C1 Flashcards by Karen Fishman

Genome

Complete set of DNA that influences behavior/experiences

How well did you know this?

Not at all

Perfectly

continuous development theory

Change is gradual and incremental

How well did you know this?

Not at all

Perfectly

Discontinuous Development theory; supported by BLANK theory

Change is occasional in large shifts; supported by Stage Theory

How well did you know this?

Not at all

Perfectly

Effortful attention

voluntary control of emotions and thoughts

How well did you know this?

Not at all

Perfectly

Part of Brain Controlling thoughts & emotions (x3)

limbic area, anterior cingulate, prefrontal cortex

How well did you know this?

Not at all

Perfectly

Prefrontal Cortex & Anterior Cingulate Cortex (ACC) function

executive function

How well did you know this?

Not at all

Perfectly

Acetylcholine (ACh) function (x3)

muscle action, learning, memory

How well did you know this?

Not at all

Perfectly

Gamma-Aminobutyric Acid (GABA) function; risks associated with undersupply (x3)

major inhibitory; seizure, tremor, insomnia

How well did you know this?

Not at all

Perfectly

Dependent Variable

The measurable effect, outcome, or response

How well did you know this?

Not at all

Perfectly

Test-Retest Reliability

stability of a test over time

How well did you know this?

Not at all

Perfectly

Internal Validity

extent one can draw cause-and-effect inferences from a study

How well did you know this?

Not at all

Perfectly

Population

group of individuals in the study

How well did you know this?

Not at all

Perfectly

representative sample

equal chance of assignment to control/experimental group

How well did you know this?

Not at all

Perfectly

experimental condition

the procedure that is varied

How well did you know this?

Not at all

Perfectly

control condition

standard to manipulated variables are compared

How well did you know this?

Not at all

Perfectly

Norms

marker of average development

How well did you know this?

Not at all

Perfectly

correlational designs

studies intended to indicate correlation

How well did you know this?

Not at all

Perfectly

correlation

association between two variables

How well did you know this?

Not at all

Perfectly

direction-of-causation problem

correlation does not mean causation

How well did you know this?

Not at all

Perfectly

dependent variable (x2)

responding variable measured; manipulated by IV

How well did you know this?

Not at all

Perfectly

microgenetic study

same participants repeatedly studied over short period

How well did you know this?

Not at all

Perfectly

Correlational designs are especially useful when

variable of interest cannot be manipulated

How well did you know this?

Not at all

Perfectly

Experimental designs are especially valuable for revealing

causes of children’s behavior

How well did you know this?

Not at all

Perfectly

longitudinal designs

same children at different ages

How well did you know this?

Not at all

Perfectly

Reliability

consistency of measurement

internal consistency

degree items measuring the same thing correlate

test-retest reliability

degree outcomes consistent over multiple administrations

Validity

measures what it claims to measure

construct validity

degree variables measure what they are supposed to

face validity

degree to variable seems valid on the surface

3 Reasons to Study CD

parenting, social policy, human nature

Romanian Adoption Study (type; subject)

Longitudinal study; perseverance past extreme neglect for physical, social, and intellectual development.

How the industrial revolution impacted the study of CD (preliminary factors; result)

child labor; earliest recorded research on adverse effects between environment and CD

Epigenetics

Study of gene expression changes mediated by the environment

Methylation

process that influences behavior by suppressing gene expression

Limbic area function

motivation, emotion, memory

List all six neurotransmitters in the brain.

Acetylcholine (ACh), Dopamine, Gamma-Aminobutyric Acid (GABA), Glutamate, Norepinephrine, Serotonin

Dopamine (x4)

attention, emotion, learning, movement

Serotonin (x3)

mood, hunger, sleep, arousal

Glutamate

Most common neurotransmitter; excitatory

Independent Variable

variable that is manipulated

Controlled Variable (CV)

unchanged variable

Interrater Reliability

Degree raters observe/classify/score the same way

Structured Interview

Predetermined Questions

Naturalistic Observation (x2)

Unobtrusive; minimized presence

Descriptive Approach (x3)

used to observe, measure, describe behavior

Sample

subset of the population

random sample (x2)

equal chance of selection; fair representation of population

experimental control

ability to determine specific experiences children have during an experiment

control group

isolated from IV

Correlational Experiment (x2)

detect natural relationships; assess how well one variable predicts another

cross-sectional designs

different children of different ages

inter-rater reliability

degree 2+ raters agree

Meta-Analysis

results of multiple studies combined for overall conclusion

Extraneous Variable (EV)

Variable other than the IV that could cause changes in the value of the DV

Clinical interview (x2)

Predetermined Questions; Can go off Script

Structured Observation

predesigned scenario to elicit behavior

Norepinephrine function (x2)

alertness, arousal

Socioeconomic Status (SES)

Measure of social class based on income and education.

External Validity

extent findings can apply to real-world

Correlational Approach

evaluates relationship between two different types of behavior

double-blind procedure

subject and administer are blinded

independent variable

manipulated variable

Cross-Sectional Approach

different ages compared at once

microgenetic designs

analyzing the change process of a repeated experience in a short period of time by the same group