Chapters 1 and 2
Psychology 161 with Fenstermacher at University of Vermont
About this deck
By: Jessica Yudin
Textbook:
Child Development: An Active Learning Approach
Created: 2011-09-20
Size: 141 flashcards
Views: 26
Textbook:
Child Development: An Active Learning ApproachCreated: 2011-09-20
Size: 141 flashcards
Views: 26
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why study child development?
-raise children
-choose social policies
-understand human nature
Nature
biological endowment, genes
Nurture
physical and social environments
Continuity
-age related changes
-children of different ages are qualitatively different
Stage theories
development occurs in a progression of age related qualitative shifts
As a child grows, which qualities are stable and which change?
some aspects of personality are stable, but expression changes
individual differences
genes, environmental experiences
longitudinal research
research a group of children over time
-how early development is related to later outcomes
-look at stability and change
-biased sample
-time, cost attribution
-repeated testing can threaten external validity
physical development
-biological changes in body
-involves fine (writing) and gross motor skills (running and jumping)
cognitive development
changes in the way we think, understand and reason
social emotional development
-how we interact and regulate emotion
-ex) changes during puberty
quantitative change
amount or quality of what you are measuring
(ex children remember more as they get old)
qualitative change
change in quality that produces something different
big change (ex puberty)
developmental psychopathy
-research on adaptive/ maladaptive development
-behavioral and emotional disorders as distortions of normal development
equifinalty
different pathways result in same outcome
multifinalty
same pathways lead to different outcomes
ex) child abuse leads to different things
active niche picking
people express genetic tendencies by seeking out comfortable environments
behaviorism
use of rewards and punishments
achievement/ ability tests
measure intellect and cognitive functioning
personality tests
evaluate thoughts, emotions, attitudes and behavioral traits
projective test
type of personality test where people are given a stimulus and are asked to interpret what they see
neuropsychological tests
assess neurological functioning to identify problems and disorders
basic research
goal of adding to our body of knowledge rather than immediate application
applied research
goal of solving problems or improving human condition
scientific method
research question, hypothesis, test the hypothesis (operationalize variables, obatain a representative sample of the population of interest,) conclusion
reliability
inter-rater reliability
test-retest reliability
validity
- internal, external
self report
interviews, diary studies, surveys, questionaires
observation
participant (with or without manipulation)
non-participant (structured, naturalistic)
how to gather data about children
self report, case study, psychophysiological methods, archival records standardized tests, observations
cross sectional design
study multiple groups at once
-less time consuming, less costly
-can't see individual stability and change
-cohort effects (things going on during time period)
delay of gratification
modest stability over time
-observed how long children can wait before succumbing to temptations
-the older kids are, the longer they can wait
sequential design
follow multiple cohorts across time
ex: 6 and 8, 8 and 10, 10 and 12, etc.
micro-genetic design
test children thought to be on the cusp of developmental change
rouge test- if child recognizes himself in the mirror
correlational design
the strength of association between two variables; r=(-1,0,1)
researcher doesn't manipulate experience
prediction, description (does a variable predict another)
experimental design
-researcher controls participants experience and tries to hold everything constant
-can infer cause and effect
youth risk behavior survey
frequency of eating family meals produces good outcomes
advantages of a correlational study
can be used to assess many variables of interest across different groups
can reveal associations between variables that couldn't be tested experimentally
disadvantages of a correlational study
direction of causation
there could be a third variable or something not considered
experimental group
recieves the treatment
control group
doesn't receive the treatment
experimental designs have internal validity
random assignment to groups
only independent variable changes
experimental designs have
random assignments to groups
experimental manipulation of variables (independent and dependent)
experimental control- high internal validity
types of experimental designs
laboratory, field, natural (quasi) (experiment a natural event to which children are already exposed
pygmalion in the classroom conclusion
teachers who were told that their students were bright had kids with higher IQ scores
ethical issues in research with children
informed consent
benefits outweigh risks
child may end participation
confidentiality of info
special concerts (self confidence/ emotional reactions)
difficult to evaluate what participation means
difficulty understanding research procedures
theories help us to
organize, understand, predict
Freud
-theory of psychoanalysis
-unconscious mind is linked to childhood
free association
-thoughts flow freely and dream analysis are ways of gaining insight into the unconscious mind
-say a word and say the first word that comes to mind
id
basic drives- wants- pleasure principle
ego
rational- abilities to learn, remember, problem solve and reason (reality principle)
superego
conscience- ability to tell right from wrong (moral principle)
oral stage
mouth pleasure- putting things in mouth
anal pleasure
toilet training
phallic stage
boys identify with fathers
girls identify with mothers
latency
sex drive is inactive and children think other children have cooties
genital stage
true sexual interest between peers
Erikson
development of identity- social and cultural (not sexually based)
psychosocial stages rooted in social experience
developed throughout lifespan
Watson
behaviorism (classical/ operant conditioning)
social cognitive theory (modeling and imitation)
classical conditioning
stimulus is paired with something so that un conditioned stimulus provokes and un conditioned response
conditioned=
learned
Watson's beliefs
-environment is most important factor in determining qualities
-people are born in a blank state, or tabula rasa ready to be drawn upon by environmental experiences
Little Albert
conditioned stimulus- rat
conditioned response- fear of rat (because it was associated with a loud noise)
Skinner
development of behavior is shaped by consequences
positive reinforcement
reward to increase behavior
negative reinforcement
reward to decrease behavior
positive punishment
take something away to increase behavior
negative punishment
take something away to decrease behavior
what is a powerful reinforcer?
