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Developmental Psych > Ch 1 > Flashcards

Ch 1 Flashcards

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1
Q

What are the issues in human development?

A

nature vs nurture, continuity vs. discontinuity, and universal vs context-specific

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2
Q

This is no longer an issue and involves the diathesis stress model

A

Nature vs Nurture

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3
Q

normal and abnormal developmental changes are gradual and quantative

A

continuity

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4
Q

implies that such changes are more abrupt and qualitative

A

discontinuity

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5
Q

When discussing what issues do you have to see if the development follows the same general path in all people or if it is fundamentally different, depending on the sociocultural context

A

Universal vs Context-Specific

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6
Q

What did Freud do?

A

Says that development happens in stages and beliefs that behavior is largely governed by motives and drives that are internal and often unconscious

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7
Q

What are the pros of evaluating Psychodynamic perspectives.

A

The unconscious, the role of internal conflicts, the importance of early childhood expensive, and the use of defense mechanisms

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8
Q

What are the cons for evaluating psychodynamic evaluation?

A

poor testing, inadequate empirical base, and sexist veiws

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9
Q

The father of behaviorism

A

John Watson

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10
Q

Who tried to explain Freud’s theory through scientific terms based on classical conditioning?

A

John Watson

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11
Q

comparing pairs of neutral stimulus with an unconditioned stimulus either an unconditioned stimuli that elicits a certain response

A

classical conditioning

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12
Q

What are examples of classical condition?

A

Watsons little albert, palov, drinking coffee, alcohol, or smoking cigarettes

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13
Q

Who created the learning theory?

A

Skinner

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14
Q

applied behavior analysis, examines the effect that consequences have on behavior

A

Operant conditioning

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15
Q

What are the ABCs of the learning theory?

A

Antecedents
B- targeted behavior
Consequences

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16
Q

What is going just prior to the behavior

A

antecedents

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17
Q

what happens as a result of the behavior

A

consequences

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18
Q

What part of the ABCs is the classical conditioning?

A

Antecedents and the targeted behavior

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19
Q

What part of the ABCs is operant conditioning?

A

Consequences

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20
Q

What argue in the social learning theory and what is it called?

A

He argued that behavior can be learned through observation called vicarious learning

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21
Q

What are the parts of the social learning theory?

A

vicarious learning, social cognition, and self-efficacy

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22
Q

how children think about themselves and others, dependent upon experience but is influenced by ones biological predisposition (BOBO doll experiment)

A

social cognition

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23
Q

refers to people’s belief about their own abilities

A

self-efficacy

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24
Q

What are the pros when evaluating behavioral perspectives

A

its based on rigorous research
insights into effects of learning and environmental factors

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25
Q

What are the cons when evaluating behavioral perspectives

A

over-dependence on animal research
fragmented views of personality
dehumanizing views

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26
Q

Who found the cognitive developmental theory

A

Piaget

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27
Q

What are the explanations of the cognitive developmental theory

A

children naturally try to make sense of the world and create little “experiments”
there re critical points in development where fundamental change occurs
strong genetic influence

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28
Q

What are the criticisms when evaluating Piaget’s theory?

A

he underestimated children’s ability
problems with stage theories
universality

29
Q

the brain is like a computer, has mental software and hardware, development is continuous as the software improves and the hardware increases

A

Information-Processing Theory

30
Q

What are the pros of the information processing theory

A

stressed the view that infants and toddlers are sophisticated cognitive beings
very testable and practical

31
Q

What are the cons of information processing

A

does not capture all of human thought
artificial lab environments

32
Q

What is Vygotsky’s theory?

A

children live in rich social and cultural world that affects the way their cognitive world is structured
children’s thinking does not develop in a vacuum but is greatly influenced by the sociocultural context in which they grow up

33
Q

Bronfenbrenner’s ecological model, emphasis is on family and social influences on a child’s development, argues that you cannot understand or predict behavior by looking at the individual in isolation, the relationship between family members is what is important, there is a basic family structure and when this is disrupted then behavior problems occur

A

ecological and family systems theory

34
Q

What are Bronfenbrenner’s four levels of environment?

