Unit 2 - Contemporary Developmental Core Studies Flashcards
(77 cards)
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
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
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
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
5
Q
What was the IV of Chaney’s study?
A
whether child was using standard AeroChamber, breath - a tech or funhaler
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
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
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
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)
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
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%
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%
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%
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%
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%
16
Q
What were the percentages for the 3 attitudes of children towards medication in Chaney’s study?
A
- Pleasure - Ex = 10%, Fun = 68%
- Acceptance - Ex = 58%, Fun = 19%
- Suspicion - Ex = 0%, Fun = 10%
17
Q
What were the percentages for the 2 attitudes for the parents towards medication in Chaney’s study?
A
- Completely happy - Ex = 10%, Fun = 61%
2. Dislike - Ex = 16%, Fun = 0%
18
Q
What did Chaney conclude about his study?
A
- The Funhaler led to an increase in medication and an increase in use of Funhaler
- Parents tended to be less likely to give up using inhaler with Funhaler
19
Q
What ethics did Chaney uphold?
A
conducted ethically
20
Q
Why was it good that Chaney used a repeated measures design?
A
no participants missed using the Funhaler and all got benefit
21
Q
Did Chaney have internal reliability?
A
- same questions, length of time
- Funhaler harder to control as in children’s homes
22
Q
Did Chaney have external reliability?
A
32 - quite small and inconsistent effects?
23
Q
Did Chaney have internal validity?
A
- socially desirable answers?
- compiance measured child’s or parent’s?
24
Q
Did Chaney have external validity?
A
- difficult to apply to other cultures and age ranges
- took place in child’s homes
25
Was Chaney's study ethnocentric?
yes - all from Australia, not all cultures will find Funhaler appealing and not all parents will agree with positive/negative reinforcement
26
What debates does Chaney link to?
1. Individual/situational debate
| 2. usefulness of research
27
How does Chaney link to the individual/ situational debate?
- 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)
28
How does Chaney link to the usefulness of research debate?
- helps us understand how children develop
| - practical application of operant conditioning (although age range and culture places limitations)
29
What areas / perspectives does Chaney link to?
1. Developmental area
| 2. Behaviorist perspective
30
How does Chaney relate to the developmental area?
- illustrates how children learn and how parents can help acquire desired behaviors (positive/negative reinforcement)
31
How does Chaney relate the behaviorist perspective?
- operant conditioning = using positive (spinner going round and whistle making noise) and negative (breathlessness taken away) reinforcement and rewarded
32
How does Chaney link to the key theme of external influences on children's behavior?
- Funhaler changed use of inhaler, increased adherence, attitudes towards inhalers by parent and child
- shows how children can learn through operant conditioning
33
Summarise the background to Lee
- 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
What does Individulistic Culture mean?
a society which emphasise the individual, their rights, attitudes and needs
35
What dos Collectivist Culture mean?
a society which emphasise the group, its decisions and needs and the duties of the individual to the group
36
What were Lee's two aims?
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
What is a cross-sectional study?
when you collect together a sample of children of different ages and see what the different ages are/are not capable of
38
What are the strengths of a cross - sectional study?
- simpler
- less time consuming
- avoids participants dropping out
- can attract a larger sample
39
What are the weaknesses of a cross - sectional study?
- participant variables
| - harder to establish when change takes place
40
What are the 4 IV's in Lee's study?
1. Chinese or Canadian
2. 7, 9 or 11 years old
3. pro-social or anti-social character
4. social or physical
41
Describe the Chinese sample used by Lee?
evenly split, 20 in each age group and gender. 60 f and 60 m, 120 total
42
Describe the Canadian sample used by Lee?
uneven in each age group, more 9 year olds and less 11 year olds. More males and 108 total
43
Where were the Chinese children from in Lee?
Hangzhou - main educational, cultural and commercial cities
44
Where were the Canadian children from in Lee?
Fredericton - educational, cultural, commercial but smaller population than Hangzhou
45
Outline the procedure by Lee?
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
What was the DV in Lee's study?
```
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
What is a pro-social setting?
someone has done something good
48
What is a anti - social setting?
someone has done something bad
49
What are the two pro-social truth telling stories in Lee?
1. Jenny cleaned up school yard and told
| 2. Mark put lunch money in someones desk and told
50
What are the two pro-social lie telling stories in Lee?
1. Alex cleaned up classroom and lied
| 2. Kelly put trip money in a coat pocket and lied
51
What are the two anti-social truth telling stories in Lee?
1. Ryan tore paper out school book for paper aeroplane and told
2. Sherry pushed friend over for skipping rope and told
52
What are the two anti-social lie telling stories in Lee?
1. Shelly took school book and scribbled and lied
| 2. Paul pushed over boy and lied
53
How did the children rate pro-social truth telling in Lee?
- Canadian children gave similar ratings across all ages
| - Chinese children rated truth telling less positively as age increased
54
How did the children rate pro-social lie telling in Lee?
- Canadian children rated lie telling negatively
(less so as age increased)
- Chinese children at age 7 rated negatively, at age 11 positively
55
How did the children rate anti-social truth telling in Lee?
- both rated very positively
56
How did the children rate anti-social lie telling in Lee?
- negative ratings increased with age
57
What was some of the qualitative data Lee collected?
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
What did Lee conclude about his study?
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
What ethics did Lee uphold?
- informed consent
- withdrawal
- protection from harm - stories shouldn't be upsetting
60
What ethics did Lee break?
- protection from harm = upsetting if did not understand and uncomfortable being alone with researcher?
61
Did Lee have internal reliabiltiy?
- standardised = same for all children
62
Did Lee have external reliability?
- fairly large sample however different number of Chinese and Canadian
63
Did Lee have construct reliability?
- demand characteristics may have been an issue
(supposed to say truth good, lie bad)
- translating stories into Chinese
- how comfortable with researcher
64
Did Lee have ecological validity?
- fairly realistic
65
Is Lee ethnocentric?
No - 2 very different cultures
however could be culturally bias towards Canadian children
- Canada represent westerners
- China represent easterners
66
What debates does Lee link to?
1. Individual/Situational
2. Freewill/ Determinism
3. Reductionism/Holism
67
How does Lee link to the Individual/Situational debate?
- situation or culture brought up in will significantly change moral thinking
- values of honesty and integrity are not universal
68
How does Lee link to the Freewill/Determinism debate?
- deterministic = culture brought up in
| - freewill = override morality, do immoral things
69
How does Lee link to the reductionism/Holism debate?
- holistic = acknowledges influence of society on behavior and social cognition's develop because of this
70
How does Lee link to the Developmental Area?
looking at changes in children's moral development by age and culture
71
How does Lee link to the key theme of moral development?
- still occurs, age-related changes in moral thinking within cultures
72
How has Lee changed our understanding of moral development?
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
How has Lee changed our understanding of social diversity?
females and males to show how both genders develop morally
74
How has Lee changed our understanding of cultural diversity?
culture has influence on how morality is developed
75
How has Lee not changed our understanding of cultural and social diversity?
don't know how adults are affected
76
How are Lee and Kohlberg similar?
1. cross-cultural research
2. used children
3. self-report data
77
How are Lee and Kohlberg different?
1. K- universal, L - cultural
2. K - males, L - both
3. K - longitudinal, L - snapshot
