Core Studies: Developmental Area | OCR A-Level Psychology (H567)

Core Studies: Developmental Area

146 questions
13 subtopics
Component 02: Psychological themes through core studies
Component 02

Core Studies: Developmental Area is examined on component 02 of OCR Psychology, Psychological themes through core studies.

146 recall questions across 13 subtopics.

Sample questions from Core Studies: Developmental Area

Answer each one closed book first, then open the answer.

Bandura et al. (1961) transmission of aggression: background, method and sample

State the method and design used by Bandura et al.

Show the answer
It was a laboratory experiment using an independent measures design in which participants were matched across the conditions.
Bandura et al. (1961) transmission of aggression: materials and procedure

What toys were available in the test room?

Show the answer
Aggressive toys including a three-foot Bobo doll, a mallet and peg board, two dart guns and a tetherball with a face painted on it, alongside non-aggressive toys such as a tea set, crayons and paper, dolls, cars and plastic farm animals.
Chaney et al. (2004) Funhaler study: background, method and procedure

Which principle of learning does the Funhaler rely on?

Show the answer
Operant conditioning, because the device delivers immediate positive reinforcement for correct use and so makes that behaviour more likely to be repeated.
Chaney et al. (2004) Funhaler study: results, conclusions and evaluation

Give one weakness of the data collected.

Show the answer
All the data came from parents' self-reports rather than direct observation or measurement of the drug taken, so the answers may be inaccurate or flattering.
Kohlberg (1968) stages of moral development: method and the six stages

Which other populations were studied?

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Boys in Britain, Canada, Taiwan, Mexico and Turkey, including children from isolated village communities in Turkey and in Yucatan in Mexico.
Kohlberg (1968) stages of moral development: findings, conclusions and evaluation

Why has the stage scheme been called ethnocentric?

Show the answer
Treating individual principled reasoning as the highest stage reflects Western individualist values, which may be why members of close-knit village communities appeared to score lower.
Lee et al. (1997) evaluations of lying and truth-telling: procedure, results and conclusions

Why were the stories presented in a counterbalanced order?

Show the answer
To prevent the order in which stories were heard from systematically influencing the ratings given.
Lee et al. (1997) evaluations of lying and truth-telling: evaluation

Give one limit on the generalisability of the findings.

Show the answer
Only two countries were sampled, both using urban schoolchildren, so the results cannot be taken to describe collectivist and individualist cultures in general.

The 13 subtopics

One subtopic is one session. Work down the list.

Subtopic	What it covers	Questions
Bandura et al. (1961) transmission of aggression: background, method and sample	Recall 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.	9
Bandura et al. (1961) transmission of aggression: materials and procedure	Recall 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.	9
Bandura et al. (1961) transmission of aggression: results, conclusions and evaluation	Recall 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.	12
Chaney et al. (2004) Funhaler study: background, method and procedure	Recall 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.	11
Chaney et al. (2004) Funhaler study: results, conclusions and evaluation	Recall 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.	13
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.	18
Kohlberg (1968) stages of moral development: method and the six stages	Recall 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.	17
Kohlberg (1968) stages of moral development: findings, conclusions and evaluation	Recall 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.	12
Lee et al. (1997) evaluations of lying and truth-telling: background, method and materials	Recall 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.	10
Lee et al. (1997) evaluations of lying and truth-telling: procedure, results and conclusions	Recall 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.	9
Lee et al. (1997) evaluations of lying and truth-telling: evaluation	Recall 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.	8
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.	10
Moral development: what Lee et al. add to Kohlberg	Recall 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.	8

Core Studies: Developmental Area is 146 of the 3,537 questions in the guide.Get the guide, £8

How the guide is worked

Answering a question from memory stores it far better than reading the answer again. The guide runs that as a fixed procedure on one subtopic at a time, about twenty minutes a session.

Step 1 · Closed book
Cover the answers. Work through one subtopic and write down what you can. Leave blanks where you have nothing.
Step 2 · Open book
Go back to the top. Read each printed answer and write it out in full, including the ones you had right.
Step 3 · Closed book again
Same questions, same order, from memory. The gap between pass one and pass three is the session result.

Read the full method, the return schedule and the research behind it.