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Human Growth Development > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Predictor Variables

A

In correlational/ regression studies, independent variables are also called predictor variables

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2
Q

Criterion Variables

A

dependent variables are also called criterion variables

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3
Q

Correlation coefficients

A

the closer the value is to -1 or +1, the stronger the correlation, a correlation at a near 0 means that there is no correlation

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4
Q

Positive correlation

A

as one variable goes up, so does the other

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5
Q

Negative correlation

A

as one variable goes up, the other goes down

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6
Q

3 Studies that are used to assess developmental trends

A

1) cross sectional studies
2) longitudinal studies
3) sequential designs

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7
Q

Cross Sectional Studies

A

people of different ages are studied at the same point in time; easy and cheap; does not show development and cohort effect is a confound

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8
Q

Longitudinal Design

A

people of one age group are studied repeatedly over time

advantages: provide data on development of individuals, stability of behavior, sleeper effects
disadvantages: expensive, time consuming, subject loss limits representatives, can’t eliminate the possbility that your results are specific to the cohort you tested

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9
Q

Operational Definitions

A

a definition that you can test in which you can assign a number or a value to

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10
Q

Sequential Designs

A

combines the longitudinal and cross sectional designs ; tests different age groups repeatedly over time

  • superior design because it helps you tease apart cohort effects
  • helps you examine both the change over time differences as a function of age group
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11
Q

Twin Studies

A

correlations determine the degree of similarity between twins and other siblings on different variables

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12
Q

Heritability

A

a term meaning the degree to which genetics influence behavior

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13
Q

4 requirements for True Experiments

A

1) manipulate at least one IV, measure at least one DV
2) must have at least two groups to compare
3) random assignment
4) control of confounds

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14
Q

Quasi-experiments

A

similar to true experiments, but there is no true random assignment and or manipulation of the independent variable (basically a correlational study)

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15
Q

Confounding

A

a threat to an experiment because it happens easily when and subjects can change their behavior in some way

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16
Q

Vulnerable Population

A

children, pregnant women and older adults are considered this by the IRB

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17
Q

Freuds 3 levels of consciousness

A

1) conscious
2) preciousness
3) unconscious

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18
Q

Conscious

A

what we are thinking about or experiencing at any given moment

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19
Q

Preciousness

A

what we can readily call to consciousnesses (memories, knowledge)

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20
Q

Unconscious

A

thoughts, desires and impulses which we’re not aware of; this is the largest level of consciousnesses

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21
Q

Structure of the personality

A

Id, Ego, Superego

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22
Q

Id

A

only purpose is to satisfy our desires, completely unconscious with no basis in reality, operates according to the pleasure principle

  • the only one present from birth
  • a child gradually learns that the id can’t always be satisfied
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23
Q

Ego

A

Develops as child realizes that the Id is constrained by reality, abides by the reality principle, mostly conscious
- also houses reasoning,problem-solving and decision making

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24
Q

SuperEgo

A

the moral branch of the personality; our conscious, it can either reward or punish the ego, doesn’t consider the reality; it only considers whether the id’s sexual and aggressive impulses can be satisfied in moral terms
- it can operate on all levels of consciousness, but it’s mostly precoscious

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25
Q

Defense Mechanisms

A

arise because of the anxiety due to conflicts between Id and Superego, too much pressure is put on the ego

  • protect the ego and reduce the anxiety
  • unconscious
  • ex. denial, repression, regression
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26
Q

Libido

A

sexual energy of the sex instinct; sex instinct is the most of life’s forces and is the basis for most mental disorders

  • refers to anything pleasurable
  • as sex instinct matures, libido moves from one body part to another and the child moves into a new stage of psychosexual development
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27
Q

Adult Personality

A

determined by the way conflicts between early sources of pleasure and constraints of reality are resolves

  • when conflicts are not resolved adequately person can become “fixated” at that stage of development
  • fixation occurs when childs needs are either not met, or are overgratified
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28
Q

5 stages of psychosexual development

A 
oral (birth-1yr)
anal (1-3yr)
phallic (3-6yr)
latency (6-12yr)
genital (12-+)
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29
Q

Oedipal Complex

A

Freuds way of thinking how and why boys become men because they soon realize they can not over power their fathers, for their mothers attention

