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Dev. Psych 251 > Module 1 > Flashcards

Module 1 Flashcards

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1
Q

one of the main reasons to study dev psych

A
  • children rearing (looking after/raising)
  • better understand how social policy decisions influence development
  • insight to human nature
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2
Q

What early greek philosophers believed welfare of society depended on proper child rearing

A

Aristotle and Plato

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3
Q

How did Plato and Aristotle’s beliefs differ in how children developed/acquired knowledge?

A
  • Plato: children are born w innate, conceptual knowledge (nature)
  • Aristotle: all knowledge comes from experience (nurture)
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4
Q

who view children as blank slates or tabula rasa?

A
  • John Locke (1632-1704)
  • development is a product of environment
  • pro discipline, viewed as more important than freedom/autonomy for development
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5
Q

What did Jean-Jacques Rousseau (1712-1778) believe?

A
  • children learn best from their interactions with the world
  • no formal education before 12 y/o (freedom to explore and dev indecently)
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6
Q

When did philosophical ideas begin to be replaced by more formalized research?

A

1800s

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7
Q

what are the two societal factors that drove research on child dev?

A
  • social reform
  • theory of evolution
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8
Q

social reform

A
  • industrial revolution
  • children work as labourers w bad working conditions
  • children given dangerous jobs bc of small size
  • began to wonder how these work enviros impact long-term dev?
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9
Q

theory of evolution

A
  • Darwin
  • theorist began to believe that studying child dev may lead to deeper insight to human nature
  • Darwin observed his own kids: A biographical sketch of an infant (1877)
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10
Q

What did Freud emphasize the importance of?

A

childhood and developmental theory

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11
Q

John Watson was one of the first behaviouralists to study ____.

A

learning in children

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12
Q

nature

A

genes passed down from parents

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13
Q

nurture

A

physical and social enviro

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14
Q

Interaction (nature/nuture)

A
  • epigenetics
  • how gene expression are mediated by enviro
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15
Q

active child

A
  • how children shape and contribute to their own development
  • action -> reactions-> development
  • ex. kicking mother in the womb
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16
Q

examples of ways children are active in their own development

A
  • eye gaze: choose where to direct their eyes, show interest of stimuli, earliest choices children make
  • interpreting experiences and self-regulation: children are active agents in development by how they interpret experiences and regulate themselves
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17
Q

continuous development

A
  • not much elemental change, incremental growth (ex getting bigger)
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18
Q

discontinuous development

A
  • qualitatively different at different stages, changing in ‘steps’ (ex. changing forms, caterpillar to butterfly)
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19
Q

example of how development can seen continuous and discontinuous

A
  • raising a baby, when you are constantly with the baby you see continuous and gradual growth, but if someone were to see the baby as a new born then three years later or more, they see two distinct stages (discontinuous)
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20
Q

what are some underlaying mechanisms that influence how children develop?

A
  • biological: epigenetic changes, brain maturation
  • behavioural: learning from enviro, rewards/punishments
  • social: imitating/learning from others
  • cognitive information-processing: gaining both general and specific knowledge
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21
Q

t or f: around 500 000 children in canada live in poverty

A

false, more than 1.3 million, average rate=15% (40% for indigenous)

22
Q

What are the four factors Sandra Scarr hypothesized surrounding individual differences relating to dev?

A
  • genetic differences
  • differences in treatment (parents, teachers, adults treatment due to temperament)
  • differences in reactions
  • different choices of environments (hobbies/interests)
23
Q

what are the main 7 themes often covered in this course?

A
  • nature/nurture
  • active child
  • continuity vs discontinuity
  • mechanisms of dev
  • sociocultural context
  • individual differences
  • social impact of research
24
Q

reliability

A

Consistent measurement (over time same results)

25
Q

validity

A

is it measuring what is intended to be measured?

