Developmental Psychology- Paper 2

Question 1

What is the aim of Bandura

Answer 1

To investigate whether children will imitate aggressive behaviour

Question 2

What are the 4 hypothesis of Bandura

Answer 2

1) children shown aggressive models will show more aggressive acts resembling those of models rather than those shown non aggressive or no models
2) children shown non aggressive models will show less aggression.
3) boys will show more imitative aggression than girls.
4) children will imitate same sex model.

Question 3

What are the 3 IVS and DV of Bandura

Answer 3

Iv1- role model (aggressive/non-aggressive) control group : not exposed to model
Iv2- sex of role model
Iv3- sex of child

Dv: amount of imitative behaviours and physical/verbal aggression, measures by male model and another observer rating aggression every 5 seconds (time sampling )

Question 4

What is the sample of Bandura

Answer 4

72, Stanford university nursery school ,3-5 years, 36 girls,36 boys. Matched through procedure that rated their aggression on a 5 point scale done by nursery teacher. Randomly assigned control or experimental group.

Question 5

What happens in phase 1 of the procedure.

Answer 5

Taken individually in one corner is child opposite is toys and model and the bobo doll. Experimenter left whilst model spent 5 mins quietly playing but then repeatedly punch it and say ‘pow hit him down’.

Question 6

What happens in phase 2 of Bandura

Answer 6

Nice toys but only allowed to play after 2 mins then experimenter said they have to reserve the toys for other children.

‘Wind up’ keep anger going.

Question 7

What happened in phase 3

Answer 7

Aggressive toys and non-aggressive toys , experimenter sits in room quietly for 2 mins. Observed through one way mirror by male model. The observer didn’t know who was in control and who was in aggressive group (blind)
Recorded every 5 secs.

Question 8

What are the 4 aggression scores

Answer 8

1) imitative aggression : physical and verbal aggression
2)partially imitative: uses mallet to hit toys not bobo doll
3) no imitative physical and verbal aggression but punch bobo doll .
4)non-aggressive behaviour

Question 9

A finding for iv1 (will children imitate aggressive behaviour by model)

Answer 9

Children in aggressive condition show more imitation of physical and verbal aggressive behaviour than children in the non-aggressive group

Question 10

A finding for Iv2- sex of model

Answer 10

Behaviour of male model exerted greater influence than the female model.

Question 11

A finding 3- sex of child

Answer 11

Overall boys produced more imitative physical aggression than girls.

Question 12

Conclusion of Bandura

Answer 12

Boys and girls are likely to learn aggression from same-sex adult.

Children can learn behaviour through imitation of a role model

Question 13

what is the aim of Chaney

Answer 13

To investigate if the funhaler provides positive reinforcement which leads to improved adherence to medication by young adults.

Question 14

method of Chaney

Answer 14

repeated measures, field experiment in Australia

Question 14

IV and DV of Chaney

Answer 14

iv- breath-a-tech and funhaler
dv- amount of adherence to prescribed medication regime.

Question 15

sample of Chaney

Answer 15

32,children average age of 3 , Australia
been on asthma for 2 years with prescribed spacer.
parents gave informed consent and participated in questionnaire and random phone calls (stop attrition effect)

Question 16

procedure of Chaney

Answer 16

had the same dosage.
asked to use fun haler over 2 week period (longitudinal)
matched questionnaire by parents with the one they did before experiment.
this showed compliance of parent/children and how easy it was to use.

Question 17

findings of Chaney

Answer 17

38%- more used fun haler
60%- more children took recommended 4 or more cycles.
more parents reported they were always successful using medication.

Question 18

conclusion of Chaney

Answer 18

improved adherence, suggests the fun haler may be more useful for management of young asthmatics.

Question 19

what are the 3 the background theories of Kolberg

Answer 19

Freud- morality develops at the end of phallic stage (3-6) where boy resolves Oedipus complex and girl Electra
skinner- trained rats and found morality develops from learning process by reward and punishment
piaget- child has stages of morality and don’t have cognitive capacity to behave in a moral way until they have reached a certain stage

Question 20

what is Kohlberg’s theory ( background)

Answer 20

did stage theory like piaget but disagreed that the process isn’t complete at early adolescence
stages of development are invariant as not everyone progresses at the same speed, universal

Question 21

what is the first level of Kohlberg’s theory and what are the stages

Answer 21

preconventional -
1. punishment orientation: doing what’s right due to physical consequences
2. self-interest: doing what’s right due to getting best outcome personally

Question 22

what is the second level of Kohlberg’s theory and what are the stages

Answer 22

conventional
1. good boy/girl: doing what’s right to be seen in a positive way
2. authority orientation: doing what’s right due to rules/laws saying so

Question 23

what is the third level of Kohlberg’s theory and what are the stages

Answer 23

postconventional
1. social contract orientation: laws should be followed but they could be changed to meet values
2. conscience and ethical principle orientation: justice, equality and human life are the most important things and decisions are made for individual cases

Question 24

what is the aim of Kohlberg

Answer 24

To investigate if boys develop from young adolescence to manhood is in set stages of moral development with a fixed order and if there is any cross-cultural variations.

