Day 1 - Intro + theories and causes Flashcards
John Locke
“Tabula Rasa” - “individuals are born without built-in mental content and that therefore all knowledge comes from experience or perception”
Jean-Marc Itard
Victor the “wild boy of Aveyron”
IDEA
(Individuals with Disabilities Education Act):
- Free public education
- Children with special needs should be assessed and helped appropriately (e.g., through an IEP)
Competence
ability to adapt to one’s environment
Developmental pathways
sequences and timing of particular behaviors and possible relationships between behaviors over time
Adaptive behavior
engaging in behaviors that allow children to meet environmental demands
Equifinality
Multiple causes or risk factors may result in a single outcome
Multifinality
Single cause or risk factor may result in many outcomes
Risk factors
variable preceding a negative outcome of interest and increases the chances that outcome will occur
Protective Factors
factors that reduce the chances for a child to develop a disorder or that promote or maintain healthy development
> Mentors, Social Support, Prenatal Care, IQ, Responsive Caregiver, Social Competence
Resilience
the ability to develop competence despite being at risk for psychopathology
Sensitive Periods
periods of time during which environment influences on development are enhanced
Developmental cascades
process by which a child’s previous interactions and experiences may spread across other systems and alter his/her course of development
Gene
stretch of DNA that has code for a specific protein
Chromosome
composed of DNA and in nucleus of each cell
DNA
blueprint for protein assembly
Genome
complete DNA sequence for an organism
Passive
occur in biological families because parents provide both genes and environment for their children
> Most prominent during childhood
Evocative
occur when a person’s inherited tendencies evoke responses from others in their environment
> Stable throughout life span
Active
occur when a child seeks out environments that correspond to their inherited abilities
-Increases in prominence during adolescence
Neurotransmitters
Chemicals released by neurons to communicate with other neurons
> Neurons sensitive to a particular neurotransmitter tend to cluster together and form brain circuits
Emotion reactivity
individual differences in threshold and intensity of emotional experience
Frontal lobes
self-control, judgement, emotional regulation; restructured in teen years
Macrosystem
Cultural or subcultural contexts in which others are nested (e.g., social policies, societal values, historical changes)
Internal Working Model
What child expects from others and how child relates to others
Attachment Theory
posits that children are biologically predisposed to develop attachments with caregivers as a means of increasing the chances of own survival
Plasticity
The ability of the brain to change—physically, functionally, and chemically—throughout life
Goodness of Fit
degree to which individuals temperament is compatible with demands/expectations of social environment
Classical Conditioning
Based on paired associations between previously neutral stimuli & unconditioned stimuli
Adaptation failure
interaction between individual and environment.
Sensitive Periods
periods of time during which environment influences on development are enhanced
Emotion Regulation
The process of initiating, inhibiting, or modulating internal feeling states
Social Learning
Learning through observations
Ecological Model
Model explores the interplay between the child and their immediate and social/physical environment (so, ecological model of the interplay between the individual’s biological and environmental factors)
Cross-sectional research
data collected at a single time point
Longitudinal research
data collected from an individual across time
Moderation
Answers the question FOR WHOM or WHEN
Mediation
Answers the question WHY
Standardization
keeping the measurement of a variable the same across assessors and measurement occasions
> Allows us to compare across studies, time, assessments, etc.
Reliability
the consistency or repeatability of results obtained using a specific method of measurement
Validity
the extent to which the method actually measures what we think we are measuring
Comorbidity
The simultaneous occurrence of two or more disorders than would commonly be predicted from general population base rates of individual disorders
Diagnosis
describing psychosocial functioning; often involves categorizing or matching functions within some sort of set criteria
Hyperkinesis
A label given to ADHD in the 1950s attributed to poor filtering of stimuli entering the brain
