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PSY 302 > Week2 PT 1 & 2 > Flashcards

Week2 PT 1 & 2 Flashcards

1
Q

guided by a clear hypothesis (what an idea about
they expect to find) and test whether the
hypothesis will be supported by data

A

Hypothesis-driven research

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2
Q

data-driven explorative approach, without pre-
assumptions about what might be
found

A

Discovery-based science

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3
Q

The Scientific Method is an example of what approach to research / science

A

Hypothesis-driven research

Question: “Screen time damage
teenagers’ intelligence?”
* Hypothesis: “more screen time,
lower intelligence”
* Study: manipulate screen time and
measure IQ
* Data analysis: more time < less time
in IQ

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4
Q

Piaget’s constructivist theory of
development
&
– Bowlby’s theory of attachment
are examples of what approaches to research / science

A

Discovery-based Research

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5
Q

Discovering and understanding
principles of children’s learning
and development (what children
do and what development looks
like) without presuppositions

A

Discovery-based Research

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6
Q

who participates in a study

A

Sample

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7
Q

results from a
sample extended to a population
– Samples size (larger, higher
generalizability)
– Sample demographics (representative?)
– Convenience sampling (may bias
findings if the sample lacks
representativeness)

A

Generalizability

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8
Q

Data collection based on
– Interviews (structured vs. clinical)
– Questionnaires/Surveys

A

Self-report Methodologies

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9
Q

Data collection based on
– Naturalistic (e.g., home, school)
– Structured Observations (e.g., lab)

A

Observation

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10
Q

Data collection based on
- brain activation, heart rate, blood pressure. Eye
movements, hormones

A

Physiological Assessments

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11
Q

Study Design that are Correlational, ______ behaviour.
While study designs that are experimental, ________ behaviour

A

Predict
Explain

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12
Q

relationship
between two or
more variables?
- Direction
- Strength

A

Correlational
design

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13
Q

Problems with Correlational Design

A
  1. Direction-of-causation problem
  2. Third-variable problem
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14
Q

Three variables:
– Independent variable (IV): different
treatment conditions (e.g., violent vs.
non-violent video game)
– Dependent variable (DV): what is
measured (e.g., aggression）
– Confounding variables (CVs): Other
relevant variables (e.g., sex, age, past
experience, parenting)

A

Experimental design

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15
Q

Two techniques of experimental design

A

Experimental control
Random Assignment

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16
Q

Experimental Design where
randomly assign
children to the experimental and control
groups.

A

Random Assignment

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17
Q

Experimental Design where
manipulate or
control specific experiences
encountered by children

A

Experimental control

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18
Q

Quasi-experimental
Designs

A
  • Cross-sectional design
  • Longitudinal design
  • Microgenetic design
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19
Q

Age groups: age-related
differences
- Single-age group
differences in a key
variable
This example is a method of Quasi-experimental research known as ______________

A

Cross-sectional design (across age groups or across groups)

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20
Q

differential rates of attrition between treatment and control groups can skew results
_______ happens when participants with similar characteristics drop out of a study, reducing their representation in the research.
- threat to internal validity

A

Attrition effect

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21
Q

a variable that
explains the association
between the IV and DV

A

Mediator

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22
Q

Following two or more age cohorts (i.e., age groups) over time,
A mixture of cross-sectional and longitudinal

A

Cohort-Sequential

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23
Q

“WEIRD” Sample

A

Western, Educated, Industrialized, Rich, Democratic

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24
Q

Frequent, closely spaced
observations of
children to track
processes that
produce the
developmental
changes
A series of overlapping
waves

A

Microgenetic Studies

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25
Q

– Face, construct, concurrent,
predictive
– External/ecological
in research

A

Validity

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26
Q

– Interobserver reliability
– Test-retest reliability
in research

A

Reliability

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27
Q

Validity
* Reliability
* Replicability and
transparency (open science
practice)
* Ethics
are examples of _____

A

Scientific Rigor and Integrity

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28
Q

Scientific Rigor and Integrity aims

A

Validity
– Face, construct, concurrent,
predictive
– External/ecological
* Reliability
– Interobserver reliability
– Test-retest reliability
* Replicability and
transparency (open science
practice)
* Ethics in Researech

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29
Q

Ethical Research Principles

A
  • Informed Consent
  • Voluntary Partcipation / Allowed withdrawal
  • Confidentiality
  • Full disclosure / no - minimal deception
    -Anonymity
  • Reduction of harm
  • Mutual responsibilies
  • Fairness, equality and justice
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30
Q

MODEL OF INTERACTION (SEE PHONE)

A
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31
Q

An occurrence when one
characteristic is controlled by two
or more genes

A

Polygenetic inheritance

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32
Q

traits (e.g., height, weight, skin/eye
color) determined by
multiple pairs of genes.

