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HDF: Infant Development > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Mechanistic Philosophers

A

Lock, Hume, Berkely (empiricists)

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2
Q

Is mechanistic quantitative/qualitative and continuous/or discontinuous

A

quantitative + continuous

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3
Q

Mechanistic viewpoint (NURTURE vs NATURE)

A

Nurture - they come into the world as a blank slate (tabula rasa) and they learn through associations

Child is inactive/passive | enviroment = active

They have no association of causation, motion parallax (how far or close something is)/ intermodal or cross modal senses)

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4
Q

Mechanistic Modern Day Theorists

A

Watson (Classical conditioning - Little Albert Study)
Skinner (Learning Theory - language/operational conditioning)

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5
Q

What is Learning theory

A

Stimuli –> response –> reinforcement of stimuli –> behavior change (Pigeon expirement)

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6
Q

Organismic Philosophers

A

Kant, Descartes, Rosseau (continental)

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7
Q

Organismic viewpoint (NURTURE vs NATURE)

A

Nature - they come into the world with some knowledge and mature through maturation + interaction

  • Child + environment are both active
  • They have intermodal/crossmodal perception, causality, object permanence -understanding that items and people still exist even if you can’t see or hear them
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8
Q

Interaction vs Maturation

A

Both are ways that infants maturation in a organismic developmental theory

-Interaction: Nature + nurture (attachment theory - attachment will depend on how sensitive the caregiver is; quality attachment develops in the first year of life.

-Maturation: Nature only - most of development can be explained by biologal/genetic programming

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9
Q

Organismic Modern Day Theorists - Interaction Theorists

A

Frued (Psychosocial Developmental theory & Piaget (Cognitive Theory of Development)

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10
Q

Organismic Modern Day Theorists - Maturational Theorists

A

Chomsky (language) + Gesell (motor)

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11
Q

Freud’s Psychosexual Stages of Development

A

Socio-emotional experince will determine how you progress through the biological program - children pass thorough certain stages at certain points in their childhood and their personality is affected by how well they cope with each of these stages (5 stages)

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12
Q

What’s important about Chompsky?

A

He argued with Skinner in that language is based heavily not
nature and no just operational condition/ ie it’s more complicated

Like… no one teaches infants grammar but they learn to form sentences

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13
Q

What’s important about Gesell?

A

Motor development is a maturation process independent of enviroment

Emphasized that all development is age driven - and how babied develop these milestones vary

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14
Q

Who said that all development is age driven

A

Gesell

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15
Q

Explain Piaget’s Cognitive Theory of Development

A

Argues that all infants undergo the same process of cognitive development (4 STAGES) `

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16
Q

Is organismic quantitative/qualitative and continuous/or discontinuous

A

Qualitative; discontinuous

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17
Q

What is stage theory?

A

Stage Theory is based on the idea that organizations pass through a series of steps or stages as they change.

Within a stage: all behavior/thinking share the same underlying characterstic/property

Between stages, there is qualitative difference in how behaviors and abilities are organized

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18
Q

Piaget’s 4 stages of cognitive development

A
  • Sensorimotor intellegence (0-2)
  • Preoperational thinking (2 -7) Concrete Operational thinking (7-11)
  • Formal operational thinking (12 and up )
  • Children must actively interact and learn from the environment, active learning drives part of the biological program.
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19
Q

-Explain:
- Sensorimotor intellegence (0-2)
- Preoperational thinking (2 -7) - -
- Concrete Operational thinking (7-11)
- Formal operational thinking (12 and up )

A

Sensorimotor intelligence: Sensory experiences/manipulating obejects

Preoperational thinking: Emergence of language

  • Concrete Operational thinking: More logic used, better at thinking and viewing situations
  • Formal operational thinking: Think more abstractly, think about moral and ethical stuff
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20
Q

Freud’s Psychosexual Stages

A
  • Oral
  • Anal (infant stage)
  • Phallic
  • Latent
  • Genital stages

the erogenous zone associated with each stage serves as a source of pleasure. Socio-emotional experience will determine how you progress through the biological program

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21
Q

Who goes against Piaget in thinking that development is universal?

