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Psychology 105 > Chapter 10 - Research Methods In Developmental Psychology > Flashcards

Chapter 10 - Research Methods In Developmental Psychology Flashcards

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1
Q

Nature vs nurture

A

Is there a genetic predisposition, or is it managed by environments

-children are anxious—> go to environment to relieve it
-do people choose to go into sports or music bc there’s predisposition to like that sport, or because the environment creates a competency

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2
Q

Gene environment interactions

A

Gene and environment are working together
-having low MAO gene, and history of maltreatment, together increase antisocial behaviours

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3
Q

Gene expression

A

We may have a gene that acts dormant until environment triggers it to be exposed

-dormant gene—> weed use—> schizophrenia
-dormant gene—> trauma—> anxiety

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4
Q

Bidirectional influences on developments

A

The parents control the child, but the child’s reaction influences the parent
-development is a two way street

-baby cries during the night—> parents sleep deprived—> cannot properly give the baby what it needs—> baby cries more

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5
Q

Common research designs in developmental psychology

A

Cross sectional and longitudinal design

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6
Q

Cross sectional design

A

Different people in different age groups
-compare them on very different hypothesis

-memory test—> see how memory changes over time, does the younger have the best? Older have the worst?

Pro: relatively fast, cost effective, only need to run once

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7
Q

Cohort effect is less likely

A

In cross sections

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8
Q

Longitudinal design

A

Study groups over long periods of time
-one group, give the test multiple times throughout their lives (teens, 30, 40, 50)

Pro: sort out cohort effects, shows developmental effects in order of occurrence
Cons: attrition (people drop out), costly, time consuming

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9
Q

Cohort effects have a strong effect on

A

Cross sectional designs

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10
Q

Post Hoc Fallacy

A

Correlation does not equal causation
-A happens before B, then say A must have caused B
-just because they happened in that order, doesn’t mean A caused B to happen

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11
Q

Developmental myths

A

Infant determinism and childhood fragility

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12
Q

Infant determinism

A

Things that happen to us when were young are more significant to our development than when were older
Earlier life experiences are more significant than
-devalues things that happen later in life

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13
Q

Childhood fragility

A

Children are fragile creatures that should be protected at all costs
-should never be hurt, scared or make mistakes

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14
Q

Why is childhood fragility wrong?

A

Children are extremely resilient
-long term stress from traumatic stress is much less likely

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15
Q

Example of longitudinal study

A

Scottish school children measured throughout their lives
-specific measurement

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16
Q

What way does post hoc fallacy contribute to myth of infant determinism

A

Earlier event is causing something that happens later, the idea that it was traumatic in my early life affects me in my later life

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17
Q

Prenatal development follows development of

A

Zygote
Zygote=prenatal (before birth)

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18
Q

Germinal stage

A

When zygote divides, and grows into blastocyste
1/2 to 2 weeks

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19
Q

Blastocysts

A

Group of undifferentiated cells -
1/2 to 2 weeks

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20
Q

Embryonic stage

A

Blastocysts is now considered an embryo
-cells differentiate—> specialized functions
Week 2 to week 8

-limbs, facial, brain all begins to form

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21
Q

Fecal stage

A

Embryo is considered a fetus
-heart beating, bulking
9 week to birth
-longest stage

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22
Q

Brain development begins

A

Eight weeks
-doesn’t end until 24 ish years

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23
Q

Proliferation

A

Neurons develop very quickly, and used at rapid rate
-two hundred fifty cells per minute
-brain stem (survival) first to develop

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24
Q

Cell migration

A

Allows all cells to begin to form
-different brain structures

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25
Q

Complications in prenatal development

A

-miscarriage

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26
Q

Miscarriage

A

2 and 8 weeks
-Body innately decides there is an error in development and is no longer vital
-embryo is abandoned
-biologically based

-often happens without ever even knowing they were pregnant to begin with

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27
Q

Teritagen

A

Any environmental factor that has a negative effect on development
-drinking, drugs, smoking, illness, virus, X-rays
-timing affects what is affected

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28
Q

What is especially vulnerable to teritagens

A

The brain since it is constantly developing

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29
Q

Smoking does what to developing

A

Low weight birth, susceptibility, death

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30
Q

premature birth

A

36 weeks
-under developed lungs, brain, and physiological errors—> temperature and breathing
-cognitive delays/development

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31
Q

Viability

A

When a baby would survive outside the uterus
-25 weeks

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32
Q

Infant reflexes

A

Present immediately after birth
-if you have this reflex you wil not die
-suckling—> can you eat?
-swallowing—> will you not choke?

