1- Developmental psych

• Developmental

-Key theme 1: External influences on children's behaviour 

-Key theme 2: Moral development

Assumptions:

• Behaviour development is a consequence of age and/or experience
• Development of behaviour is an interaction of the influences of nature and nurture

+= Useful applications is child care and education, Often looks at the interaction between nature and nurture- more holistic

-= Most studies use child ps raising ethical issues, Deterministic as assumes we are formed by our early childhood experiences and so removes free will.

Bandura et al (1961)

-Background:

• Learning via social learning theory= observation and imitation
• Classical conditioning= potent stimulus is paired with a previously neutral stimulus
• Operant conditioning= behaviour is modified by the use of reinforcement or punishment
• Aggression= overt, often harmful, social interaction of inflicting damage or other unpleasantness upon another individual
• Inter-rater reliability= when two or more independent observers observe the same p/event to see if they agree with eachother.

-Aim:

• To show that children can learn agg behaviour through obs and imitation

-Hypthesis:

• Subjects exposed to agg models would reproduce agg acts resembling these of their models
• Obs of non-agg models would have a generalised, inhibiting effect on subjects subsequent behaviour
• Ps would imitate the behaviour of a same-sex model to a greater degree than a model of the opposite sex
• Boys should be more pre-disposed than girls towards imitating agg

-Design:

• Lab expt- Snap shot study
• IVs= conditions child was exposed to, gender of child, gender of model
• DV= imitation/behaviour after exposure
• MPD- triplets- experimenter and nursery teacher rated the children on four levels of existing agg- inter-rater reliability= high 0.89

-Sample:

• 73 (36F:36M)
• Nursery school- Stanford uni
• Age range= 37 months-69 months, Mean age= 52 months
• 24 ps in agg role model conition, 24 in non-agg and 24 control- no model

-Procedure:

• Stage 1
• Children tested individuallyand taken to the expt room, shown to a play area with a table and chair, potato printers and other toys. Adult model was invited to opp corner-same layout as childs corner but also had mallet and Bobo doll
• Non agg- model played with toys in quiet manner, ignored Bobo
• Agg- after 1 min turned to Bobo and was agg to the doll in a stylized and distinctive way physical= raised Bobo doll and plummed it on head with mallet. Verbal= ''Pow!'', ''Sock him in the nose''
• After 10 mins experimenter returned and took child to another room
• Stage 2- Mild agg arousal:
• Child taken to a room with attractive toys but was told these were the very best toys and were reserved for other children to provoke the child
• Stage 3-
• Child taken to next room, variety of toys; non-agg toys= tea set, crayons etc. agg toys= mallet and peg board, dart guns etc and a 3 foot Bobo doll
• The experimenter stayed in the room ''otherwise number of children would either refuse to stay alone or would leave before termination of session'
• Child kept in room for 20mins, behaviour observed through a one-way mirror
• Observations made at 5s…