Test 2 Flashcards
(99 cards)
1
Q
Proposed plans must go through ______ before experiments can take place
A
Institutional Review Board
2
Q
Ethics guidelines are set by
A
American Psychological Guidelines
3
Q
Ethics: Must know risks for participation can withdraw without penalty
A
Informed Consent
4
Q
Ethics: Always keep anonymous
A
Confidentiality
5
Q
Ethics: After study informed of purpose, methods used, and general results
A
Debriefing
6
Q
Ethics: if tell participants what study is about beforehand can hurt data. Make sure this doesn’t harm.
A
Deception
7
Q
3 goals of science
A
Description
Explaining
Optimization
8
Q
Accurate record of what was seen or heard
A
Description
9
Q
Determine strength of association or causation/relation of 2 varriables
A
Explaining
10
Q
Strength of Association
A
Correlational Design
11
Q
Statistical Range 1.0 - -1.0
A
Pearson Project correlation coeficient
12
Q
Causation test
A
Experimental Design (independent and dependant variables)
13
Q
Potential cuases that can be manipulated
A
Independent Variable
14
Q
Aspects of Behavior that change in relation to change in independent variable
A
Dependent Variable
15
Q
Application of knowledge gained from research to benefit life
A
Optimization
16
Q
Developmental Research Concepts
A
Age
Cohort
Time of Measurment
17
Q
Time Span Design: DIFFERENCE
A
Cross-Sectional
18
Q
Cross-Sectional
A
Data Collection: 1 time for each participant
Data Source: 2+ groups
Discussion: b/w groups difference
19
Q
Time Span Design: CHANGE
A
Longitudinal Design
20
Q
Longitudinal Design
A
Data Collection: 2+ times for each participant
Data Source: 1 group
Discussion: w/in group change
21
Q
Time Span Design: INTERACTION
A
Sequential Design
22
Q
Sequential Design
A
Data Collection: 3+ times
Data Source: 3+ groups
Discussion: Difference and Change
23
Q
Design over extended period of years
A
Time lag design
24
Q
A type of correlational study in which some naturally occurring behavior is observed without intervention in the situation
A
Naturalistic observation
25
Explainations and predictions concerning phenomena of interest, providing a framework for understanding the relationships among an organized set of facts or principles
Theories
26
A prediction stated in a way that permits it to be tested
Hypothesis
27
Study involves extensive in-depth interviews with a particular individual or small group of individuals
Case Study
28
A type of study where a group of people chosen to represent some larger population are asked questions about their attitudes behavior, or thinking on a given topic
Survey Research
29
Research that focuses on relationship between physiological processes and behavior
Psycholphysiological methods. (EEG, CAT scan, fMRI)
30
The group of participants chosen for the experiment
Sample
31
A research investigation carried out in a naturally occurring setting
field study
32
A research investigation conducted in a controlled setting explicitly designed to hold events constant
Laboratory study
33
Research designed specifically to test some developmental explanation and expand scientific knowledge
Theoretical Research
34
Research meant to provide practical solutions to immediate problems
Applied Research
35
How many digits a kid can remember form sequence of numbers to test processes of cognitive change during childhood
theoretical research example
36
Ways in which elementary school instructors can teach children to remember info more easily
applied research example
37
Position of date or thing effects retention. If early or late in serial more likely to recall
Serial Position Effect
38
When have a long serial have something unrelated in the middle. This creates 2 shorter serials.
Novelty Effect
39
Learn initial concepts hurt learning concepts that follow (limitation on learning new material)
Proactive Inhibition
40
Learning last stuff in serial effects retrieval/remember what proceeded it (limitation on remembering previous material)
Retroactive Inhibition
41
Some condition ADDED
Positive
42
Some condition REMOVED
Negative
43
Object to see INCREASE in certain behavior
Reinforcement
44
Object to see DECREASE in behavior
Punishment
45
Condition LIKED
Valued
46
Condition DISLIKED
Aversive
47
Give car for good grades
Positive Reinforcement
48
Take away keys because fender benders
Negative Punishment
49
Remove curfew to increase safe driving of daughter
Negative Reinforcement
50
Let kid have car but instill a curfew
Positive Punishment
51
Using INFO abstracted from culture
Information
52
From what animal do we get milk?
Information Example
53
Using PRACTICAL JUDGEMENT in everyday social situations
Comprehension
54
What should you do when you cut your finger?
