week 1 Flashcards
name: key themes (3)
- continuity - is development cont’d or discont’d
- nature vs nurture - do genes or envrt dictate dev.
- active child - children themselves influence their dev.
explain: galton and nativism
- believed intelligence was entirely hereditary
- forced sterilization of “unfit”
- selectively breed humans
- eugenics
explain: watson, skinner, and empiricism
- believed only envrt. shaped dev.
- behaviorist principles
⤷ conditioning
⤷ rewards and punishments - nothing is predetermined, everything can be shaped
name: major theories in child dev. (5)
-
biological perspective
⤷ dev. dep. on biology -
psychodynamic perspective
⤷ dev. driven by social challenges
⤷ freud and erikson -
learning perspective
⤷ classical/operant conditioning, rewards/punishments
⤷ beha. driven by paired assoc. of stim. and resp. -
cognitive perspective
⤷ info. processing + intellectual capacity -
contextual perspective
⤷ dev. driven by interactions and context
⤷ vygotsky
name: steps of scientific method
- observation
- form hypo.
- test hypo.
- gather data
- draw and conclusion (interpret data)
**if unsure about conclusion step, repeat/gather more data
name: types of observations (2)
- naturalistic
⤷ in child’s natural envrt. - structured
⤷ lab setting
question: pros and cons of naturalistic observations?
PROS
- provides insight into beha. in child’s natural context
⤷ bc don’t always act the same at diff. places
CONS
- can’t guarantee variable of interest will happen
- presence of researcher can impact beha.
question: pros and cons of structured observations?
PROS
- can evaluate specific variable of interest
CONS
- not in usual context
describe: emoter + baby exp.
- baby shown how to use toys
- baby mimics adult
- emoter comes and is confrontational to teaching adult in front of baby
- baby no longer mimics adult
RESULT:
- shows baby is not part of interaction but still reacts
- context matters
define: correlational studies
- evaluate relations between 2+ naturally existing var.
define: longitudinal design
- measure beha. of same indiv. at diff. ages
define: cross-sectional design
- measure beha. of diff. indiv. at diff. ages
question: pros and cons of longitudinal design?
PROS
- variables are unique to each indiv. and stay consistent across all measurements
CONS
- practice effects
- selective attrition
- cohort effect
question: pros and cons of cross-sectional design?
PROS
- efficient (time and money)
- if sample = large, indiv. differences would cancel each other out
CONS
- lack of continuity in sample
⤷ diff. age and diff. indiv.
- cohort effect
define: cohort effect
- variation in charac. over time among a group of ppl who share a common experience
- ex. age group
define: selective attrition
- tendency of some participants to drop of studies
question: is longitudinal or cross-sectional design better?
- both = longitudinal sequential design
- diff. groups of children tested longitudinally at diff. ages
- has continuity
- less prone of selective attrition and cohort effects
question: which design addresses individual differences?
- only longitudinal design
