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PSY 234 Test 1 > Chapter 1 > Flashcards

Chapter 1 Flashcards

1
Q

Psychoanalytical Theory

A

Freud’s theory that proposed that biological drives, especially sexual ones, are a crucial influence on development

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2
Q

Behaviorist Theory

A

Watson’s theory that argued that children’s development is determined by environmental factors, especially the rewards and punishments that follow the child’s actions

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3
Q

Nature

A

Biological endowment

The genes we receive from our parents

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4
Q

Nurture

A

Social and physical environments that influence our development

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5
Q

Genome

A

Each person’s complete set of hereditary information

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6
Q

Epigenetics

A

The study of stable changes in gene expression that are mediated by the environment

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7
Q

Methylation

A

A biochemical process that influences behavior by suppressing gene activity and expression

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8
Q

Continuous Development

A

The idea that changes with age occur gradually

Small increments

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9
Q

Example of Continuous Development

A

Pine tree`growing taller and taller

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10
Q

Discontinuous Development

A

The idea that changes with age include occasional large shifts

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11
Q

Example of Discontinuous Development

A

The transition from caterpillar to butterfly

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12
Q

Effortful Attention

A

Involves voluntary control of one’s emotions and thoughts
Inhibiting impulses
Controlling emotions
Focusing attention

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13
Q

What does the anterior cingulate do?

A

Setting and attending to goals

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14
Q

What does the limbic area do?

A

Plays a large role in emotional reactions

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15
Q

Neurotransmitters

A

Chemicals involved in communication among brain cells

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16
Q

Sociocultural Context

A

The physical, social, cultural, economic, and historical circumstances that make up any child’s environment

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17
Q

Socioeconomic Status

A

A measure of social class based on income and education

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18
Q

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

Educated guesses

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20
Q

Reliability

A

The degree to which independent measurements of a given behavior are consistent

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21
Q

Interrater Reliability

A

The amount of agreement in the observations of different raters who witness the same behavior

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22
Q

Test-Retest Reliability

A

The degree of similarity of a child’s performance on two or more occasions

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23
Q

Validity

A

The degree to which a test measures what it is intended to measure

24
Q

Internal Validity

A

The degree to which effects observed within experiments can be attributed to the factor that the researcher is testing

25
External Validity
The degree to which results can be generalized beyond the particulars of the research
26
Structured Interview
A research procedure in which all participants are asked to answer the same questions
27
Clinical Interview
A procedure in which questions are adjusted in accord with the answers the interviewee provides
28
Naturalistic Observation
Examination of ongoing behavior in an environment not controlled by the researcher
29
Structured Observation
A method that involves presenting an identical situation to each child and recording the child's behavior
30
Variables
Attributes that vary across individuals and situations, such as age, sex, and popularity
31
Correlational Designs
Studies intended to indicate how two variables are related to each other
32
Correlation
The association between two variables
33
Direction-of-Causation Problem
The concept that a correlation between two variables does not indicate which, if either, variable is the cause of the other
34
Third-Variable Problem
The concept that a correlation between two variables may stem from both being influenced by some third variable
35
Experimental Designs
A group of approaches that allow inferences about causes and effects to be drawn
36
Random Assignment
A procedure in which each child has an equal chance of being assigned to each group within an experiment
37
Experimental Control
The ability of researchers to determine the specific experiences that children have during the course of an experiment
38
Experimental Group
A group of children in an experimental design who are presented the experience of interest
39
Control Group
The group of children in an experimental design who are not presented the experience of interest but in other ways are treated similarly
40
Independent Variable
The experience that children in the experimental group receive and that children in the control group do not receive
41
Dependent Variable
A behavior that is measured to determine whether it is affected by exposure to the independent variable
42
Cross-Sectional Design
A research method in which children of different ages are compared on a given behavior or characteristic over a short period
43
Longitudinal Design
A method of study in which the same children are studied twice or more over a substantial length of time
44
Microgenetic Design
A method of study in which the same children are studied repeatedly over a short period
45
Counting-On Strategy
Counting up from the larger addend the number of times indicated by the smaller addend
46
How do nature and nurture together shape development?
Every aspect of development reflect both people's endowment and the experiences that they have had
47
How do children shape their own development?
Attentional patterns Use of language Choice of activities
48
How does change occur?
Complex interplay among experiences, genes, brain structures, and activities
49
How does sociocultural context influence development?
Contexts include the people with whom children interact directly, the institutions they participate in, and societal beliefs and values
50
How do children become so different from each other?
Differences reflect differences in children's genes, in their treatment by other people, in their interpretations of their own experiences, and in their choices of their environment
51
How can research promote children's well-being?
Principles, findings, and methods form child-development research are being applied to improve the quality of the child's life
52
What is used to make great advances in understanding children?
Scientific method
53
What needs to occur for a measure to be useful?
Relevance to the hypothesis Reliability Validity
54
What are the main situations used to gather data about children?
Interviews Naturalistic observations Structured observations
55
What are the high ethical standards?
Ensuring the children are not harmed physically or psychologically by the research Obtaining consent from parents and/or child Perserving anonymity Correcting any inaccurate impressions that the children form during the study

PSY 234 Test 1 (4 decks)

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