Unit 1 - Intro to HHG Flashcards
Social development
The stage where developing people learn the rules of what behaviour is acceptable within the culture/environment they’re developing in
Emotional development
The stage of emotional development is where developing people form attachments to specific people, they care about how these people think and feel and tend to seek them out in times of need; such as distress, illness, and tiredness
Physical development
Major physiological changes to the body occur, as well as including gaining the ability to perform certain motor tasks.
Cognitive or intellectual development
Developing people are acquiring the ability to understand the world around them in regards to gaining information and developing ways of thinking.
Five development principals
- Development is interrelated
Each area of dev’t has an impact on another area of development.
Eg. A child learning to feed themselves uses trial and error (Cognitive development) to learn fine motor skills (Physical development) - Development is similar for all
Development follows a pattern.
Eg. All children sit before standing, and stand before walking - Rates of development are individual
No two children develop at exactly the same rate. - Development is ongoing
Development doesn’t stop at a certain age. The process is often referred to as life-span development. - Development is sequential
People learn skills that build upon earlier development. Development follows a sequence, or step-by-step pattern.
Eg: A child learns to run and jump before skipping, a child learns the alphabet before learning to spell
What can affect de’vt
- Parental care
- Genes
- Access to educ’n
-Mental state - Relationships
Development life cycle
- Prenatal (conception to Birth)
- Infancy & Toddlerhood (birth- 3 yrs)
- Early childhood (3-6 yrs.)
- Middle Childhood (6-12 yrs.)
- Adolescence (12-20 yrs.)
- Young Adulthood (20-40 yrs.)
- Middle Age (40-65 yrs.)
- Late Adulthood (65+ yrs.)
Prenatal stage
- Conception to birth
- develop major organs
- sense of hearing
- bone and facial structure
- brain development
Infancy and toddlerhood
- Birth to 3 years
- learn to walk
- speech development
- potty training
- learning to socialize with family
Early childhood
- 3-6yrs
- learning to socialize with friends
- going to school
- naming colours, letters
- basic motor skills
- learning acceptable behaviour
Middle childhood
- 6-12yrs
- development of empathy
- lose baby teeth
- surface level problem solving
- develop own interests/independence
Adolescence
- 12-20yrs
- puberty
- body image
- romantic relationships
- first job/independence
- major brain development
Young adulthood
- 20-40yrs
- career related motor skills
- long term relationships/marriage
- first house/car
- developing maturity
- parenthood
- physical peak
Middle age
- 40-65yrs
- decreased fluid intelligence
- become grandparents
- peak of career
- retirement
- metabolism slows down
- harder to maintain/gain muscle
Late adulthood
- 65+ yrs
- hearing/vision decline
- forgetful
- reaction time slows
- face death
- diminished role in society
- loneliness
Scientific method
- Phenomen/Question
- Hypothesis
- Experiment/study
- Results
- conclusions
- Theory
- Other scientists review and revise
- Hypothesis…
(Alternative 6s)
6.Additional Hypothesis
7.Hypothesis…
(Alternate)
6.Reject and revise hypothesis
7.Hypothesis…
Naturalistic Observation
Researcher watches and records activity of subjects in their natural environment while avoiding interference
E.G. watch monkey learn to use rock
Goods
- Learns naturally thru watching
Bads
- Researcher’s presence could taint results
Case studies
- intensive investigation of one or more participants (person, group, community)
- a combination of methods is used including: long term observation, diaries etc
E.G. Jeremy has a fear, psychologist has him keep a diary of his experiences, and collects a detailed account of his childhood
Goods - can gather a full history of a person
- serves as the basis for new hypothesis that could be tested in controlled situations
Bads
- cannot be used to make conclusions on its own
- results are individual and cannot be generalized
Surveys
- Information is obtained by asking individuals a fixed set of questions
- Two types include interview and questionnaire
E.G. Questionnaire provided to new parents asking questions about their parenting practices and their child’s behaviour
Goods
- Practical
- Time efficient
- Can obtain uniform results
- Questionnaire limit researcher influence
Bads
- interviews can result in misleading answers
- must ensure that questionnaires accurately examine the intended subject
- requires trust of the participant
Longitudinal Studies
- Data collected about a group of participants over a long period of time, at regular intervals
- Used to determine the progression or development of various characteristics
E.G. Psychologist studying whether personality is fairly stable or unstable examines the same group of children from age 1-25
Goods
- Good format to study consistencies and inconsistencies in behaviour
Bads
- Time consuming
- Expensive
- May lose track of participants which can affect results
Cross Sectional Studies
Participants organized into groups based on age, and studied so that age related differences can be compared
E.G. psychologist wanting to study short term memory capacity provide children ages 5, 10, 15 with a series of words and ask them to recall the list
Goods
- less expensive than longitudinal
- no risk of losing participants
- shorter time span for results
Bads
- Results could be attributed to differences other than age
Correlations and Explanations
- The measure of a relationship between two variables or sets of data
- Examining two sets of data and attempting to justify the relationship between the two sets
E.G. Examining various socioeconomic status groups and the percentage of children that attend post-secondary education
Goods
- Cost effective
- Data that already exists can be used
Bads
- Does not determine causation
- Less control of other factors
Experiments
- utilizes the scientific method to investigate a question and test a hypothesis
- the hypothesis outlines the variables (conditions, behaviours subject to change)
E.G. The ability for students to concentrate as the temperature increases
Goods
- High control over the situation
- Decrease interference from outside variables
Bads
- research questions require additional experiments in order for results to be replicated before conclusions/theories can be accepted
- can be difficult to limit the influence of hidden flaws
- can be difficult to decide on the best independent/dependent variables to answer a question
Independent variable
The condition that the experimenter changes
