goals, theories and methods

Question 1

goals of developmental science

Answer 1

1. describing
2. explaining
3. applying

Question 2

researching in developmental science

Answer 2

• conducting research
• ensuring scientific rigour and integrity

Question 3

describing

Answer 3

• what developmental change looks like
• is it qualitative or quantitative

Question 4

quantitative

Answer 4

gradual change in the amount, frequency or degree of behaviour
- ex: child gradually learning language

Question 5

qualitative

Answer 5

progression through a sequence of distinct changes in thought and action
ex: motor development: sitting to crawling to walking

Question 6

individual differences between children

Answer 6

• age of onset
• rate of change (how quickly they acquire skills)
• the form of skills

Question 7

developmental onset

Answer 7

the approximate age at which skills emerge
- ex: first words, steps or signs of puberty

Question 8

rate of change

Answer 8

the course of change over time
- one kid can be slower to learn language but they will both eventually end up with equal levels

Question 9

forms of skills

Answer 9

what behaviours look like in children with diverse experiences
- ex: in a culture that doesn’t have words for numbers, children appear to lack number concepts.

Question 10

stability

Answer 10

• whether children who are relatively low or high on a certain characteristic or behavior at a particular point in time are also relatively low or high at another point
• helps in predicting future development

Question 11

plasticity

Answer 11

the impressive capacity of humans to adapt to changing environments and experiences

Question 12

explaining development

Answer 12

the second goals of developmental psychology is to identify factors that effect children as groups and what factors lead to individual differences

Question 13

nature

Answer 13

a childs biological characteristics or genes inherited from parents

Question 14

nurture

Answer 14

the range of environmental contexts and experiences that influence development

Question 15

developmental cascades

Answer 15

the idea that change of one kind can have positive or negative effects, setting other kinds of change in motion, both immediately and at later ages

Question 16

cascades within time

Answer 16

simultaneous influences that occur across different domains and/or between the devloping child and the childs environment and experiences

Question 17

cascades over time

Answer 17

changes at one point in time result in changes at a later period in the same or a different domain

Question 18

applying developmental psychology

Answer 18

it has implications for parenting, schooling, ect..

Question 19

hypothesis driven research

Answer 19

begins with a question and a hypothesis about what they think that answer is
ex: are violent games related to agressive behaviors?

Question 20

discovery based science

Answer 20

science based on discovering and understanding what children do and what development looks like without presuppositions
- seeing things that are happening and making theories or questions about it

Question 21

sample

Answer 21

who participates in a study
- sample size
- sample demographic (describe them)

Question 22

generalizability

Answer 22

how do research findings from one sample extend to the population at large
- bigger sample = greater chance for genaralizability

Question 23

convenience sampling

Answer 23

recruiting participants in a study based on how easy it is to get them
- ex: professor using students in his class
- these samples could be biased and differ from population

Question 24

W.E.I.R.D

Answer 24

western
educated
industrialized
rich
democratic
- problematic because of evidence showing that thing presumed to be universal are affected by cultural context

Question 25

research methods

Answer 25

how data was collected: - interviews - written surveys - observations - physiological assessments

Question 26

study design

Answer 26

specific plan for conducting a study that allows researchers to test a study's hypothesis

Question 27

correlation studies

Answer 27

test associations between two or more variables with no manipulation of variables - things are related but not necessarily cause and effect - could be confounding variables

Question 28

experimental design

Answer 28

research method testing a hypothesis about a cause and effect relationship between two or more variables

Question 29

longitudinal study

Answer 29

follows same group of participants over time

Question 30

cross-sectional study

Answer 30

test different groups of participants at different ages - ex: studying different ages, ethnicities, locations at a single point in time

Question 31

cohort-sequential study

Answer 31

tests different groups of participants, but then follows them across time mix of longitudinal and cross-sectional

Question 32

micro-genetic design

Answer 32

frequent assessments over a small period of time - testing rapid change

Question 33

interobserver reliability

Answer 33

extend at which different observers reach the same results

Question 34

test-retest reliability

Answer 34

same results when tested at different times and under similar conditions

Question 35

face validity

Answer 35

the purpose of the measure is clear to people who look it over

Question 36

concurrent validity

Answer 36

reflects the degree to which a measure corresponds to another measure that tests the same thing at the same point in time - same results from different types of tests

Question 37

predictive validity

Answer 37

reflects the degree to which measure predicts a criterion to be measured at a future point in time - high validity because you can predict it

Question 38

external validity

Answer 38

refers to the extent to which a measure can be applied across different settings or groups of people

Question 39

replicability

Answer 39

need to describe study well enough so that other scientists can be able to replicate it and get similar results

Question 40

open science

Answer 40

movement that is recently shaping because of problems with replicability. a lot of classic findings arent replicable so open sharing of procedures and data makes research available to everyone to help improve replicability

Question 41

SRDC

Answer 41

ethics with vulnerable populations - vulnerable population who you cannot get consent from

Question 42

SRDC principles

Answer 42

- confidentiality - full disclosure - informed consent - informing participants - mutual responsibilities - non-harmful procedures - anonymity - clear agreement - right to withdraw