attention
variable schedule
behavior that is steady intervals and is most difficult to extinguish (ex: gambling)
Bandura
children learn through observation
inner cognitive process
vicarious reinforcement
if you see the model punished/ rewarded for behavior, the likelihood that the behavior is reproduced will change
Bobodoll study
group 1= adult model is positively reinforced
group 2= model punished
group 3= nothing (no consequences)
Banduras model of reciprocal determinism
not just the child working on the environment, but its how the environment responds
perceived self efficacy
sense of being able to do something- influences achievement
piaget's model of cognitive development
how does development occur?
schemes
how we organize the world in our minds
assimilation
changing the world to fit what we already know
accommodation
changing our schemes to fit the world
disequilibrium
readjustments of thought process to accommodate new information
sensorimotor
infants take in info through senses and act upon the world
pre-operational
young children don't think logically and their thinking is egocentric
concrete operations
children think logically but their thinking is concrete and not abstract
formal operations
adolescents can think both logically and abstractly
vgotskys sociocultural theory
all learning occurs in social context
zone of proximal development
distance between child's independent abilities and what child can do with help
scaffolding
adults help construct child's understanding by providing guidance and support at the zone of proximal development
private speech is important in cognitive development
repeat what we are told- inner speech
brofenbrenners ecological system's theory
also called bioecological theory
changing individuals in changing environments
individuals grow and develop in nested set of natural environment influences
Microsystems
immediate setting encountered directly (family, school, friends)
Mesosystem
zone of interaction- interconnection between microsystems
ex) friends and school
Exosystem
social systems not directly experienced but still influence development
parents work, school board decisions, community programs
Macrosystem
larger cultural or subcultural/ social class context
overarching ideology that influences all other aspects of the environment
broad rules that dictate how children should be treated and their role in society
chronosystem
passage of time
information processing
mental processes that either require no effort (auto processes) or a lot of effort (effortful processes)
evolutionary theories
classic ethology- survival of fittest
modern evolutionary- survival of genetic material
imprinting
babies know mother
classic ethology
focus on behaviors shared by all members of a species (imprinting)
lead to similar developmental paths
"sensitive periods" for certain behaviors
modern evolutionary theory
natural selection
extended childhood to learn complexities of human social communities
dynamic systems of theory" ester thelen
focus on change occurs over time in complex systems
chromosomes
threadlike molecules of DNA
23 pairs in every cell
genes
segments of DNA that code for proteins
alleles
different versions of the same gene
genotype
genetic makeup
phenotype
observable characteristics (personality)
four fundamental relationships
parents contribution to genotypes
child's genotype contribution to his phenotype
child's environment to his phenotype
influence of child's phenotype on the environment
random assortment
shuffling 23 pairs of chromosomes- chance determines which member of the pair goes into each new sperm/ egg
crossing over
sections of DNA switch from one chromosome to another during meiosis
Mutations
changes in DNA caused by random/ environmental factors
pairs of chromosomes 1-22
autosomes
pair 23
determines sex
field vole and mountain vole
one gene determines whether they mate for life or play the field (FOR RATS)
many genes- one outcome
one gene- many outcomes
polygenetic inheritance
many genes interact to produce one behavior
pleiotropic effects
any single gene can have many different effects
mendelian inheritance patterns
alleles are dominant or recessive
homozygous- same alleles for a trait
heterozygous- different alleles for a trait
y chromosome
small and carries few genes
x chromosome
carries many genes
chromosomal anomalies
down syndrome
single dominant gene
Huntington's disease (affected individuals have an affected parent)
recessive gene
PKU, sickle cell anemia
sex linked disorders
hemophilia
regulator gene defects
genetic male with female genetils
polygenetic inheritance
cancer
multifactorial inheritance
many genes interact with environment
norm of reaction
all phenotypes that could result from a genotype in relation to all possible environments
canalization
degree to which an expression of a gene is influenced by the environment
epigenetics
system by which genes are activated or silenced in response to the environment
ex: stress and diet influence cancer
PKU
difficulty processing- mental retardation
MAOA gene
severe maltreatment (abuse) increases antisocial behavior in males
passive g-e interaction
both athletic parents give you an athletic environment
(environment is provided by parents)
active g-e interaction
when kids seek own environments
evocative g-e interaction
genotype and phenotype affect how other people react
behavior genetics
examines variance in a population and looks at genes and environment
seeks breakdown variance info
genetic and environmental influences (shared and not shared) (divorce/friends)
heritability
genes affect size- proportion between phenotype variance and genetic factors
shared environmental variance
c^2 environmental experiences shared by family members growing up in the same household
nonshared environmental variance
e^2 environmental experiences unique to each individual
adoption studies
most direct way to separate genetic and environmental affects on behaviors
cognitive ablity
influenced by both genes and environment
monozygotic twins
identical- share 100% of genes
dizygotic twins
fraternal- share 50% of genes
twin similarity varies with
degree of genetic relatedness
About this deck
By: Jessica Yudin
Textbook: Child Development: An Active Learning Approach
Created: 2011-09-20
Size: 141 flashcards
Views: 26
Textbook:
Child Development: An Active Learning ApproachCreated: 2011-09-20
Size: 141 flashcards
Views: 26
About StudyBlue
STUDYBLUE makes things that make you better at school.
Things like online flashcards with photos and audio.
Things like personalized quizzes and friendly reminders about when (and what) to study next.
Think of it as a digital backpack™: access to all of your study materials online and on your phone.
STUDYBLUE exists to make studying efficient and effective for every student, for free. Join us.
“I have been getting MUCH better grades on all my tests for school. Flash cards, notes, and quizzes are great on here. Thanks!”
Kathy
Kathy