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30
Q

Eriksons Theory of Psychosocial Development Basic Idea

A

a psychological conflict determines healthy or maladaptive behaviors at each stage; we are a product of our society

  • focus is on psychosocial development, rather than psychosexual
  • conflicts between biological maturation and social demands
31
Q

Characteristics of Eriksons stages

A

each stage contains a unique crisis, more like a turning point that can strengthen or weaken us, usually social in nature
- 8 stages

32
Q

Basic Trust vs. Mistrust

A

birth-1yr, corresponds to Freuds oral stage

  • babies must learn to trust caregivers
  • you can not “spoil” babies, by attending to their every need, you are building trust
33
Q

Autonomy vs. Shame and doubt

A

1-3yr, corresponds to Freuds anal stage

  • children are developing new motor and cognitive skills and want to be independent
  • starts occurring when the child is given a little freedom in making their own decisions
  • shame and doubt occur when the parents try to do too much for the child or makes fun of him for doing something
34
Q

Initiative vs. Guilt

A

3-6yr, corresponds to Freuds Phallic stage

  • children try to act grownup and do things beyond their capability, which may conflict with parents
  • initiative occurs when parent supports child sense of independence
  • guilt occurs if the parent demands too much self control from the child
35
Q

Industry vs. inferiority

A

6-11yr, corresponds to Freuds latency stage
-children master social and academic skills. they also compare themselves to others, which then can result in a sense of industry, self confidence, or low self-esteem

36
Q

Identity vs. Identity confusion

A

adolescence, who am I?, What do I want to do in life?

-many college students are still in this stage

37
Q

Intimacy vs. isolation

A

young adulthood

  • task is to forge close relationships with other people, both friendships and romantic relationships
  • if there is a problem left over from stage 1 (basic trust, vs. mistrust), there will be a problem here too
38
Q

Generativity vs. Stagnation

A

middle adulthood

  • generativity: giving to others through childrearing, careers, or caring for others
  • stagnation: failing to find meaning in life; person feels empty and thinks life is meaningless
39
Q

Ego integrity vs. despair

A

late adulthood

  • older person looks back on life and assesses it
  • if dissatisfied with what they have accomplished, they will fear death more
40
Q

Comparing Freud and Erikson

A

Eriksons theory is more optimistic (you can always go back and fix things) and his basic concept is social, not sexual
-they both defy scientific theory

41
Q

Piaget’s Cognitive-Developmental Theory

A
  • most influential theory in child development
  • he thought kids were NOT just passive creatures who learned only through positive and negative reinforcement
  • children learn about actively constructing knowledge and manipulating objects
  • development occurs in stages, it isn’t continuous
  • the key is action
42
Q

The clinical interview

A

a form of gathering information by asking open-ended questions, flexible questions with follow up questions based on the subjects answers
* Piaget formed clinical interviews while giving children standardized IQ tests to follow up on their incorrect answers

43
Q

Organization

A

integration of knowledge into a system to make sense of the environment

44
Q

Schemas

A

basic cognitive structures, the building blocks of knowledge and intelligence also consists of organized patterns of behavior called scripts used in different kinds of situations (how to behave at a wedding)

45
Q

Adaption

A

how a child handles information that he already knows

46
Q

Equilibrium

A

The force that moves development along

  • when a child’s schemas can handle incoming information comfortably, equilibrium occurs
  • disequilibrium occurs when information cannot fit into existing schemas
47
Q

Adaption: Two steps

A

1) Assimilation: the first step; incorporating information into existing structures. Equilibrium occurs at this stage
2) Accommodation: changing cognitive structures to include the new knowledge (a result of disequilibrium). This is the second step and is done only when the child can no longer fit a new idea or object into an existing structure. Must come up with a new category

48
Q

Example of Assimilation:

A

Child sees a man who is bald on top with frizzy sideburns and says, “Clown!” to his father

49
Q

Accommodation example:

A

Father explains that the man is not a clown because he’s not wearing a clown suit and doing silly things to make people laugh. Child adjusts schema accordingly.