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33
Q

Sucking reflex

A

Pinky finger in babies mouth, they will start to suck on it
-needed for eating

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34
Q

roodine reflex

A

Stroke a babies cheek, they will turn mouth toward the feeling
-as if the food source should be there
-can they eat

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35
Q

Motor behaviours

A

Trial and error, voluntary

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36
Q

Sitting unsupported

A

Being able to hold posture while they sit

Milestones: six months

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37
Q

Crawling milestone

A

Nine months

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38
Q

Standing unsupported milestone

A

Eleven months

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39
Q

Walking milestone

A

Thirteen months

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40
Q

Running milestone

A

18-24 months

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41
Q

What stage is often missed

A

Crawling stage

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42
Q

What causes variation in motor development

A

-physical maturation
-culture

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43
Q

Physical maturation

A

Heavier children : need more muscle mass and bone mass to reach milestone, might reach it alter

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44
Q

Culture (swaddling/stretching/upright)

A

Shown to slow motor development —> infant can’t move
-babies cry less
-sleep better

Speeds up motor development—> activates tendons and ligaments

Sleeping bag with fine sand

45
Q

Childhood development (2)

A

-head and torso larger than body size—> as we grow body inc to balance proportions
-growth spurts—> adolescence

46
Q

Adolescent development

A

-physical and hormonal changes —> pituitary gland—> growth and reproductive system

47
Q

Estrogen

A

Breast tissue and hip broadening

48
Q

Puberty

A

Reproductive systems maturing
-menstral, evacuation
-timing is genetic, but some environmental

49
Q

Envriomental effect on puberty timing

A

-higher socioeconomic level: better nutrition

50
Q

Twins and puberty (genetic)

A

Identical—> menstruate within weeks of each other

Fraternal—> no

51
Q

Effects of aging on physical and cognitive

A

Physical appearance: wrinkles, sensory decline, menopause

52
Q

Jean Piaget

A

Children’s understanding is viastly different than adults understanding of the world
-children’s knowledge is only what they hav experienced first hand —> very narrow

53
Q

Piaget believed children were

A

Active learners: discovered through trial and error

54
Q

Assimilation

A

Assimilate information into categories that they have already learned about, or into current schemas
-worldview remains unchanged

-see a plane for the first time and calls it a bird (in the sky and flying)

55
Q

Accommodation

A

“New way of learning”-> changing the way you see something, to allow it to fit to your worldview

56
Q

If child can no longer assimilate they must

A

Accommodate

57
Q

Children’s development is marked by

A

Stages—> theoretical differences
-one stage is mastered before you can move into the next stage

58
Q

Once puberty hits..

A

Children should have mastered the stages

59
Q

Sensorimotor stage

A

Birth to age 2
-focus on here and now
-senses developed —> put things into their mouth
-lack of object permanence (if i see it this real, if not it doesn’t exist in my mind)

60
Q

Sensorimotor stage major milestone

A

Mental representation
-the ability to think about things that aren’t physically present
-grasp object permanence

61
Q

Preoperational stage

A

2to7 years old
-begin to make symbolic mental representations (imagination)
-egocentrism (cannot think past their perspective)
-conservation tasks (lack of mental operations)

62
Q

Theory of mind

A

Reason with people about their perspective

63
Q

Sally Ann test

A

Child shown comic book—> sally has basket, Ann has a box—> sally has marble and puts it in her basket—> when sally leaves ann puts it in her box—> when sally returns child is asked what we should tell sally where the marble is

-can you take Sally’s perspective

64
Q

Concerted operational stage

A

7to11 years
-can perform mental operations for physical objects
-struggle with abstract and hypothetical problems

-child is told feathers have the ability to break glass—> if child is still in this stage, when asked they will say that a feather can’t break glass

65
Q

Formal operations stage

A

12+ years
-hypothetical reason and problem solve (pendulum task)
-if then statements —> consequences and rewards
-abstract concepts—> meaning of life, death, spirituality

66
Q

Cricitisms and critiques from Piagets stages

A

-development is more continous than stage like
-inconsistent advancements in different cognitive domains that develop at different paces
-underestimated competence of children

67
Q

Vygotsky

A
68
Q

Scaffolding

A

Learning mechanisms where parents help initially, but gradually remove structure as they become more competent
-cognitive development

-learning how to ride a bike, training wheels etc

69
Q

Zones of proximal development

A

Phase of learning where children can benefit from instruction

70
Q

Guided learning

A

Need an instructor telling you what to do

71
Q

Peer collaboration

A

Begin learning from others, through trial and error and language

72
Q

Physical interaction with world as primary source of learning

A

Children should be experimenting

73
Q

Infant social development

A

-show interest in people right away
-stranger danger—> fear of unknown people

74
Q

Eriksons model

A

Interested in development in social identity
-stage like model, of psychosocial development
-if we don’t resolve the crisis in the window, we bring it into the next stage

75
Q

Infant crisis

A

Do we trust? Who do we trust?

