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HDFS 2010 > Chapter One: Exam One > Flashcards

Chapter One: Exam One Flashcards

1
Q

A hypothesis is best defined as…

A

a specific predictions that can be tested

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2
Q

Rachel has had many hardships in life, but she has managed to thrive and be successful. Alternatively, Jen has experienced a few small bumps in the road, and she is seriously struggling as a result. These differences can be attributed to…

A

individual differences

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3
Q

Come up with a research question that tests all four parts of PPCT

A

What predicts eating disorders (anorexia)?

Person: personality and

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4
Q

A hypothesis is best defined as…

A

specific predictions that can be tested

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5
Q

Come up with a research question that tests all four parts of PPCT

A

What predicts eating disorders (anorexia)?
Person: personality trait - easily influenced, low self-esteem, neuroticism, or negative affect
Process: frequency of social media viewing/posting
Context: family environment, how much family members are concerned with weight
Time: early adolescence

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6
Q

The perspective that development is influenced by various life contexts like the education system, media, one’s peer group, and religious values is called:

A

the ecological-systems approach

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7
Q

One of the most encouraging tenets of the life-span perspective is

A

plasticity

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8
Q

You want to know if adolescent drug use causes worse self-esteem. What type of research methods should you use?

A

you can’t determine, in this case

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9
Q

You want to know if adolescent drug use causes worse self-esteem. What type of assessment makes sense?

A

survey

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10
Q

Your friend advised you that your child’s grocery-store temper tantrums continue to occur because you are reinforcing the behavior. What theory has influenced your friend’s thinking?

A

Behaviorism

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11
Q

The science of human development seeks to…

A

understand how and why people of all ages and circumstance change or remain the same over time

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12
Q

Age ranges for different stages of development

  1. 0-2:
  2. 2-6:
  3. 6-11:
  4. 11-18:
  5. 18-25:
  6. 25-65:
  7. 65 years and older:
A
  1. infancy
  2. early childhood
  3. middle childhood
  4. adolescence
  5. emerging adulthood
  6. adulthood
  7. late adulthood
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13
Q

Difference between qualitative and quantitive example

A

quantitive: age in years, at what age an infant speaks
qualitative: age in stage of development, what the infant’s first words were

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14
Q

Growth is _____, ______, ______, ______, and _____

A

multidirectional, multicontextual, multicultural, multidisciplinary, and plastic

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15
Q

How do we know anything about human development?

A

research and theory

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16
Q

What is the scientific method?

A

a way to answer questions using empirical research and data-based conclusions

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17
Q

What are the five steps of the scientific method?

A
  1. Begin with curiosity and pose a question (do background research)
  2. Develop a hypothesis
  3. Test the hypothesis by doing an experiment
  4. Analyze your data and draw a conclusion
  5. Report the results
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18
Q

Scientific Method: A sixth and crucial is often needed before the scientific community accepts conclusions. This is…

A

Replication: repetition of a study, using different participants

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19
Q

What is nature?

A

A general term for the traits, capacities, and limitations that each individual inherits genetically from his or her parents at the moment of conception

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20
Q

What is nurture?

A

General term for all of the environmental influences that affect development after an individual is conceived

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21
Q

Nature always affects _____ and then nurture affects ____

A

nurture; nature

22
Q

Why are we the way we are? Give examples

A

There are theories, but most developmentalists accept that nature and nurture act in complex ways. For example, exposure to environments is not always random (e.g., peer group) and genes interact with environmental exposure

23
Q

Describe the Landmark Caspi et. al. 2002 study on the MAOA gene
Was it replicated?

A

Those with the low-activity MAOA gene were WAY more likely to be convicted of a violent offense if they were maltreated compared to those with high MAOA gene activity
Failures to replicate conclusion that most candidate gene research studies are false positives (Risch et al 2009; Duncan and Keller, 2011; Dick et al. 2015) research using candidate genes remain controversial

24
Q

What is epigenetics?

A

study of the many ways environment alters genetic expression, beginning with methylation at conception and continuing lifelong

25
Q

Epigenetics: a kind of ________ interaction
________ as a “template”
Environmental factors can determine ______ and _______ genetic risk is activated
_____ switch and a ____

A

genetic-environment
genotype
“whether” and “how much”
on/off and dial

26
Q

What is differential susceptibility?

A

genetic risk (liability) is activated in both the worst and best environments (i.e. dandelions and orchids), susceptibility genes.

27
Q

Describe susceptibility genes in differential susceptibility

A

less of “vulnerability factors” and more of “plasticity factors”, thereby rendering some individuals to be more malleable or susceptible than others to both positive and negative environmental influences

28
Q

Differential susceptibility, vulnerability genes or plasticity genes? (Belsky and Pluess)

A

Those with s/s genotypes more responsive to environmental risk (i.e., orchids) whereas environmental risk doesn’t appear to impact those with l/l genotype (i.e., dandelions)

29
Q

Differential susceptibility remains controversial as it…..

A

relies on a measurement of several candidate genes and associated failures to replicate Risch et al 2009; Dick et al 2015; Duncan and Keller, 2011. Maybe it involves hundreds of thousands of variants all added up across the entire genome (consistent with premises of twin and adoption studies)

30
Q

What is diathesis stress?

A

Genetic risk is activated in adverse environments (e.g., stress and substance use disorder)

31
Q

Diathesis stress is the predominant view of…

For other types of GxE

A

many mental health outcomes, particularly substance use disorders.
For other types of GxE, Shannon and Hofer, 2005

32
Q

All of these types of gene-environment interactions indicate that _____ _____ are important to consider when evaluating the impact of environmental adversity

A

individual differences

33
Q

What is the importance of individual differences?