A

Vygotsky: Believes that development is socially constructed.`

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22
Q

Vygotsky theory of social development

A

He believed that development is socially constructed, and thinking will vary by culture,

He believed psychology had a WEIRD problem. Westernized, educated, industrialized, Rich, Democrat.

Zone of proximal development

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22
Q

Cultural Theorists

A

Vygotsky + Bronfenbrenner

23
Q

Explain: Zone of proximal development

A

It is the distance between what a child can do with a more skilled individual and what they can do on their own. Scaffolding. This was important for understanding child development.
Thinking will vary by culture: Universal as well as differences across cultures.

24
Q

Bronfenbrenner’s ecological systems theory

A

Culture and experience is a set of nested systems

Individual:

Microsystem: Work, school, family, friends]

Mesosystem: Linkages across microsystems (ie. How school and home interact in the child’s development)

Exosystem: Settings, contexts that the child is not an immediate part of, but still influence their development. (parental leave policies, extended family, parent’s work)

Macrosystem: General beliefs/values of culture/society in which the child belongs (Laws, history, social conditions, culture)

25
Q

Zone of proximal development

A

It is the distance between what a child can do with a more skilled individual and what they can do independently.

Scaffolding. This was important for understanding child development.

26
Q

Research Ethics: what is it?

A

A set of guidelines for conducting acceptable research - reviewed by the IRB

27
Q

Some criteria for conducting research

A

Beneficence: Research should be conducted on something that will be helpful to the majority of people; value outweighs the harm

Rationale for any physical and psychological distress must be extremely clear and compelling

Less stressful and harmful procedure for children

28
Q

informed consent

A

(written)
a key requirement in ethical research, based on participants being able to understand the procedure involved in the study and any risks those procedures might entail and knowing that they are free to withdraw or decline to participate without any negative consequences.

29
Q

assent

A

verbal

Verbal agreement to participate obtained when participants are unable to give informed consent. Ie. When the child is still not verbal, the parent can give consent for them. `

30
Q
A
31
Q

BIG global science network

A

Collective knowledge on early childhood development.

Addressing the issues of reliability: do studies yield reproducible results? Can they be generalized?

32
Q

Reliability + types

A

do your methods produce reproducible results; consistent

Test-retest reliability: same test, same participant. The same procedure is replicated more than once to assess reliability and see if the results are consistent. Many studies often lack reports on test-retests

Inter-observer reliability: When we measure a behavioral response there is a subjective measure. In this case we want independent observers to score whether the response of interest was shown, we look for agreement. We calculate agreements/disagreements+agreements = % of agreement score. We want at least 80% agreement, but closer to 100% is better.

33
Q

Observer Bias

A

because of who the observer is, he views behavior a certain way. Bias + predisposition can cause invalid conclusion on reliability

34
Q

Different types of validity

A

Internal: Is the experiment adequate? Does it produce the desired results? - Manipulate the independent variable to see what effect it has on the dependent variable

External: Is it generalizable to other populations…If not, it’s okay, but it has to be stated explicitly that it only applies to the sample studied.

35
Q

Confounds?

A

2 independent variables change simultaneously and not controlled

→ can’t say which one has the effect on the dependent var
Ex: Effects of smoking on prenatal development (compare a smoker vs non-smoker; potential confound: SES & smoking)

36
Q

Correlation vs Causation

A

Correlation: the association between two variables. Ranges from +1 to -1 (person’s coeff)

  • 1 = strong negative association (one increases and the other decreases)
    +1 = strong positive association

Causation: The independent variable DIRECTLY causes changes in the dependent variable. One variable causes changes on the other.

