Core Studies: Developmental Area

What Core Studies: Developmental Area covers

Core Studies: Developmental Area is examined on component 02 of OCR Psychology, Psychological themes through core studies. 146 recall questions across 13 subtopics.

The 13 subtopics

Each one has its own page.

• Bandura et al. (1961) transmission of aggression: background, method and sampleRecall questions on the aim of Bandura, Ross and Ross's 1961 study of the transmission of aggression, the learning theory it supports, its four hypotheses, method and design, matching children on aggression, inter-rater reliability, the sample and conditions.Open →
• Bandura et al. (1961) transmission of aggression: materials and procedureRecall questions on Bandura et al.'s modelling stage, what the aggressive and non-aggressive models did and said, the aggression arousal stage and why it was included, the test room toys, and how children's behaviour was recorded and categorised.Open →
• Bandura et al. (1961) transmission of aggression: results, conclusions and evaluationRecall questions on Bandura et al.'s results on imitation, the non-aggressive model, sex differences and the sex of the model, their conclusions, and the evaluation of delayed testing, control, ecological validity, sample, ethics and implications for what children watch.Open →
• Chaney et al. (2004) Funhaler study: background, method and procedureRecall questions on the aim and background of Chaney et al.'s 2004 Funhaler study, adherence, operant conditioning, how the Funhaler works, data collection, design, participants and the random contacts with families.Open →
• Chaney et al. (2004) Funhaler study: results, conclusions and evaluationRecall questions on Chaney et al.'s findings on medicating children, breathing cycles, children's attitudes and parents, their conclusions, and the evaluation of ecological validity, repeated measures, order of devices, data, generalisation and ethics.Open →
• External influences on children's behaviour: comparing Bandura et al. and Chaney et al.Recall questions on how Bandura et al. and Chaney et al. illustrate the developmental area, their theoretical, sample, data and application similarities, differences in settings, designs, measures, behaviour, learning mechanisms and ethics, and what the pair adds on validity, causation and diversity.Open →
• Kohlberg (1968) stages of moral development: method and the six stagesRecall questions on the aim of Kohlberg's 1968 research into moral development, the method, core sample and longitudinal element, other populations, moral dilemmas such as Heinz, scoring, the three levels and six stages, and reasoning about life and property.Open →
• Kohlberg (1968) stages of moral development: findings, conclusions and evaluationRecall questions on Kohlberg's findings on the invariant order of the stages, cultural differences and stages five and six, his conclusions, and the evaluation of design, data, androcentrism, ethnocentrism, validity, scoring and applications in schools.Open →
• Lee et al. (1997) evaluations of lying and truth-telling: background, method and materialsRecall questions on the aim and theoretical question of Lee et al.'s 1997 study of Chinese and Canadian children's evaluations of lying and truth-telling, its method, design, sample and ages, the prosocial and antisocial stories, and the rating scale.Open →
• Lee et al. (1997) evaluations of lying and truth-telling: procedure, results and conclusionsRecall questions on Lee et al.'s symbol scale, interview procedure and counterbalancing, separate ratings of deed and statement, the cross-cultural similarity and difference, the age pattern and its importance, and the conclusions.Open →
• Lee et al. (1997) evaluations of lying and truth-telling: evaluationRecall questions on the evaluation of Lee et al.'s study, including what it suggests about universal stage theories, sample strengths, standardisation, validity, language problems, generalisability, protection of children, and applications for teachers.Open →
• Moral development: similarities and differences between Kohlberg and Lee et al.Recall questions on the similarities between Kohlberg and Lee et al. in topic, materials, procedure, samples and tracing development, and their differences in timescale, design, participants, type of data, what was measured and conclusions about culture.Open →
• Moral development: what Lee et al. add to KohlbergRecall questions on the age ranges of Kohlberg and Lee et al., how far Lee et al. change understanding of moral development, whether they refute Kohlberg, evidence of development, objectivity, individual and cultural diversity, and judging morality across cultures.Open →

What you need to know

Answer each one before you reveal it.

Take Core Studies: Developmental Area further

The same content, four other ways.

Commonly confused

Pairs that lose marks when they are blurred together.

• Bandura et al. (1961) vs Chaney et al. (2004)

  Bandura et al. (1961): the study in which children imitated aggressive acts they had watched an adult model perform. Chaney et al. (2004): the study in which a whistling incentive device improved young children's use of their inhaler.

• Kohlberg (1968) vs Lee et al. (1997)

  Kohlberg (1968): the study proposing an invariant sequence of stages in moral reasoning. Lee et al. (1997): the cross-cultural study comparing Chinese and Canadian children's evaluations of lying.

• Adherence vs Funhaler

  Adherence: the extent to which a patient follows the treatment they have been prescribed. Funhaler: a spacer device with a spinner and whistle that makes taking medication rewarding.

Questions from this topic

Each one with the model answer underneath.

1. 1

   What was the aim of Bandura, Ross and Ross's study?

   Model answer

   To test whether children who watch an adult behave aggressively will reproduce that aggression later, in a new setting and with the model no longer present.

2. 2

   Which theory of learning does the study set out to support?

   Model answer

   Social learning theory, the idea that behaviour is acquired by observing and imitating models rather than only through direct reinforcement of the learner.

3. 3

   State the four hypotheses tested.

   Model answer

   That children shown an aggressive model would imitate its aggression, that children shown a non-aggressive model would be less aggressive than children shown no model, that children would imitate a same-sex model more than an opposite-sex model, and that boys would be more aggressive than girls, particularly physically.

4. 4

   State the method and design used by Bandura et al.

   Model answer

   It was a laboratory experiment using an independent measures design in which participants were matched across the conditions.

5. 5

   How were the children matched before the experiment began?

   Model answer

   The experimenter and a nursery teacher rated each child's existing aggression on scales for physical aggression, verbal aggression, aggression towards objects and aggression inhibition, and children were then assigned so that the groups were equivalent.

6. 6

   What was the inter-rater reliability of the pre-existing aggression ratings, and why does it matter?

   Model answer

   It was 0.89, a high level of agreement showing that the ratings used to match the children were reliable.

What is inside Levo

Six ways to work the same material.

Core Studies: Developmental Area revision questions

What does Core Studies: Developmental Area cover in OCR A-Level Psychology?

13 subtopics: bandura et al. (1961) transmission of aggression: background, method and sample, bandura et al. (1961) transmission of aggression: materials and procedure, bandura et al. (1961) transmission of aggression: results, conclusions and evaluation, chaney et al. (2004) funhaler study: background, method and procedure, chaney et al. (2004) funhaler study: results, conclusions and evaluation, external influences on children's behaviour: comparing bandura et al. and chaney et al., kohlberg (1968) stages of moral development: method and the six stages, kohlberg (1968) stages of moral development: findings, conclusions and evaluation, lee et al. (1997) evaluations of lying and truth-telling: background, method and materials, lee et al. (1997) evaluations of lying and truth-telling: procedure, results and conclusions, lee et al. (1997) evaluations of lying and truth-telling: evaluation, moral development: similarities and differences between kohlberg and lee et al. and moral development: what lee et al. add to kohlberg. Each one has its own page with questions and model answers.

How is Core Studies: Developmental Area organised?

By the OCR H567 specification, subtopic by subtopic, so it matches the order you are taught it in.