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Psychology 2AA3 > Chapter 1: The Science of Child Development > Flashcards

Chapter 1: The Science of Child Development Flashcards

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1
Q

What was Plato’s and Rousseau’s philosophy on child development?

A

They believed each child was born with innate knowledge that their brain would access over time

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2
Q

What was Aristotle’s and Locke’s philosophy on child development?

A

They believed that children were born with a blank slate and developed based on experiences they encountered in their life.

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3
Q

What are baby biographies?

A

The observation and detailed recording of infants and children as they develop and grow

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4
Q

Why were baby biographies important

A

They paved the way for objective, analytical research

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5
Q

Society of Research in Child Development (SRCD)

A

Main professional organization for child development researchers

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6
Q

Canadian Psychology Organization

A

Main organization for psychologists. Founded in 1939

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7
Q

Applied developmental science

A

Uses developmental research to promote healthy development for children and families

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8
Q

Theories

A

Organized sets of ideas that explain and make predictions about development

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9
Q

Biological Perspective

A

Personality and physical development rooted in biology

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10
Q

Maturational Theory

A

Child development predetermined by biological factors, primarily genetic factors.

No room for environmental variability

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11
Q

Ethological Theory

A

Adaptive behaviours due to evolution. Believe some learning can only occur at certain ages

Similar to maturational theory

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12
Q

Critical Period

A

A period in time where a specific characteristic can be developed

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13
Q

Imprinting

A

The emotional bond between child and mother

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14
Q

The Psychodynamic Perspective

A

Development largely determined by resolve of certain conflicts at certain ages

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15
Q

Freud’s Psychodynamic Theory

A

Conflict between the id, ego, and superego

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16
Q

The Id

A

The primitive instincts located in the unconscious part of the brain. Time is not a factor, just has urges for what it wants and wants it now.

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17
Q

The Ego

A

The practical and rational part of personality. Primarily located in unconscious part of the brain, but is aware of the future and past and prevents you from doing anything dangerous.

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18
Q

The Superego

A

The moral part of one’s personality. Located in conscious part of the brain and decides whether something is right or wrong according to social and individual norms and values

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19
Q

Erikson’s Psychosocial Theory

A

There are multiple stages throughout a person’s life defined by a specific conflict. i.e. trust vs mistrust

Proposed development could occur throughout life

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20
Q

The Learning Perspective

A

Mind is a blank slate

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21
Q

Classical Conditioning

A

Association of a previously unrelated stimulus to a specific response

Developed by Ivan Pavlov

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22
Q

Operant Conditioning

A

Action associated with a consequence

Developed by B.F. Skinner

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23
Q

Reinforcement

A

Reinforcing a behaviour by either rewarding the action (positive) or removing something bad (negative)

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24
Q

Punishment

A

Decreasing the frequency of a behaviour by adding something bad (positive) or taking away something good (negative)

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25
Q

Social Cognitive Theory

A

Children imitate people’s behaviour if that person seems smart or popular. If the behaviour is positively reinforced they are more likely to imitate behaviour

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26
Q

Self-efficacy

A

Beliefs about a child’s own abilities. If a child believes they are not capable of performing something, they won’t mimic it.

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27
Q

The Cognitive-Developmental Theory

A

How children think and how their thinking changes over time

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28
Q

Piaget’s Theory

A

Children create and revise theories of the world around them

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29
Q

The Contextual Perspective

A

Culture is an important influence on development from infancy to adolescence.

Developed by Vygotsky

30
Q

Bronfenbrenner’s Theory of Ecological Systems

A

Child is embedded in a series of complex and interactive systems

31
Q

Micro-system

A

People and objects in immediate environment

32
Q

Mesosystem

A

What happens in one microsystem can influence another

33
Q

Exosystem

A

Social settings that a person may not experience, but still influenced by

34
Q

Macrosystem

A

Subcultures and cultures in which prior systems are embedded in

35
Q

Chronosystem

A

The idea that all systems can change and alter over time

36
Q

Continuity vs Discontinuity

A

Relatedness of early childhood behaviours and behaviour of a person later in life.

