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Developmental Psych > Exam #1 5/1/23 Module 1 > Flashcards

Exam #1 5/1/23 Module 1 Flashcards

1
Q

nature and nurture: Socrates

A

knowledge is already present
- got an illiterate slave to tell him a math proof by asking him questions

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2
Q

nature and nurture: Aristotle

A

we are a product of our experiences

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3
Q

nature and nurture: Locke

A

tabula rasa - blank slate, need discipline and experiences

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4
Q

nature and nurture: Rousseau

A

noble savage - fundamentally positive nature that is corrupted by the society they live in

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5
Q

nature and nurture: schizophrenia studies

A

a twin has 40-50% chance of developing schizophrenia if their twin has it (nature)
children who grow up in troubled homes are more likely to become schizophrenic than stable ones (nurture)

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6
Q

genome

A

set of hereditary information
influences behaviors and experiences
proteins in the genome change in response to experiences, altering DNA - epigenetics

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7
Q

nature and nurture: conclusion

A

not a dichotomy - nature, and nurture
predispositions and environmental factors
- plants have biological differences but the way they are cared for changes their outcomes
- ducks imprint with the first adult quacking sound they hear but a self-produced sound during the egg stage is necessary
- behavior is determined 100% by heredity and 100% by environment (Hebb)

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8
Q

continuity and discontinuity: main questions

A
  • how continuous are later abilities with earlier ones
  • are there fundamental changing differences
  • importance of early experiences
  • quantitive vs qualitative
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9
Q

continuity and discontinuity: continuous

A

ex. muscle strength - have the same muscles all your life but you can increase the size of them gradually through continuous development

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10
Q

continuity and discontinuity: discontinuous

A

ex. first steps - first steps are not better than crawling just a more efficient way of moving, go from not being about to walk to begin able to walk unsupported

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11
Q

continuity and discontinuity: depends on analysis

A

not always clear-cut
ex. first steps - when you hold a newborn against a flat surface they show a stepping reflex even though they are being held up then they lose it and then it comes back at 1 year (U-shaped graph)
- is it the same stepping reflex? fundamental behavior is still there

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12
Q

stages

A

prenatal development
infant and toddler (birth to age 2)
early childhood (2-7)
middle childhood (7-11)
adolescent (11-20)
adulthood

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13
Q

child’s role in their development

A

how active is the child in their development
in what ways do they influence their development
- playing, “crib talk” and make believe

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14
Q

mechanisms of change: biological

A

clear box with ‘hidden’ object - younger babies will hit the edge of the box and grasp it but older babes will reach in and grab the object

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15
Q

mechanisms of change: variability

A

trying different ways until one works best

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16
Q

mechanisms of change: input specific

A

if you are never exposed to something you are probably not going to be able to do it

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17
Q

mechanisms of change: domain specific vs general

A

specific - small area of psychological function ex. reasoning about math
general - larger area ex. working memory

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18
Q

socio-cultural context: WEIRD countries

A

Western Educated Industrialized Rich Democratic
most research has been done in countries that fall under this umbrella so can we really apply what we’ve learned to other cultures

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19
Q

socio-cultural context: pattern shape recognition

A

most western children do these easily
but in Zambia the same shapes like triangles and squares were not easily identified by children because they were not previously exposed to them, but when using 3D shapes they recognized they could do it

20
Q

individual differences: main factors

A

risk factors for negative developmental outcomes
resiliency factors that lead to more positive outcomes - having 1 really invested adult in your childhood is a huge resiliency factor
normative development issues - what is average and where do we see differences

21
Q

behavioralism - john watson

A

parenting through limited physical interaction

22
Q

data collection

A

interviews and questionnaires: clinical - deviates from a script or structure - pre-determined questions

23
Q

reliability

A

degree to which independent measures of behavior under a study are consistent

24
Q

reliability: interrater

A

how much agreement there is in the observations of different raters who witness the same behavior

25
Q

reliability: test-retest

A

when measures of a child’s performance on the same test is repeated, same conditions on two or more occasions

26
Q

validity

A

degree to which it measures what it’s intended to measure

27
Q

internal validity

A

whether effects observed within experiences can be attributed to the factor being tested

28
Q

external validity

A

the ability to generalize research findings beyond the particular research in question

29
Q

correlational designs

A

determine whether children who differ in one variable also differ in predictable ways in other variables

30
Q

direction-of-causation problem

A

a correlation does not indicate which variable is the cause and which variable is the effect

31
Q

third-variable problem

A

the correlation between 2 variables may actually be the result of some third, unspecific variable

32
Q

research types

A

experiments, correlational studies, descriptive/observational studies, case stuies, ethnography

33
Q

longitudinal: advantages

A
  • identify common patterns and individual differences
  • learn about the process of change
  • study relationship between early events and later behavior
34
Q

longitudinal

A

studying the same subjects over time

35
Q

longitudinal: problems

A
  • biased sampling
  • selective attrition: differences in people who stay in the study vs those who dropped out
  • practice effects: doing something over and over means you tend to score better
  • cohort effects: might be something affecting the samples being studied that don’t apply to the larger population
  • theory may become outdated
36
Q

longitudinal: problems

A
  • biased sampling
  • selective attrition: differences in people who stay in the study vs those who dropped out
  • practice effects: doing something over and over means you tend to score better
  • cohort effects: might be something affecting the samples being studied that don’t apply to the larger population
  • theory may become outdated
37
Q

cross-sectional

A

groups of people of different ages studied at the same time

38
Q

cross-sectional advantages

A
  • great way to find age differences
  • good for examining normative (average) differences between children of different ages
  • economical: doesn’t require a lot of time or money
39
Q

cross-sectional disadvantages

A
  • doesn’t account for process in the underlying differences
  • confounds age and cohort effects
    • cohort = generation
    • unable to tell if results are due to
      maturation or generational differences
40
Q

longitudinal-sequential design

A

follow groups of different ages for some time
helps examine cohort effects
can make longitudinal and cross-sectional comparison s

41
Q

longitudinal-sequential design advantages

A
  • can tease apart what is baed on age, time, or cohort effect
  • look at a wider age range of subjects over a shorter time interval
42
Q

longitudinal-sequential design disadvantages

A
  • data analysis is more complicated
  • more costly in time, money, and effort
43
Q

microgenetic design

A

a large number of observations over a very short time interval
tries to target important transition period - ex. onset of walking or beginning to understand addition

44
Q

microgenetic design advantages

A
  • great for understanding what causes transition
  • not costly in time or money
45
Q

microgenetic design disadvantages

A
  • hard to find the window of time that would be most relevant to the study
  • practice effects: if a child does math problems over and over they will naturally get better
  • can be expensive: needs lots of time in short period
  • only used for smaller subject sizes: can’t use statistical techniques to analyze the data
46
Q

ethics in research

A
  • Ultimate responsibility lies with the researcher
  • Children are more vulnerable to harm
  • Immaturity affects the understanding of the results of participating
  • Special ethical guidelines for kids
  • Risk vs benefits ratio
  • Protection from harm
  • Informed consent - assent to participate, consent from parent/guardian
  • Children trust adults
  • Issues in deception
  • Debriefing

Developmental Psych (9 decks)

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