After- 7%

Psychology (16 decks)

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