Early behaviour does not predict behaviour later in life, but increases likelihood of similar behaviours and values

37
Q

Nature vs Nurture

A

Biology vs Environment

Interaction between both shape child

38
Q

Active vs Passive

A

Is the child at the mercy of the environment or can their unique characteristics influence their development.

Child’s influence on parents and vice versa

39
Q

Connections

A

Each advancement of an aspect of a child’s development is connected to and can influence development of other aspects of a child

i.e. motor development influences cognitive development

40
Q

Scientific Method

A

Identify a question, form a hypothesis, select a method for collecting data

41
Q

Systematic Observation

A

Watching children and recording how they interact

42
Q

Naturalistic Observation

A

Observing child in natural setting

Effective for seeing how child behaves in real world

43
Q

Structured Observation

A

Observing child in lab setting

Effective for observing rare phenomena, but may not accurately represent how person behaves in real life

44
Q

Observer Bias

A

When observer notices behaviours that support hypothesis and discounts behaviours that don’t

45
Q

Observer Influence

A

Participant behaves differently when being observed

46
Q

Habituation

A

Making participant feel comfortable with observer to garner more accurate results

47
Q

Sampling Behaviours with Tasks

A

Create tasks that sample target behaviours

Can’t determine if task samples target behaviour in real life

48
Q

Self-Reports

A

Answering questionnaires about target topic

Can lead directly to info about topic, but participant may be unable to recall events exactly

49
Q

Response Bias

A

Participant influenced by answering perceived as socially acceptable

50
Q

Physiological Measures

A

Measuring children’s physiological responses such as brain activity or cortisol levels

Effective when used in conjunction with other method

51
Q

Construct Validity

A

If a method measures the theoretical construct it is supposed to

52
Q

Concurrent Validity

A

When two forms of measurement get same results

53
Q

Representative Sampling

A

Use sample populations to represent a larger population

54
Q

Correlational Studies

A

Correlation between to variables

r= -1 to +1

55
Q

Experimental Studies

A

Systematically varies factors thought to cause a behaviour

56
Q

Inferential Statistics

A

Allows one to draw conclusions, often about a population

57
Q

Field Experiment

A

Manipulating variables in a natural setting

58
Q

Longitudinal Design

A

Same individuals repeatedly measured throughout lives

Only way to answer continuity vs discontinuity, but children may drop out or test subject to cohort

59
Q

Cohort

A

A result is influenced by generation of subjects

60
Q

Cross-Sectional Design

A

Developmental stages measured using different children at specific points in time

Learn nothing about continuity vs discontinuity

61
Q

Longitudinal-Sequential Design

A

sequences of samples, each studied longitudinally

Can expose cohorts and give some idea about continuity

62
Q

Ethical Responsibilites

A

Don’t be a dick and inform the participant about what is going on in the experiment

63
Q

Sensorimotor Stage

A

Infants knowledge of world based on motor skills

Learns objects exist outside of vision

64
Q

Peoperational Thought

A

Child learns to use symbols such as words

65
Q

Concrete Operational Thought

A

Applies logical operations to experiences, as long as experience is here and now

66
Q

Formal Operational Thought

A

Can think in abstract terms.

Experience or situation does not have to actually be present or exist in order to apply logic

67
Q

Information Processing Theory

A

Seeing the mind as a computer

Development reflects changes in mental hardware and mental software

68
Q

Developmental Psychopathology

A

The understanding of how abnormal psychology can develop

69
Q

Reliability

A

If something is tested repeatedly do you get the same results

70
Q

Convergent Validity

A

If one variable is positively correlated to another

71
Q

Divergent Validity

A

If one variable is negatively correlated to another

Psychology 2AA3 (4 decks)

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