Comprehension Example (1-2 pts)
55
Using abstract concepts of number and numerical operations
Arithmetic
56
If I cut an apple in half how many pieces do I have?
Arithmetic Example
57
Seeing basic relationships between facts and ideas
Similarities
58
In what way are a plum and a peach alike?
Similarities (1-2 pts based on categorizing)
59
Demonstrating scope and quality in use of language
Vocabulary
60
Diamond. What is a diamond?
Vocabulary Example
61
Immediate auditory recall (memory/retrieval)
Digit Span (serial order and reverse serial order)
62
Visually identifying essential features of familiar objects
Picture Completion
63
What is missing?
Picture completion Example
64
Seeing and planning a logical sequence in everyday social event
Picture arrangement
65
Pic of social events in frames that are not in logical order and have limited time to put in order
Picture arrangement example
66
Non-verbal concept formative
Block Design
67
Pic of design replicate using blocks
Block Design Example
68
Assembling material into a conceptually meaningful whole
Object Assembly
69
Arrange pieces of puzzle to show something
Object Assembly Example
70
Making associations quickly and accurately visual motor integration
Coding
71
Series of #1-9 with symbols
Coding Example
72
Visually tracking stimuli, visual motor (eye hand coordination)
Maze
73
Piaget's initial major stage of cognitive development which can be broken down into 6 substages
Sensorimotor stage (of cognitive development)
74
What effects the timing of the sensorimotor stage
Interaction of infant's level of physical maturation and the nature of the social environment in which the child is being raised
75
Substage: During this period the various reflexes that determine the infant's interactions with he world are at the center of the infant's cognitive life
Substage 1: Simple Reflexes
76
Simple Reflexes Age
1 month
77
Substage: At this age infants begin to coordinate what were separate actions into single integrated activities
Substage 2: First habits and primary circular reactions
78
First habits and primary circular reactions Age
1 -4 mon
79
Schemes relecting an infants repetition of interest or enjoyable actions just for the enjoyment of doing them
Primary circular reactions
80
Substage: During this period infants take major strides in shifting their cognitive horizons beyond themselves and begin to act on the outside world
Substage 3 :Secondary circular reactions
81
Secondary circular reactions Age
4 - 8 mon
82
Schemes regarding repeated actions that bring about desirable consequence
Secondary circular reactions
83
Substage: In this stage infants begin to use more calculated approaches to producing events, coordinating several schemes to generate a single act. They achieve object performance during this stage. (goal directed behavior and object permanence)
Substage 4: Coordination of secondary circular reactions
84
Coordination of secondary circular reactions Age
8 - 12 mon
85
behavior in which several schemes are combined and coordinated to generate a single act to solve a problem
goal-directed behavior
86
The realization that people and objects exist even when they cannot be seen
object permanence
87
Substage: At this age infants develop what Piaget regards as the deliberate variation of actions that bring desirable consequences. Rather than just repeating enjoyable activites, infants appear to carry out miniature experiments to observe the consequences
Substage 5: Tertiary circular reactions
88
Schemes regarding deliberate variation of actions that bring desirable consequences
Tertiary circular reactions
89
Tertiary circular reactions Age
12 - 18 mon
90
Substage: The major achievement is capacity for mental representation or symbolic thought. Piaget argued that only at this stage can infants imagine where objects that they cannot see might be (mental representation, deferred imitation)
Substage 6 :Beginnings of thought
91
An internal image of a past event or object
Mental representation
92
An act in which a person who is no longer present is imitated by children who have witnessed a similar act
Deferred Imitation
93
Beginnings of thought Age
18 mon - 2 yrs
94
The Sucking reflex causes the infant to suck at anything placed in his lips
Substage 1: Simple Reflexes
95
An infant might combine grasping an object with sucking on it, or staring at something with touching it
Substage 2: First habits and primary circular reactions
96
A child who repeatedly picks up a rattle in her crib and shakes it in different ways to see how the sound changes is demonstrating her ability to modify her cognitive scheme about shaking rattles
Substage 3: Secondary circular reactions
97
An infant will push one toy out of the way to reach another toy that is lying, partially exposed, under it.
Substage 4: Coordination of secondary circular reactions
98
A child will drop a toy repeatedly, varying the position from which he drops it, carefully observing each time to see where it falls.
Substage 5: Tertiary circular reactions
99
Children can even plot in their heads unseen trajectories of objects, so that if a ball rolls under a piece of furniture, they can figure out where it is likely to emerge on the other side.
Substage 6: Beginnings of thought