A

Polygenic traits

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33
Q

The degree to which environmental
factors affect a given trait

A

Phenotypic plasticity

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34
Q

In Phenotypic plasticity Low plasticity traits: _______

A

canalization

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35
Q

In Phenotypic plasticity High plasticity traits: ______

A

height, behavioral
(e.g., shyness or aggression): Norm of
reaction

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36
Q

The ability of a genotype to produce the same
phenotype regardless of environmental variability (no or low plasticity)

A

Canalization

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37
Q

The range
of possible phenotypes for a
given genotype
◦ Genes: boundaries/limits
◦ Environments: ranges

A

Norm of reaction

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38
Q

The complex, dynamic
process through which
environments shape
the expression of the
genetic code

A

Epigenetics

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39
Q

4 Ways of Genes-Environment Interaction

A
  1. Environmental factors can affect
    whether genes are turned on or off
  2. Environmental factors can alter the
    magnitude of genetic effects on
    development
  3. Gene expression can affect how
    people respond to children
    (evocative effects)
  4. A person’s genotype affects the
    environments the person chooses to
    experience
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40
Q

In a study of epigenetics on rats

and another

A
  1. Maze-dull rats:
    Enriched > regular
    environment.
     Maze-bright rats:
    Regular > impoverished
    environment

2.Mother rats’ licking
(environment) could
activate glucocorticoid
receptor genes
(genotype)
in rat pups, which are
involved in stress
reactivity (phenotype)

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41
Q

how genotype interacts with
environment to determine
behavioral attributes (i.e.,
Phenotype)

A

Behavioral genetics

42
Q

Amount of variability
in a trait that is attributed to
hereditary influence

A

Heritability

43
Q

Methods to Determine Heritability (Main 2)

A

Family/Kinship studies

  1. Twin design:
    Are identical twins (1.0) reared together more
    similar than fraternal twins (0.5) reared together?
    Identical/fraternal twins raised together vs. reared
    apart?
  2. Adoption design:
    Are adopted children similar to biological parents
    (0.5) or adopted parents (0)?
44
Q

basic units of the
brain and nervous system

A

Neurons

45
Q

connective
spaces between neurons

A

Synapses

46
Q

Glia Cells _______________

also develop and produce ____
to protect and nourish the
____

A

surround and protect neurons

myelin, neurons

47
Q

The Human Brain: Three Structures

A

Forebrain
Midbrian
Hindbrain

48
Q

Forebrain: _____& ________ structures

Four Lobes:
_______

A

Cerebral Cortex + subcortical structures
1.Occipital lobe
2. Temporal Lobe
3. Parietal Lobe
4. Frontal lobe

49
Q

Frontal Lobe is responsible for

A

movement, attention, impulses, thought

50
Q

Occipital Lobe is mainly responsible for

A

Visual cortex

51
Q

Parietal Lobe is mainy responsible for

A

touch, pain, body position

52
Q

Temporal Lobe is mainy responsible for

A

smell, taste, hearing, language

53
Q

Cerebral Lateralization: _______

BUT
Some function specified
Left Hemisphere: ____
Right Hemisphere: _____

A

Contralateral (hemispheres control opposite side of the body)

Left Hemisphere: Speech Language Comprehension, analysis, calculations, time, seqeuencing, word recognition

Right Hemisphere: Creativity, Spatial Ability, Context / Perception, Recognition of faces place objects etc

54
Q

Main Subcortical structures in the brain are

A
  1. The Limbic System
  2. Hypothalamus and Thalamus
  3. Basil Ganglia
55
Q

The Limbic system inclues the

A

Hippocampus
 Amygdala
 Cingulate cortex

56
Q

The amygdala is responsible mainly for _________

A

emotions such as fear or anxiety

57
Q

The hippocampus is responsible mainly for _________

A

Memory

58
Q

Midbrain and Hindbrain consist of

A

Brain Stem
 Cerebellum

59
Q

The Cerebellum is mainly responsible for

A

coordination of movement (Balance), maintaining posture and balance, muscle tone, and motor learning

60
Q

Brain Developmental Processes

A

Neurogenesis
 Migration
 Synaptogenesis
 Synaptic pruning
 Myelination

61
Q

Proliferation of neurons through cell division: ___

 _____ weeks to ____ weeks after
conception

A

Neurogenesis

3-4
18

62
Q

Cerebral Cortex is the ________

A

Outer layer of cerebrum

63
Q

In the brain stem, the pons is responsible for __

A

directing communication between the cerebellum and forebrain to help control breathing and circulation

64
Q

In the brain stem, the medulla obiongata __

A

influences sleep and waking, respiration and circulation

65
Q

Neurons migrate to their destinations, where they
grow and differentiate: ________

A

Migration

66
Q

Neurons form synapses with other neurons: ______

Starts in the ________, with
rapid development right before and
after _____

A

Synaptogenesis

prenatal period, birth

67
Q

the growth and
branching of dendrite “trees” : ____

A

Arborization

68
Q

many more synapses in the brain are produced than will
actually be used: ____

Why? ____

A

Overproduction

helps speed up infants’ learning process (maybe genetic failsafe for adaptability)

69
Q

Elimination of excess synapses (use it or lose it”): __

From ____ to late ____

Determined by ______

Timing varies by _____

A

Synaptic Pruning

prenatal period, adolescence

experience

regions

70
Q

death of neurons

A

Apoptosis

71
Q

Synaptogenesis and Synaptic Pruning calm down roughly around

A

adolescene / young adulthood

72
Q

Insulating myelin forms around axons.