A

microsystem
Mesosystem
exosystem
macrosystem

35
Q

immediate family

A

microsystem

36
Q

connected microsystems (family school work)

A

mesosystem

37
Q

social systems that are not experienced first hand but have an effect on development (government parents social network)

A

exosystem

38
Q

the overall culture (ethnicity historical events)

A

macrosystem

39
Q

What are the pros of the ecological systems

A

rich description of environmental influences
suggested many ways to optimize a Childs development

40
Q

What are the cons of the ecological systems?

A

no real discussion of biological environment`
are there any normative development?

41
Q

aging is a lifelong process, no one age is more important than another, ages build upon ones another, there is an early phase and a later phase, the assumption is that you can alter the neural pathways in very young children, one can also find ways to compensate for losses due to ageing

A

life-span perspective

42
Q

What are the three processes of the SOC model

A

selection
compensation
optimization

43
Q

What are the two parts of selection in the SOC Model? What do they mean?

A

Elective selection- occurs when you reduce as a result of new demands
loss-based selection- occurs when losses in resources require you to reduce involvment

44
Q

What part of the SOC model occurs when skills have decreased and you search for an alternative way to accomplish goal

A

compensation

45
Q

What part of the SOC Model involves minimizing losses and maximizing gains

A

optimization

46
Q

What is the research process

A

begins with a hypothesis based on theory
choosing or developing measures
creating the research design
gathering and analyzing design
findings and interpretation can then be used to tweak a theory or to develop a new one

47
Q

How do you identify the research sample

A

carefully define the ample
consider possible comorbidities
need to be sensitive to the setting and source of the sample
random selection is rare in studies of disordered children
often studies use samples of convenience

48
Q

What are the methods of measurement

A

self report
structured observation
unstructured observations

49
Q

What are the positives and negatives of self report

A

positives- large amounts of information in brief time and can be structured or unstructured
negatives- not reliable for children under 7 and susceptible to distortion or bias

50
Q

What are the positives and negatives of structured observation

A

positives- more control, can manipulate the variable that you are looking for
negatives- not the natural environment, may not be applicable to the real world

51
Q

What are the positives and negatives of unstructured observation

A

positives- can see natural environment, behavior can be recorded with respect to frequency or duration
negatives- reactivity of subject and observer bias

52
Q

General research approaches what

A

true experiments, correlational studies, natural experiments, retrospective design, and prospective design

53
Q

researchers have maximum control
subjects randomly assigned to groups and possible sources of bias are controlled

A

true experiments

54
Q

allow researchers to examine relationships among variables
cannot determine causality

A

correlational studies

55
Q

comparisons are made between groups that already exist (no random assignment)

A

natural experiments

56
Q

sample is identified and asked about information from an earlier time

A

retrospective design

57
Q

sample is identified and followed longitudinally over time (primary flaw is attrition)

A

prospective design

58
Q

intensive observation and analysis of an individual child

A

case study

59
Q

repeated assessment over time with subject serving as his/her own control
used most often to evaluate clinical treatment

A

single-case experimental

60
Q

What are the positive and negative parts of the research designs

A

positives- controlled study that can demonstrate the value or lack of treatment
negatives- ethical issues, interaction of subject characteristics and treatment, limited generality

61
Q

What is the different between corelating and causation?

A

correlated variables are associated at a particular point in time with no clear proof that one precedes
causation is actually influencing directly or indirectly the occurrence of an outcome of interest

62
Q

What is a correlation coefficient

A

a number that describes the degree of association between two variables
range is +1.00 to -1.00
the size of the correlation indicates the strength

63
Q

groups of people at different ages studied at same point in time

A

cross-sectional studies

64
Q

What are the positives and negatives of cross-sectional studies

A

positives- overcomes attrition and practice effects
negatives- no inferences about change in the individual and susceptible to cohort effects

65
Q

same children studied at different ages and stages of time

A

longitudinal

66
Q

What are the positives and negatives of longitudinal

A

positives- track individual changes over time, inferences of causality can be made
negatives- attrition, aging effects, practice effects, theory may change

67
Q

What are the research designs

A

cross-sectional studies and longitudinal

68
Q

What are the ethical issues

A

informed consent and assent, voluntary participation, confidentiality and anonymity, and no harmful procedures

Developmental Psych (9 decks)

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