Developmental Psychology - AQA Year 1 Core Studies

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  • Created by: erose20
  • Created on: 05-12-19 13:12
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  • Developmental Psychology
    • Strength of developmental psychology
      • Often longitudinal studies which allows us to look at development over time
      • Focuses on Nurture - says past experiences shape our behaviour
    • Weakness of developmental psychology
      • Longitudinal studies require dedicated p's and take a long time
      • Theories of age-related studies have shown to be too rigid
    • Behaviourist Perspective
      • There is little difference between the learning in humans and in animals
      • We have no free will - our environment determines our behaviour
      • When we are born, our mind is tabula rasa
    • Bandura (1961)
      • Aim
        • To demonstrate that learning can occur through observation of a model and that imitation can occur when there is no model
      • Methodology
        • 72 Nursery Children
        • Opportunity Sample
        • Independent Measures Design and Matched Participant Design
        • Controlled Lab Experiment
        • 3 groups of 24 p's, Control, Aggressive and Non-Aggressive model conditions
      • Procedure
        • Stage 1 - Modelling
          • Children in aggressive and non-aggressive tested alone in room 1.
          • Aggressive condition acted aggressively to bobo doll. Non-aggressive condition assembled tinker toys and ignored doll.
        • Stage 2 - Arousal
          • Children taken to room 2 and experimenter discretely worked in the corner
          • They showed the children attractive toys but told them they could not play with them because they are too special
        • Stage 3 - Imitation
          • Children taken to room 3. experimenter discretely worked in the corner
          • Two observers scored the childrens behaviour every 5 seconds, giving 240 in total
      • Results
        • Girls were more verbally aggressive
        • Boys were a lot more physically aggressive
        • Boys were more influenced by male models
        • Girls weren't affected by the gender of the model
      • Conclusions
        • Children learned by imitation
        • Children are more likely to imitate a model they identify with (gender)
        • Learning can occur without reinforcement but it influences appropriate behaviour
      • Evaluation
        • Lab Experiment
          • High control
          • Observer Bias
        • Lacks ecological validity
        • Not standardised
        • Demand Characteristics
    • Chaney (2004)
      • Aim
        • To show that the use of a novel asthma spacer device can provide positive reinforcement leading to improved adherence in young asthmatics
      • Methodology
        • Field Experiment
        • Repeated Measures Design
        • 32 Children
        • Opportunity Sample
      • Procedure
        • Parents completed the first questionnaire at the beginning of the research
        • After 2 weeks, a second questionnaire was done with matched questions
        • During the study, each parent was called at random to find out whether their child had used the fun-haler successfully the day before
      • Results
        • There was an increase in medicating their child
        • There was an increase in the number of cycles completed
        • There was an increase in positive attitudes
        • There was a decrease in difficulties
      • Conclusion
        • There was improved adherence, combined with satisfactory delivery characteristic
        • Functional incentive devices may improve the health of children
        • Adherence improved by making it fun
      • Evaluation
        • High Ecological Validity
        • High External Validity
        • Low Internal Validity
        • Standardised
        • High Internal and External Reliability

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