A

characteristics that vary from person to person (e.g., personality trait, genotype)

34
Q

variations in individual differences may explain why…

A

one person who experienced severe abuse went on to become resilient compared to someone who did not via GxE

35
Q

What is the lifespan perspective?

Development is viewed as _____, _____, _____, _____, and _____

A

approach to the study of human development that takes into account all phases of life, not just childhood or adulthood
multidirectional, multicontextual, multicultural, multidisciplinary, and plastic

36
Q

How is developmental multidirectional?

A

overtime, human characteristics can change in every direction (no change in growth and decline, linear growth, growth in stages, unpredictable)

37
Q

What is a critical period? Give an example

A

a time when certain things must occur for normal development
E.g., limb formation 28-54 days after conception

38
Q

What is a sensitive period?

A

when a particular development occurs most easily

E.g., language early in life

39
Q

How is development multicontextual?

A

The ecological systems as proposed by Bronfenbrenner

40
Q

Describe Bronfenbrenner’s ecological systems (first model)

A

Each person is affected by many social contexts and interpersonal interactions. Three nested levels surround individuals and affect them. These include microsystems (place where we experience our daily lives), mesosystem (interconnections between microsystems), exosystem (social institutions that influence us), and macrosystem (attitudes and ideologies of our culture)
There is also the chronosystem which is the patterning of environmental events and transitions over the life course; sociohistorical events, and time

41
Q

Bronfenbrenner’s approach later named _____, then _____

Describe theory

A

bioecological theory, Person-Process-Context-Time
it was recalibrated to reflect biological influences. Throughout the life-course, there is an active interaction between an individual (including their biology) and their immediate environment - i.e., a theoretical model of gene-environment interaction

42
Q

Describe Bronfenbrenner’s Person-Process-Context-Time model

A

Person: individual influences (e.g., personality, IQ, gender) genetic liabilities
Process: complex reciprocal interaction between a person and their environment (e.g., parent-child relationship quality)
Context: Basically his earlier ecological model: interplay between home, peers, school, neighborhood, mass media, SES, poverty, ethnicity
Time: developmental changes within each person; sociohistorical change (e.g., black lives matter movement)

43
Q

How is development multicultural?

A

Ethnic group: people whose ancestors were born in the same region and who often share a language, culture, and religion
Race: Group of people who are regarded by themselves or by others as distinct from other groups on the basis of physical appearance

44
Q

How is development multidisciplinary?

A

Genetics and neuroscience are two of several disciplines in lifespan research; every trait - psychological as well as physical - is influenced by genes via all kinds of processes (e.g., epigenetics)

45
Q

What are the domains of human development?

A

Biological, cognitive, and psychosocial development

46
Q

What is biological development?

A

includes all the growth and change that occur in a person’s body and the genetic, nutritional, and health factors that affect growth and change. Motor skills are also part of this domain

47
Q

What is cognitive development?

A

includes all the mental processes that a person uses to obtain knowledge or to think about the environment. Encompasses perception, imagination, judgement, memory, and language - the processes people use to think, decide, and learn. Education: formal and informal learning.

48
Q

How is development plastic? What is plasticity? Dynamic systems?

A

Plasticity denotes two complementary aspects of development. Human traits can be molded and people maintain the durability of identity
Dynamic systems: human development is viewed as an ongoing, ever-changing interaction; between the physical and emotional being; between the person and every aspect of his or her environment including the family and society

49
Q

What is a differential susceptibility hypothesis? How does it compare to a diatheses stress hypothesis? After defining each term, provide an example that illustrates the nature of these gene x environment interactions.

A

Differential susceptibility proposes that genetic risk (liability) is activated in both the worst and best environments (i.e. dandelions and orchids), and that we have susceptibility genes that are less of “vulnerability factors” and more of “plasticity factors”, thereby rendering some individuals to be more malleable or susceptible than others to both positive and negative environmental influences. Diathesis stress is when a genetic risk is activated in adverse environments (e.g., stress and substance use disorder). An example of differential susceptibility is the study on s/s and l/l genotypes in which those with s/s genotype were more responsive to environmental risk (orchids) which environmental risk didn’t appear to impact those with the l/l genotype. An example of diathesis-stress GxE interaction is substance use disorder

50
Q

What is the 6th (and most crucial) step of the scientific method, according to the text? How does Caspi’s (2002) landmark work on MAOA illustrate this importance?

A

Replication: repetition of a study, using different participants. It failed to replicate. Failures to replicate the conclusion that most candidate gene research studies are false positives (Risch et al 2009; Duncan and Keller, 2011; Dick et al. 2015) research using candidate genes remain controversial

51
Q

How did Bronfenbrenner’s earlier ecological theory compare to his later Person-Process-Context-Time model? Provide an example of a research question or hypothesis you could test using both perspectives (separately).

A

At first, his theory was that each person is affected by many social contexts and interpersonal interactions. Three nested levels surround individuals and affect them. Later on, his theory was recalibrated to reflect biological influences. Throughout the life-course, there is an active interaction between an individual (including their biology) and their immediate environment. Then, he came up with the Person-Process-Context-Time which still had some of the ideas from his first model (in context).

52
Q

Design a research study. First, list what research question on the topic of lifespan human development do you want to address? (e.g., adolescent depression, infant cognitive development). •Then list your hypothesis. What is the sample design you will use to test this hypothesis? The population from which you will draw participants? How does this sample design and population impact your ability to determine causation?

A

Adolescent depression

HDFS 2010 (7 decks)

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