exam 1 Flashcards
(108 cards)
1
Q
development
A
change, improvement, maturation, progression, etc
2
Q
study of mind and behavior
A
psychology
3
Q
lifespan
A
conception to death
4
Q
why study development
A
become better parents, caregivers
help choose, shape social policies
understand human nature
for fun
5
Q
innate–>modern roots of
A
nativism
6
Q
plato and rousseau: knowledge is
A
innate
7
Q
Aristotle and locke: knowledge is
A
learned
8
Q
learned–> modern roots of
A
empiricism
9
Q
why are different views on knowledge important
A
advocate different child-rearing practices
10
Q
childrens jobs 100-150 years ago
A
children seen as little adults who work and make money
11
Q
childrens jobs now
A
school: learn, play, be social, gain skills
12
Q
why big change in childrens jobs
A
social reform movements
changes in scientific thinking
13
Q
child labor laws set max hours of labor for children to
A
55 hr/week
14
Q
7 themes of developmental psychology
A
- nature vs nurture
- active child
- continuous vs discontinuous
- mechanisms of change
- sociocultural context
- individual differences
- research and childrens welfare
15
Q
nature vs nurture
A
what makes us the way we are
16
Q
nature
A
innate, hereditary, navist, maturation, inborn, genes
17
Q
nurture
A
learning, experience, culture, child-rearing, empiricist
18
Q
why do we need both nature and nurture
A
you can have all the genetics in the world but if you do not have the right environment or opportunity for those genetics to grow, you will not succeed
19
Q
issue of direction of causality
A
interventions, money, time, resources
20
Q
issue of how we view and treat others
A
child rearing/teaching–>different outcomes
people held to standards
21
Q
modern approach of nature vs nurture
A
look at both
22
Q
study phenotype
A
genes interacting with environment
23
Q
active child
A
how do children contribute to their own development
interests
24
Q
continuous development
A
development occurs a smooth transitional process overtime
25
example of continuous development
growing, you are short and continuously grow taller
26
discontinuous development
development occurs in stages; a period of change followed by periods of no change, stability
27
examples of discontinuous development
first typical motor movements: crawling, walking, running
28
pine tree is synonymous to ____ development
continuous
29
butterfly growth is synonymous to ____ development
discontinuous
30
mechanisms of change
how does change occur? what processes drive change?
31
questions of mechanisms of change
do we start with nothing and gain new skills?
so we start with basic innate knowledge?
do we start with a general skill, then specialize?
32
sociocultural context
how do social, cultural, etc. contexts change development
33
sociocultural context examples
family, neighborhood, city, state, country
race, ethnicity
SES
gender
34
individual difference
how are children similar or different from each other
35
how are children different from each other
genetic vs environmental
always individual differences
36
research and childrens welfare questions
how can we promote childrens well being
what is the change, how is it happening, why is it happening
what is the best type of learning, learning style, outcome to particular development
how do we take that step back and look at what's best
37
scientific method
observation, theory, hypothesis
design study to test hypothesis
data
38
scientific method: data is in line with hypothesis
keep/refine theory, think about implications
39
scientific method: data is not in line with hypothesis
reject, back to start
40
theory
orderly, integrated statement that describes, explains, and predicts behavior
41
characteristics of useful theories
guide research, explain facts and findings, predict future findings
can be tested with experiments
are useful for real life
42
what is a hypothesis
testable prediction about behavior generally drawn from a theory
43
hypothesis leads to
collecting data to support/disprove hypothesis
44
ways to collect data
interview
naturalistic observation
structured observation
45
naturalistic observations
does not know they are being observed
46
structured observation
know they are being observed, try to act as natural as possible
47
validity
did we measure what we intended to measure
48
reliability
is there consistency
49
is it possible to have reliability without validity
yes, but we may be measuring the wrong phenomenon
50
is it possible to have validity without reliability
no
51
correlation design
how much are two variables related to each other
52
positive correlation
two variables traveling in the same direction
53
negative correlation
two variables travel in opposite directions
54
no correlation
completely independent
55
correlation coefficient
direction and magnitude of relationship
56
correlation does not cause
causation
57
direction of causation problem
GPA and hours spent studying
58
third variable problem
third variable affects two variables
ice cream and murder
59
experimental design
can one variable cause a change in the other
60
independent variable
what is manipulated
61
dependent variable
what changes as a result of IV
62
random assignment
random assign population into levels of IV and control group
63
when random assignment is impossible
correlation design
64
confounding variables
things that throw off the experiment, you dont take account for
65
correlation study pros
describe relationships
only method when random assignment is impossible
66
correlation cons
direction of causation
third variable
67
experimental pros
can infer causation
random assignment
68
experimental cons
external validity
cant study variables that cant be randomly assigned
69
how many in case study
1-3
70
the larger your sample size the
more power you have
71
number of participants depends on
the study and question
72
more participants, more likely to get _____, but more _____
statistically significant findings
time, money, other resources
73
cross-sectional design
test same children once
74
examples cross sectional design
same age, same ability
different age groups
same age, diff ability groups
75
longitudinal design
test same children 2+ times
76
examples longitudinal design
age
ability
pre/post intervention
77
micro-genetic design
test same children multiple times during a particular time of change
78
cross sectional pros
quick and easy; can compare diff age groups
79
cross sectional cons
cant see individual development
80
pros longitudinal
can see stability and pattern of individual development
81
cons longitudinal
attrition, repeated testing
82
pros micro-genetic
can see change, sometimes over short periods in lots of detail
83
cons micro-genetic
cant make conclusions about typical development longer periods
84
to study childrens behavior, consider
- theory, hypothesis, reliability, validity
- number of children
- when (how often) to observe
85
problem with studying babies
nonverbal, noncompliant
86
what can newborns do
suck, look, move, show/change expression, physical reaction, non compliant, bored
87
what can young infants do
reach, sit, crawl, walk, explore with hands, vocalize, talk, communicate
88
types of learning in infants
classical conditioning, operant conditioning, habituation, preferential learning
89
classical conditioning
modify reflexive behavior
associate new stimulus with old reflexive behavior
90
2 famous classical conditioning experiments
pavlov, little Albert
91
4 step method for changing a reflex
1. neural stimulus-->no reaction
2. unconditioned stimulus-->response
3. repeated pairings of NS + UCS
4. conditioned stimulus -->conditioned response
92
classical conditioning: can infer learning if
NS becomes CS
93
classical conditioning: null results if
NS does not become CS
94
operant conditioning
modify emitted behavior
95
operant conditioning: good consequence
increase behavior
96
operant conditioning: bad consequence
decrease behavior
97
methods for changing emitted behavior
reinforcement
punishment
extinction
98
reinforcement=
good consequence
99
positive reinforcement
good thing occurs
100
negative reinforcement
bad thing goes away
101
extinction
no consequence
102
negative reinforcement does not equal
punishment
103
habituation
show decreased response to something
104
typically, infants have a preference for
novelty
105
habituation= ____ in response to repeated presentations of same stimulus
decreased
106
dishabituation
renewed response to a stimulus perceived to be different
107
preferential looking
are two displays different
108
2 rules of thumb for preferential looking
infants prefer something over nothing
cannot infer anything a priori