____ to early ______

A

Myelination

Prenatal, adulthood

Timing varies:
 Sensory pathways
at birth
 Frontal cortex
not completed until
adolescence or
young adulthood

73
Q

the capacity of the brain to be shaped and affected by experience

A

Brain Plasticity

74
Q

the normal wiring of the brain as a result of general experiences that human infants normally have.
Examples: Visual stimulation, Language exposure; Brain reorganization in atypical populations (e.g., deaf)

A

Experience-expectant plasticity

75
Q

neural connections are created and
reorganized a function of individuals’
unique life experience and
circumstances
Examples: enriched vs. impoverished
environment; SES

A

Experience-dependent plasticity

76
Q

Times when specific experiences result in permanent changes
in a child’s brain that cannot be altered

A

Critical Periods

77
Q

Times in development when the
brain is most susceptible to
experiences, but changes
are still reversible

A

Sensitive Periods

78
Q

Dandelion children

A

“Resilient” (low susceptibility):
able to cope with stress and
flourish despite environmental
challenges

79
Q

Orchid children

A

“low
resilience” (H-susceptibility): wilt
when faced with environmental
challenges

80
Q

Dandelion children & Orchid children

A

vary along a continuum

81
Q

____________ describes Response to Maltreatment

A

High-active vs. Low- active allele:
ie; high vs. low suppression of
brain chemicals associated with aggression

82
Q

Conception is defined as when

A

Father’s sperm + Mother’s ovum = create a Zygote
46 chromosomes, 23 from each parent

83
Q

2 eggs fertilized
1 in 125 births
(higher with fertility drugs)

A

Dizygotic twins (fraternal)

84
Q

1 egg fertilized and split
(1 in 250 births)

A

Monozygotic twins (identical)

85
Q

Influences on Conception

A

Men’s reproductive health
◦ E.g., quality of sperm, stress, sleep disturbances,
depression, exposures to environmental pollutants and
toxins
 Women’s reproductive health
◦ Timing Age, exposure to toxins
 Timing
◦ Ovulation (day 14 of a menstrual cycle, but vary widely)
◦ Sperm lifespan (3 days)

86
Q

3 Periods of Prenatal Development

A

Germinal Period
Embryonic Period
Fetal Period

87
Q

(Preenatal) The Period of the _____ (Week 1 - 2)

A

Zygote

Germinal Period

88
Q

(Preenatal) The Period of the _____ (Week 3 – 8)

A

Embryo

Embryonic Period

89
Q

(Preenatal) The Period of the _____ (Week 9 – birth)

A

Fetus

Fetal Period

90
Q

Germinal Period (The Period of Zygote)

A

0 – 2 weeks
 Zygote (fertilized human egg):
▪ Cell division,
▪ Migration,
▪ Differentiation,
▪ Apoptosis
 Time from conception to
implantation
 About 25% survival rate

91
Q

Embryonic Period (The Period of Embryo)

A

3rd – 8th weeks
 Implantation
 Gastrulation:
◦ Inner: Embryo
(e.g., neural tube)
◦ Outer: supporting
system: placenta;
umbilical cord;
Amniotic sac

92
Q

Three layers of the embryo cells

A
  1. Ectoderm (Outer layer)
  2. Mesoderm (middle layer)
  3. Endoderm (middle layer)
93
Q

Cells that form nervous system, sensory
organs, the nails, teeth, and the outer surface of
the skin in embryonic development

A

Ectoderm (Outer layer)

94
Q

Cells that form muscles, bones, the
circulatory system, inner
layers of the skin,
internal organs in embryonic development

A

Mesoderm (middle layer)

95
Q

Cells that form digestive and
respiratory systems in embryonic development

A

Endoderm (middle layer)

96
Q

Principles of Embryo Development

A

A. Cephalocaudal development

B. Proximo-distal development

97
Q

Principle of Embryo Development that explains how the head develops before the body, and arms before the legs

A

Cephalocaudal development

98
Q

Principle of Embryo Development that explains how the Center of the body develops before outward
areas toward the periphery (middle first to out)

A

Proximo-distal development

99
Q

Cell
Specialization

A

From stem cells to
specialized cells
Changes in cell shape, structure,
and composition to enable
specific functions

100
Q

Age of viability

A

(22-28 weeks)

PSY 302 (5 decks)

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