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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
Q

External Validity

A

The degree to which results can be generalized beyond the particulars of the research

26
Q

Structured Interview

A

A research procedure in which all participants are asked to answer the same questions

27
Q

Clinical Interview

A

A procedure in which questions are adjusted in accord with the answers the interviewee provides

28
Q

Naturalistic Observation

A

Examination of ongoing behavior in an environment not controlled by the researcher

29
Q

Structured Observation

A

A method that involves presenting an identical situation to each child and recording the child’s behavior

30
Q

Variables

A

Attributes that vary across individuals and situations, such as age, sex, and popularity

31
Q

Correlational Designs

A

Studies intended to indicate how two variables are related to each other

32
Q

Correlation

A

The association between two variables

33
Q

Direction-of-Causation Problem

A

The concept that a correlation between two variables does not indicate which, if either, variable is the cause of the other

34
Q

Third-Variable Problem

A

The concept that a correlation between two variables may stem from both being influenced by some third variable

35
Q

Experimental Designs

A

A group of approaches that allow inferences about causes and effects to be drawn

36
Q

Random Assignment

A

A procedure in which each child has an equal chance of being assigned to each group within an experiment

37
Q

Experimental Control

A

The ability of researchers to determine the specific experiences that children have during the course of an experiment

38
Q

Experimental Group

A

A group of children in an experimental design who are presented the experience of interest

39
Q

Control Group

A

The group of children in an experimental design who are not presented the experience of interest but in other ways are treated similarly

40
Q

Independent Variable

A

The experience that children in the experimental group receive and that children in the control group do not receive

41
Q

Dependent Variable

A

A behavior that is measured to determine whether it is affected by exposure to the independent variable

42
Q

Cross-Sectional Design

A

A research method in which children of different ages are compared on a given behavior or characteristic over a short period

43
Q

Longitudinal Design

A

A method of study in which the same children are studied twice or more over a substantial length of time

44
Q

Microgenetic Design

A

A method of study in which the same children are studied repeatedly over a short period

45
Q

Counting-On Strategy

A

Counting up from the larger addend the number of times indicated by the smaller addend

46
Q

How do nature and nurture together shape development?

A

Every aspect of development reflect both people’s endowment and the experiences that they have had

47
Q

How do children shape their own development?

A

Attentional patterns
Use of language
Choice of activities

48
Q

How does change occur?

A

Complex interplay among experiences, genes, brain structures, and activities

49
Q

How does sociocultural context influence development?

A

Contexts include the people with whom children interact directly, the institutions they participate in, and societal beliefs and values

50
Q

How do children become so different from each other?

A

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
Q

How can research promote children’s well-being?

A

Principles, findings, and methods form child-development research are being applied to improve the quality of the child’s life

52
Q

What is used to make great advances in understanding children?

A

Scientific method

53
Q

What needs to occur for a measure to be useful?

A

Relevance to the hypothesis
Reliability
Validity

54
Q

What are the main situations used to gather data about children?

A

Interviews
Naturalistic observations
Structured observations

55
Q

What are the high ethical standards?

A

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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