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PS275 - Dev Psych - Infancy and Childhood > Chapter 1 - Intro to dev psych and its research strategies > Flashcards

Chapter 1 - Intro to dev psych and its research strategies Flashcards

1
Q

What drives development?

A
  • Maturation
  • Learning
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2
Q

What is maturation

A

hereditary influences on aging process

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3
Q

what is learning

A

change in behaviour due to experience

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4
Q

what is development

A

systematic changes in the individual that occur between conception and death

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5
Q

what is normative development

A

typical patterns of change

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6
Q

what is ideographic development

A

individual variations in patterns of change

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7
Q

traits of the nature of development

A
  • continual, lifelong process
  • holistic
  • plasticity
  • historical/cultural context
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8
Q

ages of the prenatal period

A

conception to birth

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9
Q

ages of infancy

A

birth to 18 months

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10
Q

ages of the toddler period

A

18 months to 3 years

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11
Q

ages of the preschool period

A

3 to 5 years

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12
Q

ages of middle childhood

A

5 to about 12 (until the onset of puberty)

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13
Q

ages of adolescence

A

about 12 to 20

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14
Q

ages of young adulthood

A

20 to 40

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15
Q

ages of middle age

A

40 to 65

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16
Q

ages of old age

A

65 +

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17
Q

rules of the scientific method to follow

A
  • investigators must be objective and replicable
  • data determines merits of theory
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18
Q

how to tell if a test is a good measure of development

A

if it is both reliable and valid

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19
Q

how to tell if a test is reliable

A

if it gives consistent information over time and across observers

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20
Q

how to tell if a test is valid

A

if it measures what it is supposed to measure

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21
Q

what are the 3 self report methods

A
  • structured interview
  • structured questionnaires
  • clinical method
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22
Q

what is a structured interview

A

researcher asks set series of questions

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23
Q

what is a structured questionnaire

A

questions/answers are written

24
Q

what is a clinical method

A

free-form interview

25
Q

what are the limitations of self report methods

A
  • not useful with very young children
  • may not be honest or accurate
  • interpretation of question
26
Q

what are the 3 observational methods to measuring development

A
  • naturalistic
  • time sampling
  • structured observation
27
Q

what is naturalistic observation

A

observing children in natural surroundings (ex. home, school)

28
Q

what is time sampling observation

A

frequency of behaviour recorded in brief observation intervals

29
Q

what is structured observation

A

a laboratory situation designed to elicit specific behaviour

30
Q

what are the limitations to observational methods

A
  • observer influence
  • may be difficult to determine cause of behaviour
31
Q

what are case studies

A
  • detailed record of an individual/group development
  • interviews, observations, generally not standardized
32
Q

what are limitations to case studies

A
  • difficult to make comparisons
  • generalizability
33
Q

what is ethnography

A
  • common method in anthropology
  • researcher lives in community for period of time
  • goal is to understand effect of culture on development
34
Q

what are the limitations to ethnography

A
  • highly subjective
  • generalizability to other cultures
35
Q

what is the goal of psychophysiological methods

A

to understand biological processes involved in perception, cognition, emotion

36
Q

what are measures used for psychophysiological methods

A
  • heart rate
  • ERPs (event related potentials)
  • fMRI (functional magnetic resonance imaging)
  • eye tracking
37
Q

what are the limitations of psychophysiological methods

A
  • expensive
  • may be difficult to determine which aspect of stimulus drives biological response
  • susceptible to interference from other biological processes
38
Q

what is the goal of a correlational design

A

to determine whether two things are related

39
Q

what are the two steps of a correlational design

A
  1. gather data
  2. calculate correlation coefficient, r
40
Q

what is the goal of an experimental design

A

to determine whether a casual relationship exists

41
Q

what are the two things an experiment needs

A

an independent variable and a dependent variable

42
Q

what is an independent variable

A

treatment manipulated by researcher

43
Q

what is the dependent variable

A

the measure used to collect data - depends on the independent variable

44
Q

what are the three parts of experimental control

A
  • confounding variable
  • random assignment
  • ecological validity
45
Q

what is a confounding variable

A

extraneous factor influencing outcome of experimental design

46
Q

what is random assignment

A

unbiased procedure for assigning participants to groups

47
Q

what is ecological validity

A

assesses whether conclusions drawn from laboratory studies apply to the real world

48
Q

what does the natural (or quasi-) experiment measure

A

measures impact of a naturally occurring event

49
Q

what is the disadvantage to the natural (or quasi-) experiment

A

cannot draw conclusions regarding causation

50
Q

what is a cross sectional design

A
  • people of different ages studied at the same point in time
  • one task; multiple age groups participate
51
Q

disadvantages of a cross sectional design

A
  • age trends (cohort effects)
  • provides no data on individual development
52
Q

what is a longitudinal design

A
  • same participants observed repeatedly over time
  • time period may be brief (6 months to a year)
53
Q

disadvantages of a longitudinal design

A
  • time consuming
  • expensive
  • cross generational changes
54
Q

what is a sequential design

A

combination of cross-sectional and longitudinal
- participants of different ages selected at outset
- all participants observed repeatedly for a period of time

55
Q

what is the goal of a microgenetic design

A

goal is to specify why a change occurs while the change is in progress

56
Q

what is the goal of a cross-cultural study

A

to guard against overgeneralization of results by falsely claiming “universal” findings in development

57
Q

all children who participate in research have the right to:

A
  • protection from harm
  • informed consent
  • confidentiality
  • debriefing
  • knowledge of results

PS275 - Dev Psych - Infancy and Childhood (8 decks)

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