76
Q

Early childhood crisis

A

Control, shame, doubt, autonomy

77
Q

Preschool crisis

A

Initiate and guilt when doing something worng

78
Q

School age crisis

A

Am I taking chances, or am i not very good at things
-industry vs inferiority

79
Q

Adolescence crisis

A

Identity vs role confusion

80
Q

Young adulthood crisis

A

Intimacy vs isolation

81
Q

Middle adulthood crisis

A

Generativity vs stagnation

82
Q

Maturity crisis

A

Ego integrity and despair

83
Q

Temperament

A

Appears early in infancy, genetically based
-influences our responses as we grow
-strongly linked to hostility and aggressiveness
-openness and adaptability

84
Q

Three styles of temperament

A

-easygoing 40%
-difficult 10%
-slow to war up 15%

-10% behaviourally inhibited-> not sure how to act, change temperament based on environment and place, not settled in a style

85
Q

Contact comfort

A

Emotional connections we feel with those we feel close too
-imprinting (animals) to who they believe their parent is
-infants recognize who they spend the most time with

86
Q

Harlow infant monkey

A

Assumed that infants bond with who feeds them—> experimented—> reassurance contact created a stronger bond rather than nourishment

Comfort>nourishment

87
Q

Attachment styles

A

How infants react to when separated from primary caregiver

88
Q

Secure attachment

A

60%
-don’t really worry about being abandoned or being close with other people
-easy to leave in caregiver environment

89
Q

Insecure avoidant attachment

A

15 to 20%
-very important to feel independant and self sufficient
-don’t need you
-in day care setting: drop them off, run away from you and pretend you don’t exist, when you come back they act mad at you

90
Q

insecure and anxious attachment style

A

-need to be close to the caregiver and do not want to be abandoned
-cry’s and clings to leg, high anxiety all the time

91
Q

Disorganized attachment style

A

Actual caregiver is the source of the anxiety
-5%

92
Q

Permissive : parenting styles

A

Tends to be lenient, little discipline, very affectionate

93
Q

Authoritarian : parenting styles

A

Very strict, little affection, punishes very strictly

94
Q

Authoritative : parenting styles

A

Clear set of rules, with firm limits, very supportive outside those rules, more affection less punishing

95
Q

Uninvolved : parenting styles

A

Uninvolved, neglectful, ignoring, no rules, no affection, no discipline

96
Q

Parenting issues

A

-child listens more to their friends than you (ten or eleven)
-fathers differ from mothers
-unknown about single parents

97
Q

Fathers differ from mothers

A

-less affectionate with infants
-spend less time with infant
-recognized as payments, as they spend more time in physical play

98
Q

Effects of divorce depend on

A

Severity of conflict prior to the divorce
-higher the conflict the better the outcome

99
Q

Sex

A

Biological status, gender to psychological characteristics

100
Q

Gender identity vs gender role

A

Gender identity- self identify

Gender roles- society expected behaviours given to specific gender

101
Q

Biological influences on gender differences

A

-which toys are played with
-sex segregation during play (social?)

102
Q

Social influences also play a role in gender development

A

-encouragement of types of behaviour
-expectations

103
Q

Emerging adulthood

A

18-22
-emotional development personality and identity become solidified
-role experimentation, what type of person am i
-moral development, what feels right and what feels wrong

104
Q

Kohlbergs theory of moral development

A

Preconventional -> conventional -> post conventional

105
Q

Preconventional

A

Stage 1: Avoid punishment
Stage2: do the right thing and get rewards
Age ten-> give answers to moral questions

106
Q

Conventional

A

Stage 3: what your friends and family think, attitudes of people that you know
Stage 4: what society expects from you (law, norms)
Age of 16

107
Q

Postconventional (ethics)

A

Stage 5: question based on principles, here’s why (dignity, justice, conscience)
-does this law make sense?

108
Q

Criticisms of kohlbergs

A

-cultural bias
-sex bias (women more caring rather than justice)
-low correlation with moral behaviour (what you actually do)
-confound with verbal intelligence
-casual direction

Psychology 105 (8 decks)

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