Correlation does not equal causation

37
Q

Independent vs Dependent var

A

Independent variable: the variable that is being manipulated ie. if the leg of infant was tied

Dependent variable: the variable that is being measured. Ie. how many times the baby kicks their leg

38
Q

Armchair methods

A

Pronouncements about child development without any study to back it up.
Reliability issues: lack of test-retest reliability

Validity Issues: Lack of internal validity because there is no systematic way of measuring. Lack of external validity because the results can’t be generalized

39
Q

Archival data collection

A

Investigator coming up with hypotheses and using past records to address such hypotheses.

Reliability issues: confirmation bias from observer. Lack of inter-observer reliability. Cultural biases

Validity Issues: external validity, can’t generalize due to usage of convenient samples. There could be different definitions of disorder. This could lead to over-reporting of conduct disorder.

This method was helpful in data collection of Autism spectrum Disorder: looking at older videos taken by parents. Videos suggested that there might have been subtle signs of lack of focus.

39
Q

Retrospective recall

A

Asking a witness or someone older to recall what the child was like when they were younger

Reliability issues: observers might not be reliable, there could be challenges in eyewitness testimony. There is a lot of bias and the results might be invalid.

40
Q

Case study

A

Intensive study of one individual to understand a stage in development. Applies when something unusual happens.

Case study are generally okay with reliability

Validity issues: It can’t be generalized or repeated (external validity). There are also issues with internal validity as there’s a lot of uncontrolled variables/conditions. Could also lead to ethical issues.

41
Q

Cross-sectional designs (adv and disadvantages)

A

Advantages: Relatively quick way to study development. Inexpensive, most studies use cross-sectional designs.

Disadvantages: Does not study development directly.

Internal validity problem: Confound between age and cohort.

42
Q

Longitudinal designs (adv and disadvantages)

A

Advantages: Studies development directly, same children

Disadvantages: Expensive, time consuming, selective attrition (threat to validity), practice effects, results might not generalize to another cohort.

Confound between age and time of testing (internal validity)

43
Q

Cohort effects:

A

“Groundhog Day”
Problem: studies specific to a historical time may need redo over and over again at different points in time.

3 factors that need to be considered: age cohort, time of testing

44
Q

Relation between genotype and phenotype

A

Genotype: genetic make-up of individuals (chromosomes, autosomes, sex chromosomes, genes) 23 chromosomes: 22 pairs of autosomes and 1 pair of sex chromosomes.

Phenotype: developmental outcome of individual based on genotype and environment interactions - physical traits

45
Q

How mechanistic and organismic theories conceptualize the role of the genotype and phenotype

A

Mechanistic: bases on nurture, phenotype is due to environment, genotype is relatively unimportant

Organismic:

-interaction theories: genotype and environment influence phenotype. -

Maturation theories: Genotype is the phenotype, not the environment involved.

46
Q

Egocentric spatial coding

A

(with respect to the body)
Limitation: Not the most reliable for a mobile organism, ex: tie

47
Q

Allocentric spatial coding

A

(objective/where an item is in the environment independent of body position)/Much more reliable for a mobile organism

48
Q

2 types of research settings

A

Naturalistic vs Lab

49
Q

Fetal Alcohol Spectrum Disorder:

A

Wide range of growth deficiencies due to alcohol use during pregnancy
- low birth weight

50
Q

Epigentics

A

(long term gene control) - study of the famine of how pregnant women were affected the most, and their children were also influenced by the famine

  • The children were always a few pounds heavier than adults
  • The children in middle school had higher levels of fat
  • The children also had higher rates of obesity
51
Q

NYT/CDC Article: study found that?

A

Child abuse/neglect policies led to decreased prenatal care use.

52
Q

Following the Great Depression (1930–1945),

A

federal agencies were established, and legislation was enacted to address child welfare problems.

53
Q

Rh disease

A

when the mother and baby’s blood doesn’t match → can lead to stillbirth, or in newborns, anemia, jaundice, brain damage, etc.

HDF: Infant Development (1 decks)

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