Study guide material Flashcards
1
Q
this type of change has a numerical measurement (height, weight, age)
A
quantitative change
2
Q
this type of change does not have a measurable number but change can be observed (growth in understanding the concept of the self, others, and society)
A
qualitative change
3
Q
things about a person that generally remain the same overtime (temperament)
A
stability
4
Q
things that are subject to change overtime (interests)
A
change
5
Q
different pathways resulting in the same outcome
A
equifinality
6
Q
the same pathway resulting in different outcomes
A
multifinality
7
Q
the idea that change occurs in the life of a child but children do not create who they are, they are shaped by others and society
A
passive change
8
Q
the idea that children primarily choose who they are
A
active change
9
Q
this field is looking for ways to foster optimal outcomes for all individuals not just those who are struggling
A
positive psychology
10
Q
a stimulus that did not used to do anything to you or cause any reaction within you
A
neutral stimulus
11
Q
the stimulus that naturally is tied to a response that you can’t control
A
unconditioned stimulus
12
Q
the stimulus that is paired with the unconditioned stimulus to eventually create the conditioned response
A
conditioned stimulus
13
Q
the response that is automatic
A
unconditioned response
14
Q
the learned response
A
conditioned response
15
Q
stimulus that increases the likelihood that a behavior will be repeated
A
reinforcement
16
Q
Giving my son a candy for cleaning his room without me asking. This is an example of _______
A
positive reinforcement
17
Q
Relieving my son of doing the dishes that night because he cleaned his room without me asking him to. This is an example of _______
A
Negative reinforcement
18
Q
doing something to decrease the likelihood that a behavior will occur again
A
Punishment
19
Q
I give my son a curfew for talking back to his dad. This is an example of _______
A
Positive punishment
20
Q
I take my son’s switch for talking back to his dad. This is an example of ________
A
Negative punishment
21
Q
What research design is this talking about?
Conducting an experiment, in doing so you are able to show that A caused B.
A
experimental research design
22
Q
What research design is this talking about?
Examining variables and determining that A is associated with B. Not necessarily causing it, but they are somehow related.
A
Correlational research design
23
Q
A developmental design that allows you to have multiple collection points across a long period of time
A
longitudinal
24
Q
Advantages of the longitudinal design
A
captures the continuity of development
25
Disadvantages of the longitudinal design
requires multiple points of data collection, expensive, time consuming, risk of attrition and threat of sample bias
26
a developmental design where multiple groups of participants representing the age span that interests the researcher
cross-sectional
27
advantages of using the cross-sectional design
quick, easy, less expensive than longitudinal studies
28
disadvantages of using the cross-sectional design
requires carefully matched groups on various characteristics and is susceptible to the cohort effect
29
the developmental design where a combo of longitudinal and cross-sectional research. You get the multiple age groups that you would get in the cross-sectional and you get the long time period testing like longitudinal
sequential design
30
advantages of the sequential design
can detect a cohort effect, less time consuming and expensive compared to the longitudinal design, lower risk of the attrition and threat of sample bias
31
disadvantages of the sequential design
requires carefully matched groups and multiple points of data collection
32
the developmental design that involves frequent and intense study of a period of change or transition in the participants lives
microgenetic design
33
advantages of the microgenetic design
: effectively captures stability and change, allows for the study of individual differences, identifies factors that promote or hinder developmental change, and produces rich/informative data
34
disadvantages of the microgenetic design
requires strong commitment from the participants, potential for the practice effect to appear, time intensive, expensive, and lots of data to reduce and analyze
35
loss of participants over the course of a longitudinal study
attrition
36
when a sample is not representative of the whole population
sample bias
37
when participants behavior changes or improves on account of having practiced a behavior multiple times when testing rather than because of change occurring in correlation/affirmation of/with the hypothesis
practice effect
38
when differences are found in groups (in a cross-sectional or sequential study) that may be attributed to life experience differences rather than a true difference being found between groups
cohort effect
39
where on a chromosome a gene is located or the coding for that gene on a chromosome.
genotype
40
the expression of the gene itself physically on a person.
phenotype
41
when there are various influences on the expression of a gene
pleiotropic effect
42
the study of how the environment can change gene expression
epigenetics
43
Parents provide the child with both their genes and an environment influenced by their own heredity.
passive gene-environment correlation
44
The expression of children’s heredity draws out or “evokes” certain responses from people around them.
evocative gene-environment correlation
45
One’s heredity becomes a driving force for children to seek out experiences that fit their genetic tendencies (“niche-picking”).
active gene-environment correlation
46
the stage in which the baby is a zygote (0 to 2 weeks)
the germinal stage
47
the stage in which the baby is an embryo and is at most risk for miscarriage while it is also developing most of its necessary structures (2 weeks to 2 months)
the embryonic stage
48
the last stage in prenatal development in which the baby is mostly just growing (2 months to birth)
the fetal stage
49
how long is the 1st trimester?
0 to 3 months
50
how long is the 2nd trimester?
4 to 6 months
51
how long is the 3rd trimester?
