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Developmental Psych > Exam 1 > Flashcards

Exam 1 Flashcards

(48 cards)

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1
Q

Development

A

-systematic changes and continuities in an individual that occur between conception and death

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2
Q

Domains of development

A

physical, social, linguistic, cognitive, and emotional

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3
Q

maturation

A

biological unfolding of the individual.. responsible for physical and psychological changes

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4
Q

learning

A

our experiences and environment produce relatively permanent changes

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5
Q

Ideographic

A

evaluates individual differences

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6
Q

Normative

A

describes the majority in a species

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7
Q

Holistic process:

A

development includes not pieces but a mixture of all the phases of development..unified view of development

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8
Q

characteristics of development:

A

physical growth, cognitive development, psychosocial aspects

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9
Q

characteristics of good theories

A

q. parsimonious- simple and concise
2. internally consistent- no contradiction
3. Falsifiable: can generate predictions that can be disconfirmed
4. Engenders (continues) on future research

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10
Q

components of scientific method:

A
  • objective and replicable methods
  • start with a theory & create a hypothesis
  • the theory explains some aspect of experience which generates a hypothesis
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11
Q

Validity

A

is it correct? are you measuring what your supposed to?

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12
Q

reliability

A

if you repeat it, you will get the same answer. Same over time.

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13
Q

rights of research participants/ IRB

A
  1. informed consent
  2. debriefing
  3. protection from harm
  4. confidentiality
    IRB is to consider the potential risks and benefits of the research. Protect those who chose to participate
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14
Q

naturalistic observation

A

observing patients in there common, natural environments

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15
Q

Strengths of naturalistic observation

A
  • only way to understand what individuals do day to day

- doesn’t require much effort from child or family

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16
Q

Weaknesses of naturalistic observation

A
  • behaviors occur infrequently
  • many things going on at once.. can’t determine influences of behavior
  • presence of observer changes participant
  • time consuming
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17
Q

Self report method strengths

A

theyre standardized tests & interviews

  1. ease of administration
  2. tend to be relatively quick
  3. clear scoring guidelines
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18
Q

weakness of self report

A
  1. can’t be used w/ infants or young children
  2. requires equal abilities on part of participants in terms of reading skills and comprehension of directions
  3. response bias- participants tend to try to represent themselves in a positive light
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19
Q

Psychophysiological methods

A

techniques that measure the relationship between physiological responses and behavior.
-Useful for interpreting the mental and emotional experiences of infants and toddlers

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20
Q

Case study

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A
  • study a single individual to gain a better understanding of a given phenomenon
  • good way to get a lot of in depth info
  • PROBLEM: time consuming, examine one individual, generalizable?
21
Q

Correlational design

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A

-Tests for degree of systematic relation between 2 or more variables

22
Q

correlational strength/weakness

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A

strength: can detect systematic relationships between 2 or more variables
Problem: can’t indicate that one thing causes another

23
Q

Correlational coefficent

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A

a measure of the strength of the relation between 2 variables.. closer to 1 the strogner

24
Q

Interpretation of correlation statistic

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A

positive correlation: if one increases the other increases

negative correlation: if one increases the other decreases

25
Experimental design strength
1. allows drawing of conclusions about the casual relationships among variables
26
experimental weakness design
cannot manipulate (experimentally) many important variables
27
Cohort Confounds
age effect: effect of age on outcome cohort effects: effect of being born in a particular historical period Time measure effects: events and trends occurring during data collection practice effect: effect of exposure, learn how to take somethign
28
longitudinal strength
- permits analysis of developmental trends in individuals - permit analysis of influences on development - can examine consistency of behaviors across time
29
longitudinal weakness
time of measurement effects - reduction in number of participants due to numerous factors that threaten the validity of your findings - costly and time consuming - measures may become out-dated across time
30
Cross sectional design strength
- faster to complete | - age differences
31
cross sectional weaknesses
- cohort effects - doesnt explain development - doesnt explain influences
32
sequential design strength
- determine whether cohort effects are influencing our results by comparing the logical reasoning of same aged children who were born in different time periods - allows both longitudinal and cross sectional comparisons - more efficient than longitudinal
33
Weaknesses of sequential design
- cant examine change/stability in time of measure confound - more costly - is it generalizable beyond cohorts studied?
34
why do we need theories
1. permits a rationale for the generation of specific hypotheses 2. guides data collection 3. organizes interpretation of research findings
35
Freuds contributions and limitations of freud
1. early life matters for later development 2. talking cure Limitations: culture bound, untestable, stops in adolescence
36
Freuds 2 driving instincts
internal motives, subconscious emotional conflicts
37
3 components of personality
id: present at birth, satisfies instincts ego: balances over time, rational superego: develops from 3-6
38
Eriksons theory
maturation and social pressures force individuals into and through all stages, whether the resolution is positive or negative
39
Piaget/constructivism:
children construct new understanding of the world based on experience - schema: mental index card - assimilation: bring information into an existing index card accommodation: creating a new index card
40
Vygotsky
infants are born with attention, sensation, perception, and memory that are transformed by the culture into new and more sophisticated functions
41
Bronfenbrenner
individuals interact with the world, the world affects the individual - they cannot be separated from its environment - everything matters
42
Banduras theory
children can learn by merely observing the behavior of a social model even w/o first performing the responses themselves or receiving reinforcement
43
Behaviorism
-main premise of the learning theory which attempts to explain how people and animal interact
44
Continous development
an additive process that occurs gradually and continuously without sudden changes (biology, quantitative, things should happen at a certain time)
45
discontinous development
the road to maturity is a serious of abrupt changes which elevates the old to a new and presumably more advanced level of functioning (environment, qualitative)
46
Watson/behavior/learning
infants growing up into whatever he wanted them to.. .. Little Albert Experiment
47
Pavlov/behavior
classical conditioning with the dog you're environment is how you learn dog was conditioned to salivate at the bell
48
skinner/behavior
behaviors w/o reinforcement or punishment become extinct. Any form of reinforcement, positive or negative increase the rate of the behavior - negative punishment: taking something they like away - negative reinforcement: giving something bad

Developmental Psych (4 decks)

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