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Psych 315 > Unit 1 > Flashcards

Unit 1 Flashcards

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1
Q

What is the definition of developmental psychology? What are the main domains?

A

The study of change and stability throughout the lifespan

-physical, social and emotional, and cognitive (overlap/influence each other)

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2
Q

What ages is early childhood?

A

3-6 years

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3
Q

What ages is middle childhood?

A

6-11 years

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4
Q

What ages is adolescence

A

11-18/19 years

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5
Q

What is nature?

A

-biological - genes & cells & proteins

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6
Q

What is nurture?

A

everything beyond biology - your environment (physical and social)
-family, peers where you were raised, how, etc.

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7
Q

Is it nature or nurture? ex?

A
  • interact with each other to influence development

- ex. epigenetics (shaped by environment but passed down through generations)

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8
Q

What is continuous developmental change?

A

-gradual progress - change in quantity over time - ex. sapling slowly growing into a tree

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9
Q

What is discontinuous developmental change?

A
  • stages

- qualitatively different stages - one stage, then the next - ex. caterpillar then in cocoon then butterfly

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10
Q

Is Piaget a continuous or discontinuous theorist?

A

-discontinuous - he is a stage theorist

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11
Q

What is the definition of sensitive periods?

A

-time in which change/learning is optimal to occur - more likely to -ex. learning of languages is easier when young (until 3-7, then declines)

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12
Q

Why did 3-5 year olds liked lunchables? how did they test this?

A

-prefer flavour and texture over temperature - liked ‘make your own’ -love sugar -like soft stuff

  • tested through verbal hedonic scales -linked emotions to taste - simple faces
  • sometimes kids think it’s asking how they feel overall, not the taste -also cultural differences
  • centration - can only focus on one attribute
  • (faces used to be too complex)
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13
Q

What are the 4 research methods?

A
  • self/other report
  • naturalistic observation
  • structured observation
  • physiological measures
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14
Q

What are self/other report?

A

surveys/questionnaires/interviews /tests

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15
Q

What are the advantages to self/other reports?

A
  • probe inner experience -ie emotions, motivations

- easy to administer

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16
Q

What are the disadvantages to self/other reports?

A
  • not always accurate (ppl can lie) or might perform the way they think they should
  • may be biased (interviewer or subject)
  • for kids – may be shy, might not be able to fill it out, memory difficulties, easily influenced
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17
Q

What are the two types of observation research methods?

A
  • naturalistic

- structured

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18
Q

Which research method is most crucial w/in developmental psych?

A

Observation

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19
Q

What is naturalistic observation? What are the two kinds?

A
  • observing behaviour of interest in its natural setting

1) time-sampling 2) event-sampling

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20
Q

What is time-sampling

A

record all behaviours during pre-determined time period

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21
Q

What is event-sampling?

A

-record behaviour every time event of interest occurs, but not other behaviours

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22
Q

What are the advantages of naturalistic observation?

A
  • reflects real-world behaviour -affordable

- for kids – might be less influenced by observer

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23
Q

What are the disadvantages to naturalistic observation?

A
  • so many behaviours happening at the same time -(have to define concepts - specific)
  • hard to control for things
  • hard to observe rare behaviour
  • little insight into why
  • observer bias
24
Q

What is structured observation?

A

research sets up situation to evoke the behaviour of interest
-ex. set up kid and parent to play in a room with toys

25
Q

What are the advantages to structured observation?

A
  • useful for rare behaviour

- same situation for everyone –> more control/equivalence

26
Q

What are the disadvantages to structured observation?

A
  • behaviour may not reflect real world
  • experimenter bias
  • looking for type of behaviour might see it more
  • little info about inner experience
  • for kids – can have ethical concerns - kids may be unwilling to engage in tasks
27
Q

What are physiological measures?

A
  • biological
  • heart rate, blood pressure, pupil dilation, hormone levels etc.
  • neuroimaging
28
Q

What are the 4 types of neuroimaging? Describe.

