Psych Test 1
Psychology 2643 with Wade-stein at University of Colorado Boulder
About this deck
By: Jamie Anderson
Textbook:
The Development of Children
The Parents We Mean To Be: How Well-Intentioned Adults Undermine Children's Moral and Emotional Development
Created: 2011-02-16
Size: 82 flashcards
Views: 100
Textbook:
The Development of Children The Parents We Mean To Be: How Well-Intentioned Adults Undermine Children's Moral and Emotional DevelopmentCreated: 2011-02-16
Size: 82 flashcards
Views: 100
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Original Sin
(16th century) by nature we are born sinful, prone to make bad decisions
1st idea of Original Sin
o Internal state at birth is one of “badness”
- European and N. American Christianity
- All people are born selfish as per Adam and Eve
- Even charitable behaviors are based in selfish need for redemption
- No such thing as human altruism
2nd idea of original sin
o External force of Holy Spirit allows for goodness (external events allow for internal goodness)
- Goodness is the result of overcoming internal characteristics
- Badness is the result of giving in to human nature (Eric is explained by the absence of good things happening to him
3rd idea of original sin
o Contributed to the idea of bad seed
- Some people are born defective
Blank Slate
17th century, Tabula Rasa), John Locke (17th century philosopher)
o Children are neither good nor bad
- Malleable and vulnerable to external forces
- Good and bad children are the result of good and bad external influences
Innate Goodness
(18th century) Jean-Jacque Rouseau, philosopher o All humans are born good and seek out experiences that promote growth
- Goal of development is to realize innate potential
- Goodness is the result of being protected from bad external influences
Equifinality and resilience
Equifinality
children end up in the same places by different routes
Resilience
how come people come back well from negative events
Primacy vs. Resilience
o Primacy: exponentially influential in first 3 to 7 years of life, your experiences in your early years are more influential later in life o Resilience: a person can regain a normal trajectory at any point in their
Continuity vs. Discontinuity
fundamental shifts by age (Freud’s idea of stages)
Nature vs. Nurture
environmental vs. hereditary factors
Biological maturation
o Change is endogenous (come from within)
- Resulting from internal natural processes
- Mechanism of change is biological maturation
- Environmental influence is secondary
Biological maturation: Freud
o Freud ascribed to a biological maturation explanation for development
- Innate drives for sex and aggression influence emotional and social development (like a mammals trajectory)
Freud's stages of development
· Oral (0-1) · Anal (1-3) · Phallic (3-6) · Latency (7-11) · Genital (12-18) · Adulthood (19+)
Environmental learning perspective (behaviorists)
o Change is exogenous (comes from outside in) o Mechanism of change is learning
- Behavior is modified through interaction with environment
- Behaviorists such as Skinner, Watson, etc ascribe to environmental perspective
Environmental learning perspective: Clark & Clark (2000)
o Early cognitive and social learning impacts later social and cognitive development (Clarke & Clarke 2000)
- But humans are resilient, at any given moment you could be resilient
- Behavior can be modified based on recent interaction with environment
- Change is gradual and continuous
Behaviorist perspective: Little Albert
o Little Albert: make loud noise when playing with white rat
- Generalized fear: never able to not condition fear
- Associate 2 things to make fear
Constructionist Perspective
o Change in endogenous & exogenous equally
- Nature and nurture: not one or the other
- Brain learns by having experience with environment
- If we can’t learn it, we can’t grow
- Touch hot stove: learned not to touch it
- By temperament people approach learning differently
Constructionist perspective: Piaget
- theorized cognitive development is the result of reciprocal influence of biology and environment
- Might well explain why sibling can come from same environment and be totally different
Children construct higher levels of knowledge when they: (Piaget)
§ Enabled by their biology (motor, skills, intellect) § Interact with the environment (formal education)
Piaget: Assimilation
we built units of knowledge by acting in environment. Use across all different things: use over and over until it doesn’t work anymore
Piaget: Accommodation
when it doesn’t work anymore they accommodate to what should be done
Piaget: Assimilation & Accommodation
· Healthy trajectory uses both assimilation and accommodation
Culture-Context Perspective
o Influence on development is tri-fold: biological, environmental, and cultural o Environment and culture are 2 different things
o Mechanism of change is co-construction between child and cultural inheritance
o Development is qualitative and quantitative and may depend on a child’s cultural circumstance
Multifaceted interaction between child and culture
Culture:
o society’s design for living: culture of Boulder, CO: endorsed in specific geography
Environmental inheritance of all the interactions of biology and environment that came before · A specific child · In a specific family · In a specific time and place
Bontenbrenner: Culture-context perspective
o ascribes to multilayered interaction between biology, environment and history of the child’s environments § It takes a village to raise a child § Layers of influence to all parts of society on a child
Multifaceted interaction between child and culture
§ Early parent § Child in family § Child in school § Child in immediate community § Community within state § State within country
Purpose of clinical psych
Avoids speculation and abuse of authority
Assists us in modifying theories
Procedures can be used to:
§ Accumulate facts § Establish relationships between variables § Identify cause and effect § Generate principles behind those relationships
Example of modifying theories: Aaron Beck's initial hypothesis
Aaron Beck modified his theory of depression after research
· Extreme sociotropic and extreme autonomy predispose a person to depression · Sociotropic: relationship seeking (advantage) · Autonomous: achievement seeking (too much of a bad thing)
Why Aaron Beck modified his research (theory)
Aaron Beck modified his research (theory) because data did not support it · Some extreme sociotropic and extreme autonomous subject were not depressed
Aaron Beck's revised theory
· Congruence hypothesis: o Interaction between personality style (sociotropic or autonomous) and thematically negative life events led to depression (1983) o Replicated studies prove it
Unsystematic Observation
§ Single observation § Can not be generalized § But can generate hypothesis
Example of unsystematic observation
§ clinician administering achievement tests · Theorizes that subjects psych themselves out when they come across a difficult question · Tend to worse once a difficult question has been posed · Can be tested by systematically designing a test that is: easy q, hard q, easy q, hard q, etc.
