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child development > goals, theories and methods > Flashcards

goals, theories and methods Flashcards

1
Q

goals of developmental science

A
  1. describing
  2. explaining
  3. applying
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2
Q

researching in developmental science

A
  • conducting research
  • ensuring scientific rigour and integrity
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3
Q

describing

A
  • what developmental change looks like
  • is it qualitative or quantitative
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4
Q

quantitative

A

gradual change in the amount, frequency or degree of behaviour
- ex: child gradually learning language

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5
Q

qualitative

A

progression through a sequence of distinct changes in thought and action
ex: motor development: sitting to crawling to walking

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6
Q

individual differences between children

A
  • age of onset
  • rate of change (how quickly they acquire skills)
  • the form of skills
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7
Q

developmental onset

A

the approximate age at which skills emerge
- ex: first words, steps or signs of puberty

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8
Q

rate of change

A

the course of change over time
- one kid can be slower to learn language but they will both eventually end up with equal levels

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9
Q

forms of skills

A

what behaviours look like in children with diverse experiences
- ex: in a culture that doesn’t have words for numbers, children appear to lack number concepts.

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10
Q

stability

A
  • whether children who are relatively low or high on a certain characteristic or behavior at a particular point in time are also relatively low or high at another point
  • helps in predicting future development
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11
Q

plasticity

A

the impressive capacity of humans to adapt to changing environments and experiences

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12
Q

explaining development

A

the second goals of developmental psychology is to identify factors that effect children as groups and what factors lead to individual differences

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13
Q

nature

A

a childs biological characteristics or genes inherited from parents

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14
Q

nurture

A

the range of environmental contexts and experiences that influence development

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15
Q

developmental cascades

A

the idea that change of one kind can have positive or negative effects, setting other kinds of change in motion, both immediately and at later ages

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16
Q

cascades within time

A

simultaneous influences that occur across different domains and/or between the devloping child and the childs environment and experiences

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17
Q

cascades over time

A

changes at one point in time result in changes at a later period in the same or a different domain

18
Q

applying developmental psychology

A

it has implications for parenting, schooling, ect..

19
Q

hypothesis driven research

A

begins with a question and a hypothesis about what they think that answer is
ex: are violent games related to agressive behaviors?

20
Q

discovery based science

A

science based on discovering and understanding what children do and what development looks like without presuppositions
- seeing things that are happening and making theories or questions about it

21
Q

sample

A

who participates in a study
- sample size
- sample demographic (describe them)

22
Q

generalizability

A

how do research findings from one sample extend to the population at large
- bigger sample = greater chance for genaralizability

23
Q

convenience sampling

A

recruiting participants in a study based on how easy it is to get them
- ex: professor using students in his class
- these samples could be biased and differ from population

24
Q

W.E.I.R.D

A

western
educated
industrialized
rich
democratic
- problematic because of evidence showing that thing presumed to be universal are affected by cultural context

25
Q

research methods

A

how data was collected:
- interviews
- written surveys
- observations
- physiological assessments

26
Q

study design

A

specific plan for conducting a study that allows researchers to test a study’s hypothesis

27
Q

correlation studies

A

test associations between two or more variables with no manipulation of variables
- things are related but not necessarily cause and effect
- could be confounding variables

28
Q

experimental design

A

research method testing a hypothesis about a cause and effect relationship between two or more variables

29
Q

longitudinal study

A

follows same group of participants over time

30
Q

cross-sectional study

A

test different groups of participants at different ages
- ex: studying different ages, ethnicities, locations at a single point in time

31
Q

cohort-sequential study

A

tests different groups of participants, but then follows them across time
mix of longitudinal and cross-sectional

32
Q

micro-genetic design

A

frequent assessments over a small period of time
- testing rapid change

33
Q

interobserver reliability

A

extend at which different observers reach the same results

34
Q

test-retest reliability

A

same results when tested at different times and under similar conditions

35
Q

face validity

A

the purpose of the measure is clear to people who look it over

36
Q

concurrent validity

A

reflects the degree to which a measure corresponds to another measure that tests the same thing at the same point in time
- same results from different types of tests

37
Q

predictive validity

A

reflects the degree to which measure predicts a criterion to be measured at a future point in time
- high validity because you can predict it

38
Q

external validity

A

refers to the extent to which a measure can be applied across different settings or groups of people

39
Q

replicability

A

need to describe study well enough so that other scientists can be able to replicate it and get similar results

40
Q

open science

A

movement that is recently shaping because of problems with replicability. a lot of classic findings arent replicable so open sharing of procedures and data makes research available to everyone to help improve replicability

41
Q

SRDC

A

ethics with vulnerable populations
- vulnerable population who you cannot get consent from

42
Q

SRDC principles

A
  • confidentiality
  • full disclosure
  • informed consent
  • informing participants
  • mutual responsibilities
  • non-harmful procedures
  • anonymity
  • clear agreement
  • right to withdraw

child development (6 decks)

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