A
  • EEG/ERP ((Electroencephalogram/ Event-related Potentials): measures electrical activity in the brain)
  • MRI ((Magnetic Resonance Imaging): measures brain structure using magnetic fields)
  • fMRI ((Functional Magnetic Resonance Imaging): measures blood flow in the brain using magnetic fields)
  • NIRS ((Near-Infrared Spectroscopy): measures blood flow in the brain using light)
29
Q

What are the advantages of physiological methods?

A
  • assess biological underpinnings
  • does not require language/behaviour
  • good for infants
30
Q

What are the disadvantages to physiological methods?

A

really costly

  • difficult to interpret results
  • lab environment (could be more nervous)
  • for kids – can be loud and frightening
31
Q

What do we want across all methods?

A

-reliability and validity

32
Q

What is reliability?

A

consistency/repeatability

33
Q

What is validity? What are the two types?

A

measures what the researcher thinks it’s measuring

1) internal validity
2) external validity

34
Q

What is internal validity?

A

whether conditions internal to the design of the study allow for accurate measurement

35
Q

What is external validity?

A

whether findings generalize beyond the original assessment

36
Q

Did lunchables have external validity?

A

-no -couldn’t generalize to other cultures

37
Q

What are the two research designs?

A
  • correlational

- experimental

38
Q

What is correlational?

A
  • examine relationships btw variables -if there is one
  • researcher doesn’t manipulate anything
  • quantified
  • direction (positive or negative)
  • how closely tied
  • not causation
39
Q

What is experimental?

A

cause & effect

  • researcher manipulates independent variable
  • measures the dependent variable
  • can sometimes be difficult to conduct - ethical difficulties in manipulating
40
Q

When studying if fizzy sodas cause more aggression - what research design would be best?

A

-can probably only do correlational because of ethical concerns of getting kids to drink more sodas (which may result in making them more aggressive kids)

41
Q

What are the 4 designs for studying development?

A
  • longitudinal
  • cross-sectional
  • sequential
  • microgenetic
42
Q

Longitudinal designs?

A

same participants measured repeatedly across time at different ages

43
Q

Cross-sectional designs?

A

different groups of participants at different ages measured at the same time

44
Q

Pros & cons of cross-sectional compared to longitudinal

A
  • cheaper -faster
  • can have cohort effects (b/c measured at 1 time? ex. measuring something in covid - doesn’t matter the ages of participants, but might have wonky data because something happening this year)
45
Q

What are cohort effects?

A

-results occur b/c of the characteristics of the cohort - shared experience -year, event, decade of birth etc.

46
Q

What are sequential designs?

A

follow multiple samples of different ages over time

-combines longitudinal and cross-sectional

47
Q

Limitation of sequential? Advantage?

A
  • not always feasible
  • very expensive

-can see the cohort effects

48
Q

What are microgenetic designs?

A

track development over a short period of time over closely-spaced sessions

  • training effects or learning of a new skill, studies, treatments
  • microcosm of development
49
Q

Advantages & limitations to microgenetic?

A
  • can study theory of mind - see if they get better -measure changes
  • can train babies reaching etc.

-can have practice effects/ get bored

50
Q

Structure of the research?

A

-correlational or experiemental (manipulate or not)

51
Q

Designs for development?

A

-longitudinal, corss-sectional, sequential, microgenetic (age/time frame)

52
Q

Ways of gathering data?

A

naturalistic observation, structured observation, self/other reports, physiological (how it’s measured)

53
Q

Population challenges of designing studies with kids?

A
  • ethics
  • cooperation -nervous scared?
  • selection - where to find the kids
54
Q

Challenges in studying changes with age?

A
  • measuring equivalence -what does a variable look like in different ages (ex. aggression is diff for 5 yr old and 50 yr old)
  • understanding what causes change
  • to have external validity need to measure in diff labs in diff cultures
55
Q

What to be aware of as a researcher/consumer?

A
  • personal bias
  • generalization
  • correlation & causation
  • look for peer reviewed

Psych 315 (11 decks)

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