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PSYCH 10 > LECTURE 1 > Flashcards

LECTURE 1 Flashcards

1
Q

FOUR CENTRAL QUESTIONS OF DEVELOPMENTAL SCIENCE

A
  1. Continuity / Discontinuity:
    Gradual, continuous changes and/or sudden, discontinuous changes
  2. Sources of Development
    Genetics and/or Environment
  3. Plasticity
    To what degree can the course of development be changed with intervention
  4. Individual Difference
    What combination of nature and nurture makes individuals different from one another How do differences arise?
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2
Q

CONTINUITY/DISCONTINUITY (Give examples)

A

Gradual, continuous changes (Quantitative, eg: age, height) and/or sudden, discontinuous changes (Qualitative, eg: talking, walking from crawling)

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3
Q

SOURCES OF DEVELOPMENT

A

Genetics and/or Environment. What is the contribution of each to the organism

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4
Q

PLASTICITY

A

To what degree can the course of development be changed with intervention. E.g., exposure to language environment to develop complete language
skills. Sensitive periods – optimal development (children’s ability to distinguish language sounds in a wide array of languages)

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5
Q

INDIVIDUAL DIFFERENCES

A

Sources of stability and differences over time

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6
Q

CRITERIA FOR DEVELOPMENTAL RESEARCH

A
  1. Objectivity– free from bias and preconceptions
    (e.g., girls are bad at science)
  2. Reliability– same results each observation independent observer agreement (e.g., having two people look at the data, or seeing the same behaviors on different days)
  3. Replicability– replicate the results under same conditions
  4. Validity– data actually reflect the phenomena being studied (e.g., are you measuring what you intend to measure? cross-cultural research)
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7
Q

METHODS OF STUDYING DEVELOPMENT

A
  1. Naturalistic observation
  2. Experiment
  3. Clinical Interview
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8
Q

Naturalistic observation or semi-naturalistic observation

A
  • Observing and recording the behavior of people in the course of their everyday lives
  • Direct way to gather objective information revealing the full complexity of behavior
  • People might behave differently under observation; expectations may shape observations; information may be lost or time consuming to analyze
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9
Q

Experiment (cause and effect relationships)

A
  • Introducing a change in a group’s experience and measuring the effects of the change
  • Best method of testing causal hypotheses
  • People may behave differently in the experimental setting, distorting the validity of the results
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10
Q

Clinical interviews

A
  • Asking questions tailored to the individual
  • Possible to probe the child’s way of thinking in order to discover patterns, clarify
  • Reliance on verbal expression makes the
    method inappropriate with very young children
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11
Q

CAUSATION

A

When the changing of one variable causes the changing of another variable (cause and effect) Example: release of growth hormone & height

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12
Q

CORRELATION

A

Relationship that exists between two factors when changes in one factor are associated with changes in the other. Correlational methods do not identify causal relationships, but they do permit predictions (most frequently used in dev research)
- Correlation coefficient: Degree of association between factors, symbolized as r and ranging between −1

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13
Q

DEVELOPMENTAL RESEARCH DESIGN

A
  1. Longitudinal
  2. Cross Sectional
  3. Cohort sequential
  4. Microgenetic
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14
Q

Longitudinal

A

Collects information about the same group of people over time (test at 3, 5, 7, 9yrs)
Pros: Possible to discover patterns of continuity and change over time
Cons: Expense; long-term commitment may lead to
selective dropout; risk of confounding age differences with cohort differences

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15
Q

Cross Sectional

A

Collects information about groups of various ages at one time
Pros: Relatively less time consuming and expensive
Cons: Disconnected snapshots, requiring inferences about processes of change; if groups differ other than in age, risk of confounding age differences with those differences

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16
Q

Cohort sequential

A

Combines longitudinal and cross-sectional approaches by studying several cohorts over time
pros: Age-related factors in change can be separated
from cohort factors
Cons: To a lesser extent, disadvantages of the longitudinal and cross- sectional designs

17
Q

Microgenetic

A

Focuses on development over short periods, especially when children are on the threshold of a change
Pros: Provides a record of change, revealing change processes
Cons: Limited to changes occurring over short periods of time

18
Q

THEORIES ARE FORMED TO:

A
  1. Describe development
  2. Explain development (mechanisms)
  3. Predict development
19
Q

THEORIES DEFINE

A
  1. Which research questions you will ask
  2. What kind of data you will collect
  3. How you will analyze your data
20
Q

PSYCHODYNAMIC THEORY OF DEVELOPMENT

A

Development occurs primarily from within individuals–biological heritage - Freud, Erikson

Freud- biological drives lead development. The behavior of humans of all ages is motivated by the need to satisfy the fundamental sex drive. Psychosexual stages related to parts of the body in which gratification is achieved at the age. Ends in adolescence

Erikson- married biology and culture as the main forces
shaping the path of development. Development is lead by the drive to answer the question of identity “who am I?”
* Main drives for leading development are social and cultural expectations and relationships. Development continues throughout the lifespan
* Universal psychosocial stages- each with a task to resolve

(REFER TO LECTURE 12 FOR FREUD)

21
Q

Behaviorism-Environmental-Social Learning THEORY OF DEVELOPMENT

A

Development occurs primarily from influence by factors outside of individuals - Watson, Skinner

Focus on development as a result of learning. Changes in behavior are a result of forming associations between behavior and its consequences (rewards and punishments)

  • Key Theorists
  • Watson–Focus shift to external behavior, observable behaviors and their consequences (conditioning fear)
  • Thorndike–Law of effect. Shaping behavior through rewards and punishments; social learning
  • Skinner–“Baby box”, Skinner box
22
Q

Constructivist

A

Children are active participants in their own development (universal to our species) - Piaget

Key Theorist: Piaget
* Children think and see the world systematically different than adults
* Cognitive development stage theory; universal
processes of developmental discontinuous change in all human groups
* Schemas (road maps) are created to make sense of the world. The first schemas are reflexes
* Schemas go through a process of Assimilation or Accommodation to incorporate new information and come to a state of Equilibration

Stages
* Sensorimotor
* Preoperational
* Concrete operational
* Formal operational
Focus on children’s active construction of reality based on their experiences with the world—little scientists, learning is internal

(REFER TO LECTURE 13 OF PSYCH 1)

23
Q

Cultural-Context

A

Biology and environment interact through culture (co-constructed, variability) - Vygotsky

Emphasizes the role of culture on development and thinking

  • Biological and social factors play role in development
  • Development is constructed through active engagement with world
  • Biology and environments shape development by interacting indirectly through culture and use of tools
  • More accomplished when interacting with more competent others (zone of proximal development [ZPD]) Development occurs through participation in cultural practices

Cultural variation in values and beliefs about children and their development and which milestones are valued

24
Q

LEARN TABLE OF SKETCH OF GRAND THEORIES

A
25
Q

REFER TO TEXTBOOKJ FOR ALL THE STAGES OF THE THEORYES

A

AND DEFS FOR CRITICAL EPRIOD, SENSITIVE PERIOND, THEORY ETC

PSYCH 10 (1 decks)

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