Chapter One Flashcards
(40 cards)
Define Theories
an orderly, integrated set of statements that describes, explains, and predicts behaviors
Continuous vs. Discontinuous Development
Continuous- a process of gradually adding more of the same type of skills that were there to begin with
Discontinuous- a process in which new ways of understanding and responding to the world emerge at specific times
Resilient Children
- personal characteristics
- a warm parental relationship
- social support outside the immediate family
- community resources and opportunities
Reformation Period
16th century, puritan belief in original sin gave the view children were born evil and stubborn and had to be civilized with harsh and restrictive child-rearing practices
John Locke
British philosopher who served as the forerunner of the twentieth-century perspective: behaviorism
Jean-Jacques Rousseau
18th century French philosopher who introduced two concepts: stage and maturation
G Stanley and Arnold Gesell
discovered normative approach: in which measure of behavior are taken on large numbers of individuals and age-related averages are computer to represent typical development
Freud’s Personality components
ID- largest portion of the mind, unconscious, present at birth, source of biological needs and desires
Ego- conscious, rational part of mind, emerges in early infancy.
Superego- The conscience, develops from ages 3 to 6, from interactions with caregivers.
Freud’s Psychosexual Stages
Oral Anal Phallic Latency Genital
Social Learning Theory
emphasizes modeling, also known as imitation or observational learning, as a powerful source of development
Piaget’s Theory
Cognitive-development theory: children actively construct knowledge as they manipulate and explore their world
Information processing Theory
The human mind is a symbol-manipulating system through whih information flows
Vygotsky
Russian psychologist who contributed to sociocultural theory: focuses on how culture-the values, beliefs, customs, and skills of a social group- is transmitted to the next generation
Bronfenbrenner
discovered Ecological systems theory: views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment
naturalistic vs. structured observation
Naturalistic Observation: in the field or natural environment where behavior happens
Structured Observation: laboratory situation set up to evoke behavior of interest
Clinical vs. structured Interview
Clinical interview: Flexible, conversational style, probes for participating, Accurate?
Structured Interview: Each participant is asked same questions in the same way. Not as in depth
Correlational Studies
in correlational design, researchers gather information on individuals, generally in natural life circumstances, and make no effort to alter their experiences.
Experiments
Field experiments: use rare opportunities for random assignment in natural settings
Natural experiments: compare differences in treatment that already exists. groups chosen to match characteristics as much as possible
Types of Research designs
Longitudinal
Cross-sectional
Sequential
Microgenetic
Longitudinal
same participants studied repeatedly at different ages
Corss-sectional
participants of differing ages all studied at the same time
Sequential
several similar cross-sectional or longitudinal studies are conducted at varying times
Microgenetic
Participants are presented with a novel task, and their mastery is followed over a series of sessions
Genetic-environment correlation
Passive correlation
Evocative correlation
Active correlation
