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LC LIFESPAN PSYCHOLOGY A > Studying Development Scientifically > Flashcards

Studying Development Scientifically Flashcards

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1
Q

what are the 3 key aims of developmental psychology?

A
  1. charting the course of development
  2. predicting outcomes
  3. identifying causes of development
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2
Q

what conditions for causality did menard (2002) identify?

A
  1. covariation
  2. covariation must not be spurious
  3. causal factors must not precede outcomes
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3
Q

necessary causal factors

A

must be present for the outcome to occur

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4
Q

sufficient causal factors

A

are by themselves enough to cause an outcome to occur

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5
Q

what must things be in order to cause development?

A

both necessary and sufficient

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6
Q

cross-sectional research

A

conducted at a single point in time

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7
Q

benefits of cross-sectional research

A

it provides valuable information on the course of development, without requiring any manipulation

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8
Q

limitations of cross-sectional research

A

does not provide definitive evidence towards developmental theories as:
- does not explain within-person change
- cohort and age effects
- no evidence of temporal ordering of cause-and-effect

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9
Q

longitudinal research

A

measures the same individuals at more than one point

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10
Q

benefits of longitudinal research

A
  • studies the course of development to see within-person change
  • can look at predictors of developmental outcomes
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11
Q

when are longitudinal studies appropriate?

A
  • for within-person change
  • focusing on the stability of individual differences
  • studying causes of development
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12
Q

prospective panel

A

following development across time

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13
Q

retrospective panel

A

tracing back development

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14
Q

benefits of panel designs

A

able to provide evidence for developmental change by viewing within-person change and avoiding cohort effects

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15
Q

limitations of panel designs

A
  • can be confounded by period effects
  • retrospective panel designs can suffer from recall bias and selection effects, leading to an unreliable temporal order
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16
Q

multiple-cohort designs

A

follow different groups across time simultaneously

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17
Q

benefits of multiple-cohort designs

A
  • rule out the possibility of cohort and period effects
  • provide the strongest evidence for developmental change
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18
Q

intervention studies

A

a form of longitudinal design where two different groups are randomly allocated after the pre-test

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19
Q

benefits of intervention studies

A
  • able to establish definite causal connections
  • rule out spuriousness through control groups
20
Q

panel and multiple-cohort studies

A

+ can establish whether a connection naturally occurs

  • cannot make causal connections
21
Q

intervention studies

A

+ establish definite causal connections

  • these connections may not exist in real life
22
Q

what types of studies are needed to establish a developmental cause?

A

both panel and multiple-cohort studies & intervention studies

23
Q

what do intervention studies explain?

A

which variables are sufficient to cause a developmental outcome

24
Q

what do cohort studies indicate?

A

whether the variable is necessary within natural development

25
Q

reasons why intervention studies cannot only be used

A
  • ethical limitations
  • connections may not occur naturally
  • period effects
26
Q

what is the aim of behaviour genetics?

A

to understand the genetic and environmental origins of individual differences

27
Q

what are the 2 types of behaviour genetics?

A

quantitative genetics and molecular genetics

28
Q

quantitative genetics

A

estimate the genetic and environmental influence on individual differences in the populaton

29
Q

molecular genetics

A

identify specific DNA variants and genes to different phenotypes and behaviours

30
Q

what do 1% of varying genes in DNA account for?

A

all individual differences

31
Q

monozygotic twins share ____ of their segregating genes

A

100%

32
Q

dizygotic twins share ____ of their segregating genes

A

50%

33
Q

full siblings share ____ of their segregating genes

A

50%

34
Q

half siblings share ____ of their segregating genes

A

25%

35
Q

adopted parents and their children share ____ of their segregating genes

A

0%

36
Q

biological parents and their children share ____ of their segregating genes

A

50%

37
Q

what are referred to as ‘natural biological experiments’?

A

twin studies, which are used to compare MZ twins to DZ twins on particular measures

if MZ twins are more similar, this suggests that this trait is heritable

38
Q

heritability

A

the proportion of variance between individuals that can be explained by inherited DNA differences

39
Q

addictive genetic effect

A

heritability estimate

40
Q

common environment

A

non-genetic influence within the household

41
Q

non-shared environment

A

unique experiences to the individual

42
Q

what do adoption studies look at?

A

the relative influence of genes and environment on child outcomes, using non-adoptive and adoptive designs

43
Q

what assumptions do genetically sensitive research designs rely on?

A

twins being representative of the wider population, which is not true:
- at higher risk of disability and lower birth rate
- more likely to be born to older parents in high socioeconomic backgrounds
- ineffective if children have had life experience with their biological parents

44
Q

genomics

A

the studying of measuring DNA differences

45
Q

what are genes made up of?

A

3 million base pairs (ATCG)

46
Q

what are most human behaviours described as?

A

polygenic, meaning that multiple genes influence particular outcomes

47
Q

what are polygenic scores correlated to?

A

different phenotypes, e.g., intelligence, autism

LC LIFESPAN PSYCHOLOGY A (10 decks)

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