issues and methods Flashcards

1
Q

what kinds of development can be invesitgated?

A
stability
change
critical/sensitive
passive child
active child
normative dev
individual dev
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2
Q

define stability and change

A

stability -
children high or low in certain characteristic remain so at a later age
infers heridtary and importance of early experiences
change-
abilities or behaviours that change over time as experience increases

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3
Q

define critical/sensitive periods

A

periods where certain experiences must occur for optimum development
discontinous
ie. genie grow up without human contact and therefore not fully capable of learning language

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4
Q

define passive and active child

A

passive - environment shapes behaviour, mechanistic
active - children are driving force of their own development and actively search to learn and improve skills ie piaget internal structures are driving force for active learning

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5
Q

define normative and individual development

A

normative - look at average development and trends for similarities
individual - look at differences across development and unique cases

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6
Q

what methods are used to research development

A
observational
experimental 
londitudinal
cross sectional
correlational
EEG/ERP
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7
Q

describe the types of observations

A

naturalistic - reflect everyday situations
structured - environment controlled to ellicit specifc behaviour and greater control over extraneous variables
descriptive - gather qualitative data on entire streams of behaviour
systematic - explore specific behaviours over period of time

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8
Q

eval types of observations

A

naturalistic - low control over extraneous variables, and accuracy reduced by observer influence and bias
structures - may not reflect real life, and accuracy reduced by observer influence and bias
descriptive - difficult to measure

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9
Q

describe ainsworth strange situation (observational)

A
parent
parent and stranger
stranger
parent
alone
stranger
parent
developed attachment types
secure
insecure avoidant
insecure resistant
disorganised
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10
Q

limitations of observations

A

observer influences - unfamiliar so cause pp to behave unnaturally
observer bias - ovserver looking for specific behaviours and aware of purpose so has personal investment

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11
Q

describe correlational research

A

look at relationship between characteristics and development
direction and strength expressed via correlation coefficient between 0 and 1 decribes the association between two variables

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12
Q

problem with correlational

A

doesnt take into account other influential factors

only linear relationship

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13
Q

describe longditudinal studies

A

study same pp repeatedly at different ages
impact of early experiences on development
identify common patterns and individual differences

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14
Q

problems with longditudinal

A

bias sampling - attrition of subjects and those who volunteer mean likely to be specific
difficult to repeat and expensive
practice effects of tests
cohort effects - development of a group at a specific period in time

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15
Q

describe the cross sectional study

A

groups of people at dif ages studied at same point in time
reduce time frame and less expensive
removes practice effects and selective attention

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16
Q

what types cross sectional studies are there

A

cross sequential - several longditudinal at varying times to remove cohort
microgenetic - look at mastery of skill over period of time
case study - examine specific behaviours in one person/small group
cross cultural - examine over cultures - universal

17
Q

how can you measure infant behaviours

A

preferential looking paradigm and infant eye tracking
eeg
susceptability to conditions
habituation and sensitisation to tasks and preferences for novelity

18
Q

ethics of infant studies

A

disclosure
ethics approval
informed consent
data protection

19
Q

Describe bartal, raviv and Goldberg 1982 (observations)

A

Observed helping behaviours of children aged 18-76m during free play at nursery

X2 observers for 10mins for each child on 3 occasions

Look for

  • social contact (engage in play)
  • helping (share, give, aid, comfort)

Helping not change with age
Helping decrease in play with age and increase in real situations
More comforting and less giving with age

20
Q

Advantages of bartal, raviv and Goldberg (observations)

A

Info in early social development
Naturalistic
Standardised
No observer bias

21
Q

Disadvantages of bartal raviv and Goldberg (observations)

A

Observe for short time

Observer influence

22
Q

Describe alloway, McCallum, alloway and hacka (2015) (exp)

A

Look at role of wm in verbal deception in 137 6-7yr olds
Give temptation resistance paradigm
- ask if peeks and Q about toy behind chair
Give trivia game and PPP to peak
- ask if peeked

Good liars = better verbal wm
Verbal wm assoc with good semantic leakage control but not visospactial wm
-dissociable effect of lying
Verbal em key role in process and manipulation of info for lying

23
Q

What is the temptation resistance paradigm (AMAH)

A

Told not to look at desirable you behind chair and researcher leave room
Child assumed unaware that looked - should have no knowledge

Ability to lie reflects ability to understand researchers perspective

24
Q

Describe steinberg et al (1992) (longitudinal)

A

Look at impact of authoritative parenting, parental involvement in schools and parental encouragement to success in 6,400 14-18yr olds

Clergy data on parent child rearing, parent academic socialisation beh, adolescent school performance and engagement

Authoritative = improve school performance and engagement

Pos impact of authoritative mediated by parental involvement in school

Non authoritative reduces pos impact of parental school involvement

25
Q

Advantages of steinberg et al (1992) (long)

A

Supports prev research about authoritative and acadamia

Longditudinal means involvement of authoritarian likely to be main cause of imrovement

26
Q

Disadvantages of steinberg (long)

A

Biodirectional attachment
- successful in school cause authoritative parenting

Only 1yr follow up - not look at vary over time or impact of early experiences

27
Q

Advantages of AMAH (exp)

A

Standardised and controlled

Deceived of true aim so likely to believe that experimenter don’t know they peeked

28
Q

Disadvantages of AMAH (exp)

A

Doesn’t reflect lying in real life - may depend on what is being lied about

Low incidence of peeking in British sample compared to other studies

  • older sample so peek less
  • peeking has bad connotations in culture
29
Q

Describe Rubio-Codina et al (2013) (cross-sectional)

A

Cross sec on influence of SES on Dev on 6-42m
Bayley scales of infant Dev - Dev of Lang and expressive Lang

Sig diff between 10th and 890th percentile wealth in all areas at 14m

Gap increases with age
1SD cog, 0.8SD receptive Lang, 0.69SD expressive Lang by 42m

Gap persists even after control for parent, biomed, quality of care etc

30
Q

Advantages of Rubio-Codina et al (cross sec)

A

Short and cost effective

31
Q

Disadvantages of Rubio-Codina et al (cross sec)

A

Cohort effects
Sample not reflect all
Certain age group
Not look over long periods of time