Developmental

Developmental

1. Studies

   • Samuel and Bryant
     • 252 5-8.5 year olds
     • 4 groups
     • 3 conditions
       • fixed arrary (control) shown container pre and post but did not see transformation  standard - two questions  one judgment - only asked one question after watching transformation 
     • 4 groups of 64
       • each group of 64 split into 3 groups of 21
     • indpendent measures
     • 3 ivs
       • age, exp condition and different conservation taks - mass, volume, number
     • mesured mean number of errors
   • Bandura
     • imitation of aggression through imitation of aggressive models 
     • if learnt in one setting could be repeated in other setting
     • lab/controlled observation
     • 27 from stanford uni nursery mean 52 months
     • one male one female model and female exp
     • 2 exp groups 1 control
       • 1 = aggressive model, 2 = non aggressive model, 3 = no model was a control 
     • 2 exp group subdivided into 4
       • 6 boys observing same sex model, 6 boys observing a opposite sex model 6 girls observing same sex 6 girls observing opposite sex 
     • placed in groups based on aggressive rating
       • matched pairs design 
     • 3 ivs; sex of model, sex on ppts and behavouir of model
     • stage 1. individually with model
       • either aggressive or non agressive or non model toys or bob doll
       • stage 2. Arousal
         • attractive toys but not allowed to play with them 
         • 3. all in roo together with toys and bobo doll, videod and sound recorded
     • qual and quan
     • snap shot
     • ethics
   • farrington
     • not effected by individual differences because the same people are followed = in depth rich qual

2. useful

   • useful for teaching methods and prevention techniques e.g samuel and byrant changed teaching methods. Help understand development over a lifetime 

3. scientific

   • observations, not very replicable but lab experiments are, is controlled so could repeated, subjective in form of agggression obvs but objective if child gave right or wrong answer

4. deterministic

   • yes. Your development later determines who you are as a person, normally to young to prevent these things occuring  and thinks that all children go through the same stages

5. situational

   • dependednt on your upbrining, age not you as a person 

6. holistic

   • looks  at upbrining/enviroment and how that effects behavouir now 

7. nurture

   • how you are brought up, how you change as you are brought up 

8. generalisable

   • hard to generalise findings. bandura and samuel and bryant used children from one school

9. exam q

   • briefly outline the developmental approach;  emphasis on the importance of chnages in behavouir through the lifespan. may include particular areas of study; emotional, moral and the development of thinking 

10. exam q

    • strengths
      • explaination for individual differences at different ages
      • useful
      • understanding the nature and nurture debate
    • weaknesses
      • ethics
      • lack ecolgical validity