Chapters 1 - 7 Flashcards
correlational studies
shows some sort of connection to 2 or more variables
“correlation does not equal causation”
correlation coefficent
1. indicates relationship 2 tells us how strong the correlation is 3. positive # - positive correlation 4. negative # = negative correlation 5. further away from 0, the stronger the correlation
positive correlation
when one increases, the other increases
negative correlation
when one increases, the other decreases
independent variable
variable that is manipulated
dependent variable
always what you measure
Five assumptions/characteristics of life-span perspective
Life-span perspective - takes into account all phases of life, not just childhood or adulthood
- multi-directional
- multi-contextual
- multi-cultural
- multi-disciplinary
- plasticity
multidirectional
multiple changes - in every direction - characterize the life span
critical period - when something must happen to ensure normal development or the only time an abnormality might occur (thalidomide)
sensitive period - when a particular development occurs more easily (learning a language)
multicontextual
contexts include: physical, family, community
Bonfenbrenner - ecological-systems approach
- microsystem: person’s immediate surroundings (family & peer group)
- exosystem: school & church
- macrosystem: larger social setting - cultural values, economic policies, & political processes
- chronosystem: historical context
- mesosystem: connections among other systems
multicultural
taking into account that each culture has its own set of beliefs, values, practices
advantages and limitations of correlation
advantage - shows relationship between to variables
limitations - only shows a connection; does not equal causation
Bioecological systems approach
Bronfenbrenner
- microsystem: person’s immediate surroundings (family and peer group)
- mesosystem: connections among other systems
- exosystem: school and church
- macrosystem: larger social setting - cultural values, economic policies, and political processes
- chronosystem: historical context
What do developmental theories do?
Orderly, integrated set of statements that describes, explains and predicts behavior
- Also guide observation and generate new information
Erikson - psychosocial theory
ages and stages
birth - 1 yr: basic trust/mistrust
1 - 3 yrs: autonomy vs. shame and guilt
3 - 6 yrs: initiative vs. guilt
6-11 yrs: industry vs. inferiority
adolescence: identity vs. identity confusion
young adulthood: intimacy vs. isolation
middle adult: generativity/stagnation
old age: integrity/despair
Sensorimotor
Infants use sensesand motor abilities to understand the world. Learning is active, w/o reflection
Piaget’s cognitive development
Birth to age 2
Pre operational
Children think symbolically, w/language, yet children are egocentric, perceiving from their own perspective
Piaget’s cognitive development
2-6 years
Concrete operational
Children understand and apply logic. Thinking is limited by direct experience
Piaget’s cognitive development
6-11 years old
Formal operational
Adolescents and adults use abstract and hypothetical concepts. They can use analysis, not only emotion.
Piaget’s cognitive development
12 yrs - adulthood
Behaviorism
Theory that studies observable behavior.
Also called learning theory b/c it describes the laws and processes by which behavior is learned.
Classical conditioning
Operant conditioning
Conditioning
According to behaviorism, process by which responses become linked to particular stimuli and learning takes place.
Repeat practice needed in order to learn
Classical conditioning
Pavlov
Learning process where a meaningful stimulus is connected to a neutral stimulus that has no special meaning before the conditioning.
Operant conditioning
BF Skinner
Learning process by which a particular action is followed by something desired or unwanted.
Vygotsky’s theory
sociocultural = social interaction
culture and people affect development
zone of proximal development
apprenticeship in thinking
zone of proximal development
what a child can do with help
