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midterm Flashcards

1
Q

Retrorecognition

A

In scientific history, people have often acted like there isn’t an explanation for anomalies, until there is one discovered. (Anomalies are swept under the carpet until an answer can fit the model – e.g. prior to autism label, no explanation for such symptoms, kids were just “off”)

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2
Q

Zeitgeist

A

Zeitgeist = The Zeitgeist is the dominant set of ideals and beliefs that motivate the actions of the members of a society in a particular period in time.

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3
Q

Zeitgeist example

A

many clinicians used to think things were wrong because of environment, not due to something internal or intrinsic because there was no way to see into the brain. Ex. Autism and the mother. Kanner “refrigerator mother”

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4
Q

Paradigm shift

A

difference is the way people think.

E.g. Pragmatics as an aspect of language in the 1960s.

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5
Q

The Paradigm Shift of SLI comes from where?

A

Chomsky LAD in the 1950s, after this there was a paradigm shift and people began to use this term and this way of thinking. This led to the idea of Specific Language Impairment.

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6
Q

Locke 1994 article highlights

A

Article Highlights:

  • Neuromaturational development and SLI are related
  • Lang-disorder kids have difficulties/delays in areas other than language (e.g. late walkers)
  • Suggests a slower rate of brain development
  • More brain-based research needed to answer this question
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7
Q

Bishop 2002

A

Bishop gives evidence that Specific Language Impairments are not so specific to language.

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8
Q

Bishop 2002 article highlights

A

Article Highlights:

  • Supports genetic connection between language impairment and motor immaturity
  • Tapping task: kids with speech or speech and language issues were slower, common genetic basis found
  • Peg-moving task: kids with speech and speech & language also slow here, but no clear evidence of genetic connection
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9
Q

Bishop 2006 article highlights

A

Article highlights:

  • Strong evidence of genetic basis for SLI; complex, multi-gene interaction
  • KE family in UK
  • Twins
  • Often more than one area of language/cognitive process affected  suggests SLI is not a singular syndrome
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10
Q

Epidemiology

A

the branch of medicine that deals with the incidence, distribution, and possible control of diseases and other factors relating to health

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11
Q

Incidence

A

(how many ppl get it) rate of occurrence of new cases. conveys information about the risk of contracting the disease.

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12
Q

prevalence

A

(how many ppl have it) the proportion of cases in the population at a given time. indicates how widespread the disease is.

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13
Q

Authors on Epidemioogy

A

Nishimura et al. 2016, Van Batenburg-Eddes et al. 2013, Charman et al. 2016

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14
Q

Nishimura et al. 2016

A

Risk is awfully hard to evaluate when there are confounding variables. What’s the predictive value of knowing that an infant has delayed development? Is motor deficit a prediction of language delay? How can we eliminate confounding variables?

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15
Q

Nishimura et al. 2016 Article Highlights

A

Article Highlights:

  • Which risk factors are correlated with motor, speech, and cognitive development?
  • Longitudinal, cohort study
  • Motor function, expressive & receptive languages all correlate with: sex (male), smallness for gestational age, premature birth, small placental weight, advanced paternal age, maternal edu
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16
Q

Van Batenburg-Eddes et al. 2013 highlights

A

Article Highlights:

  • What’s the relationship between neuromotor development & expressive/receptive lang?
  • Study looked at low tone & neuromotor (both of which point to CNS damage) development at 9-15 week old infants, then used checklists (surveys) filled out by parents to determine child’s receptive and expressive language abilities.
  • Found that low tone in infants correlated with poor expressive and poor receptive language at the preschool age (2.5)
  • Supports connection between SLI and motor skills (POSSIBLY: motor predicts lang delay)
  • Selective non-response bias: sources of attrition were ppl of low SES, low birth weight, and immigrants (i.e. were results underestimated?)
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17
Q

Charman et al. 2016

A

The siblings of kids with autism has mild to moderate levels of developmental delay.

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18
Q

Charman et al. 2016 article highlihts

A

Article Highlights:

  • High Risk (HR) and Low Risk (LR) ASD siblings
  • Low maternal edu and age first seen correlated with developmental AND language delay
  • For ASD development, risk level and sex (male) correlated towards development
  • High Risk and Male Sex correlated for developmental delay (INTERESTINGLY not language delay)
  • Meaning, no elevated risk of language delay in high risk siblings of ASD children (unexpected)
  • Fun Fact: they did not test for pragmatics, only structural language.
19
Q

Unconscious expectations and the placebo effect Chapter 9: Validity in Experimental Designs [161-164; 171-177]

A

Transmission of experimenters’ expectations. Cause effect relationship. Extraneous variables. Confounding variables. Attribute variables. Homogeneity. Single Group Threats. History (as a variable). Maturation. Attrition. Testing Effects.