Question 25

what was the measures of Kohlberg

Answer 25

self-report:
2 hour long semi-structured interview with 10 hypothetical dilemmas that are purposefully philosophical to solve

Question 26

What is the method of Kohlberg

Answer 26

quasi experiment as IV’S of countries and age are naturally occurring
IV: age, culture

Question 27

what is the sample of Kohlberg

Answer 27

75 American boys aged 10-16 at the start and followed at 3 year intervals to ages 22-28
moral development in boys is also studie in Taiwan, great Britain, Canada, Mexico, Turkey

Question 28

what is the procedure of Kohlberg’s

Answer 28

longitudinal study over 12 years
-presented with hypothetical moral dilemmas in the form of short stories to determine their stage of moral development for each 25 moral concepts
- aged 10: human life test- is it better to save one important person or lots of unimportant people
- aged 13, 16, 20, 24- should the doctor ‘ mercy kill’ a fatally ill woman requesting death because of her pain?

Question 29

how did they do their procedure in other cultures

Answer 29

dilemmas had to represent different cultural beliefs.
e.g. Taiwanese bys, 10-13 asked about theft of food

Question 30

what were the finding about stages of moral development

Answer 30

-boys go through stages of moral development and values change through stages
-50% of those in stage six had been through all the other stages individually
-not all participants over study reached stage 6
- invariant ( can’t go forward and backwards)

Question 31

what are the cross-cultural findings and what does this suggest

Answer 31

-there is no cross-cultural as all our morals are developed.
- Mexican and Taiwan showed same results that development was slower
lower class were intermediate in rate of development
- no difference in different religions

suggests that moral development is universal to boys as their is no cross-cultural differences

Question 32

what is the background of Lee

Answer 32

moral judgements are what we consider being naughty or good behaviour
Chinese children taught to be modest and truthful, but taught to lie when they do something good
individualistic ( westernised) countries taught lie about bad things
collectivist cultures ( china) - do behaviour to benefit society

Question 33

what is the main aim of Lee

Answer 33

to investigate the effect of culture on children’s moral evaluations of lying and truth telling by comparing individualistic and collectivist ratings of truth telling more positively

Question 34

what are the other 3 aims of Lee

Answer 34

1. is there a cultural difference in prosocial situations ( good deeds)
2. would the difference increase with age
3. would there be any difference in ratings for antisocial situations ( bad )

Question 35

what is the Chinese sample of Lee

Answer 35

120, Chinese children, aged 7,9,11, from main educational capital of china

Question 36

what is the Canadian sample of lee

Answer 36

108, Canadian children, aged 7,9,11, from an industrial area

Question 37

what is the method/design of each IV/DV

Answer 37

4 IV’S:
type of story: social or physical
-lab , independent measures ( only told one or other)
type of story: prosocial, antisocial
- lab, repeated measures ( told one of each)
culture: Chinese, Canadian
- quasi, cross-cultural
Age groups: 7,9,11
- quasi, cross-sectional ( chunks )
DV: ratings of lying and truth telling being a naughty or good deed , on a 7 point scale ( 3- very very good, -3 very very naughty)

Question 38

what were the 4 types of stories all the children were asked

Answer 38

prosocial, truth telling
prosocial, lie telling
antisocial, truth telling
prosocial, lie telling
half were social ( activity/others ) and half physical ( object/movement)

Question 39

what is the procedure of Lee

Answer 39

randomly assigned to social or physical and tested individually by being explained about the rating scale because they are children
each child was read 4 stories as well as reading it themselves to eliminate dyslexia as an exv
hey read the deed they were asked do they think it was good or naughty, child responded verbally, non-verbally or both
then read second section and were re-asked question

Question 40

what are the results for the two different countries being told prosocial/antisocial deed

Answer 40

Chinese rated truth telling in prosocial situations less positively as taught to be modest unlike Canadian children
Chinese had age related changes as went from telling the truth for good deed being negative to then being positive which suggests school has an impact
both gain negative ratings to lie telling in antisocial situations

Question 41

how is Lee mixed methods ?

Answer 41

quantitative data produced ratings of truth/ lie telling
qualitative data as they were asked why they gave the ratings
e.g Chinese children said they shouldn’t give their name after a good deed to be modest

Question 42

what is a conclusion of Lee

Answer 42

moral development is culturally specific as moral rules are different
an older Chinese person shows age variation as they are more modest viewing lying about pro social behaviour a positive thing
Canada doesn’t lie no matter the situation

Question 43

what is the behaviour of Lee

Answer 43

ratings of lie/truth telling and prosocial/anti-social situations