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PSYC 251, Developmental Psychology > Intro to Child Development > Flashcards

Intro to Child Development Flashcards

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1
Q

3 ways in which understanding child development benefits society:

A
  1. Raising children
  2. Choosing social policies
  3. Understanding human nature
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2
Q

Plato and Aristotle shared that belief that…

A

child rearing was important to the welfare of society

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3
Q

Plato believed that…

A

Children are born with innate conceptual knowledge.

Self-control and discipline are the most important goals of education.

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4
Q

Aristotle believed that…

A

All knowledge comes from experience

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5
Q

John Locke believed that…

A

Children are like a blank slate
Effective parenting and societal boundaries are key
Discipline before freedom

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6
Q

Rosseau believed that…

A

Children learn best from their own interactions

Children should begin formal education at age 12

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7
Q

Research on child development was driven by these 2 societal forces:

A
  1. Social Reform movements

2. Darwin’s Theory of Evolution

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8
Q

_________ is the interaction of nature and nurture

A

epigenetics

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9
Q

How do children shape their own development (the active child)?

A

Through attention, language use, and play

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10
Q

In what ways is development continuous?

A

Changes with age occur gradually, in small increments.

Ex; a pine tree growing taller and taller

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11
Q

In what ways is development discontinuous?

A

Changes with age include occasional large shifts.

Ex; the transition from caterpillar to cocoon to butterfly

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12
Q

The 4 underlying mechanisms that influence how children develop:

A
  1. Biological
  2. Behavioural
  3. Social
  4. Cognitive information-processing
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13
Q

Stage theories

A

Proposes that development involves a series of large, discontinuous age-related phases

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14
Q

Reliability

A

The degree to which the measurement is consistent

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15
Q

Validity

A

The degree to which a test measures what it is designed to measure

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16
Q

Interrater reliability

A

The amount of agreement in the observations of different raters who witness the same behaviour

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17
Q

Test-retest reliability

A

The degree of similarity of a participant’s performance on two or more occasions

18
Q

Internal validity

A

The degree to which effects observed within experiments can be attributed to the factor that the researcher is testing

19
Q

External validity

A

The degree to which results can be generalized beyond the particulars of the research

20
Q

3 types of study designs:

A
  1. Correlational
  2. Experimental
  3. Quasi-experimental
21
Q

Correlational study design

A
  • Looks for relationship between two variables
  • Direction and strength is measured by correlation coefficient (-1 to +1)
  • Used because some variables of interest cannot be studied experimentally
22
Q

Positive correlation

A

High values of one variable are associated with high values of another (same for low)

23
Q

Negative correlation

A

High values of one variable are associated with low values of another (and vice versa)

24
Q

Problems with correlation

A
  • Direction of causation problem (cannot tell which variable is the cause or effect)
  • Third variance problem
25
Q

Experimental study design

A
  • Looks for differences between groups
  • Gives strong conclusions about cause and effect
  • Uses random assignment and experimental control
26
Q

Problems with experimental

A

Need for control (high internal validity) can make the situation artificial (low external validity)

27
Q

Experimental group vs. Control group

A

Experimental - given the experience of interest

Control - not given the experience of interest (given placebo)

28
Q

Independent vs. Dependent variable

A

Independent - variable being controlled by the researcher and given to experimental group

Dependent - a measured behaviour

29
Q

Quasi-experimental study design

A
  • NO random assignment
  • Useful because we cannot randomly assign many variables (age, sex, psychological disorder)
  • Most used in developmental psychology
30
Q

3 types of research designs:

A
  1. Cross-sectional
  2. Longitudinal
  3. Microgenetic
31
Q

Cross-sectional research design

A
  • Compares children of different ages over a short period

- Reveals similarities and differences

32
Q

Problems with cross-sectional

A

Unable to show stability of behaviour over time

Unable to show patterns of change

33
Q

Longitudinal research design

A
  • Follows a group of children over time

- Reveals stability and change of behaviour over time

34
Q

Problems with longitudinal

A
  • Difficulty with locating children
  • Slow, expensive
  • Threats to validity
35
Q

Microgenetic research design

A
  • Following children on the verge of important change with frequent measurements
  • Provides in depth depiction of the processes that produce change
36
Q

4 ways to collect data about children:

A
  1. Interviews/ Questionnaires
  2. Naturalistic & Structured observations
  3. Involuntary and Voluntary responses
  4. Psychophysiology
37
Q

Interviews & Questionnaires

A
  • Interviews can be unstructured or structured
  • Generally quick and easy
  • Can be tailored to child’s age
  • There can be bias
38
Q

Naturalistic & Structured Observations

A
  • High external validity
  • Good for studying things we cannot experimentally
  • There is a lack of control
39
Q

Involuntary & Voluntary Responses

A
  • Involuntary: eye gaze
  • Voluntary - memory task, etc.
  • High internal validity
  • Questionable external validity
40
Q

Psychophysiology

A
  • Data on heart rate, brain activity, hormone levels
  • Used to study the biological mechanisms associated with development
  • More objective
  • Can be time consuming, expensive
41
Q

3 main ethical issues relevant for conducting research with children:

A
  1. Vulnerability
  2. Informed consent
  3. Assent

PSYC 251, Developmental Psychology (2 decks)

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