20
Q

variables and attributes

A

In science and research, attribute is a characteristic of an object (person, thing, etc.).[1] Attributes are closely related to variables. A variable is a logical set of attributes.[1] Variables can “vary” - for example, be high or low.[1] How high, or how low, is determined by the value of the attribute (and in fact, an attribute could be just the word “low” or “high”).[1] (For example see: Binary option)

While an attribute is often intuitive, the variable is the operationalized way in which the attribute is represented for further data processing. In data processing data are often represented by a combination of items (objects organized in rows), and multiple variables (organized in columns).

21
Q

homogenity

A

the state or quality of being the same/alike

22
Q

Authors on Unconscious expectations andthe placebo effect

A

Chevreul 1812/1896, Rosenthal 1965, Bargh et al. 1996 Doyen et al. 2013, Jensen et al. 2012

23
Q

Chevreul 1812/1896

A

Know what discovery he made that surprised him. What did he not know he was doing?

24
Q

Chevreul 1812/1896 article highlights

A

Highlights:

  • Pendulum swing illusion – swinging stopped when he wanted it too (i.e. placing an intervening body between swing and object) and continued when he “had the disposition” for it to (blindfolded)
  • Hypothesized his muscles were moving unconsciously – wooden support (resting arm at diff parts) supported this
25
Q

Rosenthal 1965

A

Clever Hans- why did people think the horse knew how to count? Even the psychologist. It was subconscious cuing

26
Q

Rosenthal article highlights

A

They thought it was the HORSE and didn’t realized they were cueing the horse by doing things they weren’t aware they were doing (leaning in)

27
Q

Bargh et al. 1996

A

Colleagues found out the hard way that by getting people to think about words that relate to aging. Somehow in their minds they translated that into slow.

However the person who was doing the timing could have been expecting people to be slow.

28
Q

Bargh et al. 1996 highlights

A

Highlights:

  • Priming for politeness & speed (“elderly”) & AA
  • Subjects “reacted” subconsciously to these cues
  • IMPORTANT – could not be replicated by Doyen 2013
29
Q

Doyen et al. 2013

A

When Doyen did the same study as Bargh he couldn’t get the same result unless he biased the time keeper by telling them about the study and that they could be walking slower

30
Q

placebo effect authors

A

Jensen et al. 2012, Green 1994, Burgess et al. 1998.

31
Q

Doyen et al. 2013 highlights

A

Highlights:

  • Non replication of Bargh (priming) UNLESS the time keeper was biased
  • Even when timing conditions were improved
  • Participants were aware of testing
  • We might not be able to interpret results the way we want them to
32
Q

backward masking

A

similar meaning, in use in cognitive psychology, refers to a phenomenon wherein presenting one visual stimulus (a “mask” or “masking stimulus”) immediately after another brief (≤ 50 ms) “target” visual stimulus leads to a failure to consciously perceive the first stimulus.

33
Q

Jensen et al. 2012 highlights

A

What WAS associated with pain/no pain was SUBCONCIOUSLY perceived and had the same effect

Expectation that you will or will not get will can happened below the level of consciousness and still have the placebo/nocebo effect

“non-conscious environmental cues”

34
Q

Green 1994 highlights

A

Highlights:

  • Facilitated communication and observer bias
  • Facilitators were authoring messages w/o awareness
  • Proponents said FC “could not be tested” unreliable?
  • No experimental research; no objective measures/procedures to support FC
  • FC does not work when facilitator has no knowledge of answer
35
Q

Who wrote the Pygmalion effect?

A

Rosenthal

36
Q

Pygmalion effect

A

The Pygmalion effect is a type of self-fulfilling prophecy where if you think something will happen, you may unconsciously make it happen through your actions or inaction.

37
Q

Jane Elliot

A

blue eyed kids are better than brown eyed kids

38
Q

Burgess et al. 1998 highlights

A
  • FC driven by facilitator, not participant
  • FCs are not aware of this
  • Jackie, info about Jackie, and college students
  • Chevreul pendulum pre-test
  • All info came from facilitator, not confidant
  • Participants were highly motivated
  • # of FC responses correlated with responses to pendulum pretest
39
Q

Correlation and causation- Exposatory Research

A

Talked about observational and exploratory designs.
Prospective and Retrospective.
Prospective= longitudinal research, risky because of attrition
Begin to study correlations. Case control Studies.
Retrospective= example could be the zika virus and then go back and look at what happened to them before they go it.

40
Q

What is good correlation?

A

Strong correlation above .75 is good for correlation. Correlation curvilinear correlation. Ex. Looking at the correlation of age and strength.

41
Q

Proctor 2012 highlights

A
  • Correlational evidence of smoking and cancer
  • Population studies (cohort + regressive)
  • Animal experiments
  • Cellular pathology
  • Cancerous chemicals in smoke
42
Q

T test formula

A

mean 1 – mean 2 / variation

43
Q

True or False? Correlations prove causality

A

*** correlations do not prove causality. Experiments do determine causality.

44
Q

Proving causality with T test results

A

The probability that you could receive the same result by error/chance has to be less than 5 in 100to eliminate chance as the result.
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