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Developmental Psych > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Development

A

-systematic changes and continuities in an individual that occur between conception and death

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2
Q

Domains of development

A

physical, social, linguistic, cognitive, and emotional

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3
Q

maturation

A

biological unfolding of the individual.. responsible for physical and psychological changes

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4
Q

learning

A

our experiences and environment produce relatively permanent changes

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5
Q

Ideographic

A

evaluates individual differences

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6
Q

Normative

A

describes the majority in a species

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7
Q

Holistic process:

A

development includes not pieces but a mixture of all the phases of development..unified view of development

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8
Q

characteristics of development:

A

physical growth, cognitive development, psychosocial aspects

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9
Q

characteristics of good theories

A

q. parsimonious- simple and concise
2. internally consistent- no contradiction
3. Falsifiable: can generate predictions that can be disconfirmed
4. Engenders (continues) on future research

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10
Q

components of scientific method:

A
  • objective and replicable methods
  • start with a theory & create a hypothesis
  • the theory explains some aspect of experience which generates a hypothesis
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11
Q

Validity

A

is it correct? are you measuring what your supposed to?

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12
Q

reliability

A

if you repeat it, you will get the same answer. Same over time.

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13
Q

rights of research participants/ IRB

A
  1. informed consent
  2. debriefing
  3. protection from harm
  4. confidentiality
    IRB is to consider the potential risks and benefits of the research. Protect those who chose to participate
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14
Q

naturalistic observation

A

observing patients in there common, natural environments

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15
Q

Strengths of naturalistic observation

A
  • only way to understand what individuals do day to day

- doesn’t require much effort from child or family

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16
Q

Weaknesses of naturalistic observation

A
  • behaviors occur infrequently
  • many things going on at once.. can’t determine influences of behavior
  • presence of observer changes participant
  • time consuming
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17
Q

Self report method strengths

A

theyre standardized tests & interviews

  1. ease of administration
  2. tend to be relatively quick
  3. clear scoring guidelines
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18
Q

weakness of self report

A
  1. can’t be used w/ infants or young children
  2. requires equal abilities on part of participants in terms of reading skills and comprehension of directions
  3. response bias- participants tend to try to represent themselves in a positive light
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19
Q

Psychophysiological methods

A

techniques that measure the relationship between physiological responses and behavior.
-Useful for interpreting the mental and emotional experiences of infants and toddlers

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20
Q

Case study

A
  • study a single individual to gain a better understanding of a given phenomenon
  • good way to get a lot of in depth info
  • PROBLEM: time consuming, examine one individual, generalizable?
21
Q

Correlational design

A

-Tests for degree of systematic relation between 2 or more variables

22
Q

correlational strength/weakness

A

strength: can detect systematic relationships between 2 or more variables
Problem: can’t indicate that one thing causes another

23
Q

Correlational coefficent

A

a measure of the strength of the relation between 2 variables.. closer to 1 the strogner

24
Q

Interpretation of correlation statistic

A

positive correlation: if one increases the other increases

negative correlation: if one increases the other decreases

25
Q

Experimental design strength

A
  1. allows drawing of conclusions about the casual relationships among variables
26
Q

experimental weakness design

A

cannot manipulate (experimentally) many important variables

27
Q

Cohort Confounds

A

age effect: effect of age on outcome
cohort effects: effect of being born in a particular historical period
Time measure effects: events and trends occurring during data collection
practice effect: effect of exposure, learn how to take somethign

28
Q

longitudinal strength

A
  • permits analysis of developmental trends in individuals
  • permit analysis of influences on development
  • can examine consistency of behaviors across time
29
Q

longitudinal weakness

A

time of measurement effects

  • reduction in number of participants due to numerous factors that threaten the validity of your findings
  • costly and time consuming
  • measures may become out-dated across time
30
Q

Cross sectional design strength

A
  • faster to complete

- age differences

31
Q

cross sectional weaknesses

A
  • cohort effects
  • doesnt explain development
  • doesnt explain influences
32
Q

sequential design strength

A
  • determine whether cohort effects are influencing our results by comparing the logical reasoning of same aged children who were born in different time periods
  • allows both longitudinal and cross sectional comparisons
  • more efficient than longitudinal
33
Q

Weaknesses of sequential design

A
  • cant examine change/stability in time of measure confound
  • more costly
  • is it generalizable beyond cohorts studied?
34
Q

why do we need theories

A
  1. permits a rationale for the generation of specific hypotheses
  2. guides data collection
  3. organizes interpretation of research findings
35
Q

Freuds contributions and limitations of freud

A
  1. early life matters for later development
  2. talking cure
    Limitations: culture bound, untestable, stops in adolescence
36
Q

Freuds 2 driving instincts

A

internal motives, subconscious emotional conflicts

37
Q

3 components of personality

A

id: present at birth, satisfies instincts
ego: balances over time, rational
superego: develops from 3-6

38
Q

Eriksons theory

A

maturation and social pressures force individuals into and through all stages, whether the resolution is positive or negative

39
Q

Piaget/constructivism:

A

children construct new understanding of the world based on experience

  • schema: mental index card
  • assimilation: bring information into an existing index card
    accommodation: creating a new index card
40
Q

Vygotsky

A

infants are born with attention, sensation, perception, and memory that are transformed by the culture into new and more sophisticated functions

41
Q

Bronfenbrenner

A

individuals interact with the world, the world affects the individual

  • they cannot be separated from its environment
  • everything matters
42
Q

Banduras theory

A

children can learn by merely observing the behavior of a social model even w/o first performing the responses themselves or receiving reinforcement

43
Q

Behaviorism

A

-main premise of the learning theory which attempts to explain how people and animal interact

44
Q

Continous development

A

an additive process that occurs gradually and continuously without sudden changes (biology, quantitative, things should happen at a certain time)

45
Q

discontinous development

A

the road to maturity is a serious of abrupt changes which elevates the old to a new and presumably more advanced level of functioning (environment, qualitative)

46
Q

Watson/behavior/learning

A

infants growing up into whatever he wanted them to.. .. Little Albert Experiment

47
Q

Pavlov/behavior

A

classical conditioning with the dog
you’re environment is how you learn
dog was conditioned to salivate at the bell

48
Q

skinner/behavior

A

behaviors w/o reinforcement or punishment become extinct. Any form of reinforcement, positive or negative increase the rate of the behavior

  • negative punishment: taking something they like away
  • negative reinforcement: giving something bad

Developmental Psych (4 decks)

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