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dev psych exam 1 > chapter 1 > Flashcards

chapter 1 Flashcards

historical foundations, themes, methods

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1
Q

plato

A
  • emphasized self-control and discipline
  • believed in innate knowledge
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2
Q

aristotle

A
  • more concerned with fitting child rearing to the needs of the individual child
  • believed in knowledge coming from experience
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3
Q

john locke

A

-tabula rasa (blank slate)
- believed in growth of character is most important
- discipline before freedom

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4
Q

jean-jacque rousseau

A
  • believed that parents and society should give children maximum freedom from the beginning
  • freedom before discipline
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5
Q

industrial revolution

A

many children iim Europe and the US worked as poorly paid laborers with few, if any, legal protections
- hazardous situations

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6
Q

the earl of shaftesbury

A
  • effort at social reform brought partial success
  • legacy
  • brought about the first child labor laws
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7
Q

darwin’s theory of evolution

A

inspired a number of scientists to propose that intensive study of children’s development might lead to important insights into human nature

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8
Q

enduring themes in child development

A
  1. nature and nurture
  2. the active child
  3. continuity / discontinuity
  4. mechanisms of change
  5. the sociocultural context
  6. individual differences
  7. research and children’s welfare
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9
Q

nature and nurture theme

A

how do they together shape development?

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10
Q

the active child theme

A

how do children shape their own development?
- selective attention
- mom = priority
- crib speech
- toys and fantasy play

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11
Q

continuity / discontinuity theme

A

in what ways is development continuous, and in what ways is it discontinuous ?

  • jean piageet
  • theory of cognitive development
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12
Q

continuous

A

the idea that changes with the age occur in gradually small increments (curve)

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13
Q

discontinuous

A

the idea that changes with age include occasional large shifts and steps (staircase)

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14
Q

mechanisms of change theme

A

how does change occur?
- neurotransmitters among brain cells
- milestone (what/when)
- mechanism / statistical learning (how)
- factor (how)

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15
Q

the sociocultural context theme

A

how does the sociocultural context influence development?

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16
Q

individual differences theme

A

how do children become so different from one another ?
- genetic differences
- differences in treatment by parents and others
- differences in reactions to similar experiences
- different choices of environments

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17
Q

research and children’s welfare theme

A

how can research promote children’s well-being?
- leads to practical benefits `

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18
Q

the scientific method

A

an approach to testing beliefs that involves choosing a question, formulating a hypothesis, testing the hypothesis, and drawing a conclusion

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19
Q

hypothesis

A

testable prediction of the presence of absence of phenomena or relations

20
Q

4 steps to the scientific method

A
  1. choosing a question to be answered
    - stems from an observation
  2. formulate a hypothesis regarding that question
  3. develop a method for testing thee hypothesis
  4. use the resulting data to draw a conclusion regarding the hypothesis
21
Q

interrater reliability

A

how much AGREEMENT there is in the observations of different raters who witness the same behaviors

22
Q

test-retest reliability

A

examining performance of the same test, administered under the same conditions multiple times

23
Q

internal validity

A

whether effects observed within experiments can be attributed with confidence to the factor of interest

24
Q

external validity

A

ability to generalize research findings beyond the specifics of the study

25
Q

types of interviews and questionnaires

A

structured interviews, questionnaire, clinical interviews

26
Q

structure interviews

A

all participants are asked to answer to the same question

27
Q

questionnaire

A

method to gather information from a large number of participants by presenting a uniform set of questions

28
Q

clinical interview

A

questions are adjusted in accord with the answers the interviewee provides

29
Q

naturalistic observation

A

watching behavior in real-world settings without truing to manipulate the situation

30
Q

pros and cons of naturalistic observations

A

pros
- allows researchers to see the relevant behaviors without influencing those behaviors

cons
- might not see the behavior of interest and hard to know what caused a behavior
- if participants notice the observer, they may act differently

31
Q

structured observation

A

presenting an identical situation to each participant and recording behaviors

32
Q

pros and cons of structured observations

A

pros
- ensures all participants have the same experience/context

cons
- might be stages and not indicative of real behaviors
- study scale error

33
Q

correlational designs

A

examines the extent to which two variables are associated

34
Q

correlations explained

A

–> closer to -1 or 1 = strong correlation
–> variables move in the same direction = positive correlation
–> as one variable goes up, the other goes down = negative correlation
–> zero/constant line = no correlation

35
Q

direction of causation problem

A

we don’t know which direction the variables are impacting each other –> scatterplot

36
Q

third variables problem

A

there could be a third variable that affects the ones present

37
Q

experimental designs

A

cause and effect

38
Q

random assignment

A

anybody could be assigned to any of the conditions

39
Q

variable manipulation

A

independent variable
- changing it in multiple settings to see if the dependent variable changes

40
Q

research designs

A

cross sectional, longitudinal, micro genetic

41
Q

cross sectional design

A

(quick) research design that examines people of different ages at a single point in time
- ex: collecting data from multiple different people of different ages
- COHORT EFFECT

42
Q

cohort effect

A

effect observed in a sample of participants that results from individuals in the sample growing up at the same time

43
Q

longitudinal design

A

research design that examines development in thee same group of people on multiple occurrences over time
- ex: minnesota twins study
- ATTRITION

44
Q

attrition

A

participants dropping out of a study before it’s done

45
Q

microgenetic

A

same participants are studied repeatedly over a short period of time
- studying change and development as its happening

dev psych exam 1 (6 decks)

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