26
Q

inter-rater reliability

A
  • do different raters observing the same behaviour score it the same?
  • ex do coders observing a playground code bullying the same?
27
Q

test-retest reliability

A
  • do children who score higher on measurement at one time score higher on another time too?
  • ex. high IQ test gets similar results overtime
28
Q

internal validity

A
  • can effects within experiment be attributed to variables that researcher intentionally manipulated?
  • ex. are improvements in children’s behaviour related to parenting intervention or smth else (growth/time)?
29
Q

external validity

A
  • how do lab findings translate to outside world?
  • ex. ADHD is researched in controlled enviro, not likely to mirror behaviour portrayed in school/enviro w distractions
30
Q

correlational study

A
  • do children who differ in one variable also differ in others?
  • determining relationship between variables of interest
31
Q

Correlation coefficient

A
  • statistic used to measure the direction and strength of a correlation
  • range from -1 to +1
32
Q

positive correlation vs negative correlation

A
  • positive: high values of one variable associated with high values in another variable, same with low-low
  • negative: high values in one value associated with low values in another
33
Q

t or f correlation=causation

A

false, it only says they change in predictable ways based on each other, not that they are caused/causing each other

34
Q

third variable problem

A
  • relationship between two variables may be caused by a third
35
Q

pros of correlational studies

A
  • influence of many variables of great interest (age, sex, race, social class) cant be studied experimentally
  • useful in describing relations among variables
36
Q

experimental design studies goal

A
  • look for differences between groups
  • form conclusions about cause and effect
37
Q

essential characteristic of experimental research

A
  • random assignment (experimental or controlled groups)
38
Q

Independent vs dependent variables

A
  • independent: cause, manipulated
  • dependent: effect, measured
39
Q

what is a con to experimental research

A
  • need for control=high internal validity
  • doesn’t mirror outside world and has artificial situations= low external validity
40
Q

quasi-experimental design

A
  • no random assignment to conditions or groups
  • used bc you cannot randomly assign gender, race, age, psychological disorders (ADHD) etc
  • most experiments in dev psych
41
Q

cross-sectional design

A

compares children of different ages using independent groups
- ex. differences in friendships between child and teen, collect info separately
- pros: quick, easy
- cons: unable to show relation over time, no patterns of change

42
Q

longitudinal studies

A
  • follows group of ppl over time
  • pros: looks at relationship of variables over time
  • cons: slow, expensive, attrition rates, practice effects
43
Q

microgenetic design

A
  • follow children on verge of important change w frequent measurements
  • micro=close up genesis=beginnings
  • ex. piagets dev stages
  • pros: gives view of change process
  • cons: slow, expensive, difficult, practice effects
44
Q

interviews and questionnaires

A
  • pros: quick and easy, tailored to child’s age
  • cons: desirability bias, reliance on language, lack of understanding of why they act they way they do, lack of capacity to self-report on experiences
45
Q

naturalistic and structures observations

A
  • observational: observe and collect data as it unfolds in the moment, hard to recreate in lab
  • naturalistic: collecting data unobtrusively, observe from afar
  • structured observations: controlled enviro, observe behaviours
  • pros: high external validity, good for studying things we cannot experimentally manipulate (social interactions)
  • cons: lack of control (naturalistic), difficult for infrequent target behaviour
46
Q

involuntary and voluntary responses

A
  • involuntary: little cognitive effort (eye gaze, discriminate two different stimuli)
  • voluntary: active response (ex. memory, labeling, sorting, etc)
  • pros: quick, easy, high internal validity
  • cons: unknown external validity
47
Q

psychophysiology

A
  • heart rate, hormone levels, brain activity
  • biological mechanisms associated w dev
  • pros: considered more objective than self-report data
  • cons: expensive, time consuming, difficult to obtain reliable measurement w children (laying still for fMRI)
48
Q

what ethical concerns must developmental psychologists be attentive to?

A
  • vulnerability (consent)
  • informed consent
  • assent/agreement (be sensitive to their needs)
49
Q

Naturalistic observation would probably be the method of choice for a researcher interested in:

  • How children learn the meaning of a word
  • How preschoolers learn to count
  • The beliefs of children in an elementary school class about how smart their classmates are
  • The frequency of sexual harassment behaviour among adolescents
A

The frequency of sexual harassment behaviour among adolescents

50
Q

Imagine that a researcher is interested in examining the stability of temperament (an individual difference) over infancy and early childhood. The most effective design for this research would be:

Cross-sectional

Longitudinal

Experimental

Microgenetic

A

Longitudinal

51
Q

A researcher finds a correlation coefficient of -.35 between children’s empathy and their aggressive behaviours. This means:

As empathy increases, aggressive behaviours also increase

As empathy increases, aggressive behaviours decrease

As empathy decreases, aggressive behaviours also decrease

Empathy and aggression do not vary in systematic ways

A

As empathy increases, aggressive behaviours decrease

Dev. Psych 251 (6 decks)

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