50
Q

4 States of Development

A

1) Sensorimotor stage: birth to 2 years
2) Preoperationla Stage 2-7 years
3) Concrete Operations: 7-11 years
4) Formal Operations: 11 + years

51
Q

Sensorimotor stage

A

infants “think” by acting on the world with their senses

  • acquire a primitive sense of self and others during this stage; gain self awareness by 18 months
  • object permanence is the most significant development
  • by 2, the infant can think and problem-solve
52
Q

Preoperational Stage

A

Children use symbols to represent earlier sensorimotor discoveries

  • thought lacks logical qualities of later stages
  • major errors in thought dominate this stage
53
Q

Concrete Operational Stage

A

Reasoning becomes logical and grounded in reality

  • can organize objects into hierarchies of classes and sub classes
  • thinking isn’t yet abstract
54
Q

Formal operations

A

Characterized by acstract thought

  • can reason with symbols and do advanced mathematics
  • can think of all possible outcomes to a scientific problem, not just the obvious
  • begin to question authority and become frustrated with the lack of an ideal world
55
Q

Limitations of Piaget’s Theory

A

Seriously underestimated abilities of infants and young children

  • develop mentalist’s don’t believe development is as stage like as Piaget though and more
  • children can be to solve Piagetian tasks which Piaget wouldn’t have thought possible
  • children don’t reach formal operations by age 11. Some people don’t reach it at all.
  • there may be some post formal though
56
Q

Vygotsky’s Sociocultural Theory

A
  • he is a contemporary version of Piaget
  • he shared Piaget’s view that children actively construct knowledge
  • gives more emphasis on social interaction and culture on cognitive development
  • you have to have someone more cognitively knowledgeable than yourself to be taught
57
Q

How a child learns according to Vygotsky

A
  • development can be limited or enhanced based on his culture
  • knowledge is generated through interaction with others and objects in ones culture
  • must have cooperation and interaction with more skilled adults and peers in order to grow
58
Q

Zone of Proximal Development (Vygotsky)

A

Zone of Proximal Development: all that you could conceivably know (limited by your access to education)
Zone of Current Development: all that you currently know

59
Q

Scaffolding (Vygotsky)

A

the process by which an adult teaches a child (the goal is to keep the child attention and relate it to their age and level)
ex. adults help children sound out words when learning to read

60
Q

3 Type of Learning Theories

A

Classical (dog analogy, Pavlov), Operant (action leads to outcome, Skinner), and Social learning (aka. observational learning)

61
Q

Extinction

A

when you stop pairing the conditioned stimuli with the unconditioned stimuli

62
Q

Ethology

A

associated with the European zoologist, Konrad Lorenz

  • stresses that behavior is biologically determined
  • early experiences play an important role and can not be reversed
63
Q

Lorenz

A

worked with geese and hatched goslings
-noted that goslings followed the first creature they saw whether it was the goose or not (this behavior is called imprinting)

64
Q

Sensitive Periods

A

Periods of time in ones life that is crucial to their overall life

65
Q

Natural Selection

A 
Adaptive behavior (that which helps us survive) is strengthened over time, and behaviors that hurt us are bred out
-Natural selection favors those most fit to survive, so these people pass their "hardy" genes onto their offspring
66
Q

Survival of the Fittest and altruism

A

Kin selection- we are more likely to help our blood in a life or death situation than a bestfriend

67
Q

Mitosis

A

cells nucleus duplicates itself & the cell divides into two new cells that contain the same DNA as the original cell

68
Q

Meoisis

A

a cell of the testes or ovaries duplicates its chromosomes, but then divides twice, forming 4 cells with 23 unpaired chromosomes
-sperm and egg unite to create a single cell containing a set of 23 paired chromosomes

69
Q

Crossing Over (recombination)

A

before the chromosome pairs separate, pieces of the two chromosomes in each pair are exchanged, creating a truly unique new genetic combination

70
Q

Genotypes

A

actual genetic material

-research interests in studying susceptibility genes and longevity genes

71
Q

Susceptibility genes

A

those that make us more susceptible to disease or acceleration of aging

72
Q

Longevity genes

A

those that make us less vulnerable to disease and likely to live longer

73
Q

Phenotypes

A

observable characteristic such as hair or eye color

  • the way in which our genotype is expressed in observed and measurable characteristics
  • for each genotype, a range of phenotype can be expressed, giving another source of variability
74
Q

Genetic Mutations

A

mutated genes are permanently altered segment of DNA

-most are recessive

Human Growth Development (1 decks)

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