7 to 9 months
52
any environmental agents that can disrupt prenatal
development and cause a structural abnormality or a functional deficit.
teratogens
53
Examples of teratogens
Accutane, tobacco, and alcohol etc.
54
Factors that influence the nature and magnitude of the effects of teratogens on prenatal development
- Age at time of exposure (e.g., sensitive period)
- Amount
- Length of time of exposure
- Genetic vulnerability
- Presence of other negative influences at once
55
when babies are born before the 9 month mark
preterm/premature
56
when babies are born smaller than they are supposed to be given the stage of development they are in
small for date babies
57
The age at which unborn babies could survive outside the womb if they were born early. (around 22 to 26 weeks which is roughly 6 months
age of viability
58
risks to the health and development of a baby
Fetal alcohol syndrome, respiratory problems like asthma, ADHD, learning disabilities, premature birth, sudden infant death, miscarriage etc.
59
functions of the frontal lobe
problem solving, personality, emotions, reasoning, planning, speaking
60
functions of the limbic system
Limbic system—behavior, emotion, feelings, feeding, reproduction, care for offspring, and the fight or flight response.
61
the development of new neurons
synaptogenesis
62
the ability of the brain to change in form and function
plasticity
63
type of brain development that occurs when we encounter experiences that our brain expects as a normal event
experience expectant brain development
64
type of development that occurs in response to specific learning experiences
experience dependent brain development
65
During which developmental periods do the two major phases of overproduction and pruning of synapses happen?
Major synapse pruning occurs at birth, synapse overproduction occurs in the womb and during infancy
66
Which area of the brain is especially immature in adolescence?
the prefrontal cortex
67
fitting new experiences into existing mental schemas
assimilation
68
changing mental schemas so that they fit new experiences
accommodation
69
a state of confusion in which your schemas do not fit your experiences
disequilibrium
70
an attempt to resolve cognitive uncertainty to return to a comfortable state
equilibrium
71
stage in Piaget's theory of cognitive development (birth to 2 years) when children organize their world by means of their senses
sensory motor stage
72
stage in Piaget's theory of cognitive development (2 to 7 years) stage when children are not yet logical in their thinking, they are more egocentric and think more “magically”
preoperational stage
73
stage in Piaget's theory of cognitive development (7 to 12 years) stage when children have developed logic but cannot think more abstractly
concrete operational
74
stage in Piaget's theory of cognitive development (12+ years) stage of abstract thought where they can generate many possible solutions
formal operational
75
Tests the ability of babies to think logically by creating a scenario with a logically expected outcome and violating the expectation of the baby by appearing to do something that defies logic
violation of expectations
76
A range of tasks children cannot do on their own but can do with a little help from someone more skilled or knowledgeable
zone of proximal development
77
Providing help to move children just beyond their current level of capability
scaffolding
78
when children help themselves to remember to do something by speaking to themselves
private speech
79
what are the types of memory in the stores model?
sensory, working, and long term memory
80
Factors that promote growth in working memory
practicing working memory (develop encoding strategies). Repetition/rehearsal, organization/association, and elaboration are ways to practice that.
81
the ability of the brain to coordinate attention and memory
and controls behavioral responses for the purpose of attaining a certain goal.
executive function
82
there is a general ability and within that general ability are different abilities
hierarchical model of intelligence
83
theory that intelligence is a mix of many factors such as emotional intelligence, artistic intelligence, mathematical intelligence, etc.
Gardner's theory of multiple intelligences
84
intelligence is comprised of analytical, creative, and practical abilities
Sternberg's triarchic theory of intelligence
85
How does disadvantaged child rearing conditions influence heritability of intelligence?
Poverty, poor prenatal care, family stress, low-quality schools, poor community support prevent individuals from reaching their full potential
86
rules governing the structure and sequence of the sounds of a language
phonology
87
the way words are formed and how words are related to other words
morphology
88
Rules by which words are put together into sentences to make sense
syntax
89
The study of the meanings of words and sentences
semantics
90
The rules that guide how we use language in
social situations
pragmatics
91
_____ area of the brain involved in language production (speaking and
writing). Damage produces problems in producing speech and a
tendency to use only essential words resulting in ______ aphasia
Broca's
92
involved in language comprehension. Damage causes trouble making sense of the meaning of spoken words and sentences, but no trouble producing actual words
Wernicke's area
93
The idea in language development that the more parents respond to babies’ vocalizations, the more and sooner their babies vocalize
reinforcement
94
the idea in language development that babies copy what they hear and see
imitation
95
Interplay of children’s biological capacities to learn language and the environment they are reared
interactionism
96
ways that parents can foster children's language development
shared attention and child directed speech
97
what are the three temperament profiles?
easy, slow to warm, difficult
98
How can adults help children develop emotional regulation and self-control from infancy through childhood?
emotion coaching, redirecting child behavior, and positive emotional role modeling
99
What is the role of the mother in attachment as a relationship?
responsive to babies needs. A positive relationship with their partner, adequate economic resources, good psychological health, history of good care in their own childhood, an infant who is easy to care for are all factors that boost the likelihood of a responsive mother.
100
What is the role of the child in attachment as a relationship?
infant’s temperament affects the way that parents respond to that child.