Naturalistic Observation
§ Documentation of real life events § Researcher is deliberate, methodical in documenting observations
Advantages of naturalistic observations
· Researcher does not control or intervene with what or who is being observed · Can be used to generate a theory · Example: hospital and ECT (shaking), Freud, aggression on the playground
Disadvantages of naturalistic observations
· Presence of researcher may well interfere with subjects’ behavior · Small sample size: observations can not be generalized
Single case studies
o Intensive study and description of single treatment case
Single case studies: data
· Interviews with patient (pt) and sign others (s.o) · Test responses · Treatment account/notes · Biographical/autobiographical data · Letters · Diaries · Medical history
Advantages of single case studies
· Provide information on rare or distinctive patient behaviors and/or interventions · Disconfirming: universally accepted into generating hypotheses for further
Example of an advantage from single case studies
· Karl S. (1976) studied by Pharcs o Unmarried victim present for treatment o Hypothesis: lack of social skills contributes to depression and anxiety o Teaching social skills did not improve mood o Inspired theory of internal vs. external locus of control o That is: even with skills, patient still attributed relationships to chance
Disadvantages of single case studies
· Cannot get cause and effect conclusions · Cannot be generalized o Little Albert could not be generalized: people with irrational fears do not link it themselves to fear in childhood
Epidemiological studies
o Is the study of incidence, prevalence, and distribution of an illness in a given population
Epidemiological studies: incidence
rate of new cases that develop within a given period of time (yr.) (ADD/Autism, etc.) · Helps establish if an illness is on the rise
Epidemiological studies: prevalence
overall rate of cases (old and new) over a given period of time · Helps establish the likelihood of any one member of a population having an illness
Examples of prevalence
o Example: lifetime prevalence of schizophrenia is 0.31% (1 – 100) o Example: lifetime prevalence of autism is 0.3% (1-350) § Occurs more often than down syndrome o Example: prevalence of ADD and ADHD is 3 to 5% (1 in 25) or (1 in 30) § Incidence among boys is higher than incidence among girls § 1 in 5 boys in public elementary school currently diagnosed with ADD/ADHD § 20% of boys in N.A. elementary schools prescribed meds for ADD/ADHD
Method of epidemiological studies
involves counting cases · Schizophrenia and low SES (socioeconomic standing) · Women and depression · Children and ADD/ADHD
Helps establish patterns, possible causes, and potential for being at risk
Examples: ·
- Lung cancer and smoking
Multiple causation in epidemiological studies
§ Frequently suggests possibility of multiple causation · Equifinality: many pathways to the same outcome · However causation need not be understood before preventative measures be taken · “Screen time” is one correlate of ADD/ADHD · CDC recommends decreased screen time for children
Data collecting in epidemiological studies
Need objective methods for defining and measuring a problem Need data from general population, not simply from those in treatment · Means canvassing door-to-door · In order to get subjects who might not walk into a church or clinic, etc. · Means collecting from 3rd sources (doctors, medical charts, schools) · Danger of getting only socially “acceptable” answers
Need data to be collected at time of interest
Disadvantage of data collecting in epidemiological studies
· Retrospective studies subject to omissions, embellishments and lying
Method of epidemiological studies
o Epidemology relies on correlational methods § Asses correlates (risk factors) related to illness or disorder § Whether X is related to Y
Technique of epidemiological research
o getting two sets of observations, variables X and Y § Pearson product- moment coefficient: r § Correlation Coefficient: stat that describes relationship between 2 variables § R varies from -1.00 to 1.00 § Sign (+ or -) indicates direction of relationship § Absolute value indicates strength of relationship · +1 means perfect positive relationship o As X increases, Y increases · -1.00 means perfect negative relationship o As X decreases, Y decreases
Correlation vs. Causation
Correlation does not mean causation
3rd variable problem
possibility that relationship between variable A and B is mediated by a third, unknown variable
Example of 3rd variable problem
· schizophrenia and dopamine, studying birth order, sex, gender id, divorce · Correlation can demonstrate that a cause and effect hypothesis is invalid o For A to cause B, there must be some relationship o If no relationship, cause and effect does not exist · Correlational methods used when manipulation of variables is impractical or unethical · Certain things can only be studied by looking at their existing occurrences o Occurrences can not be created
Experimental method
o used to determine cause and effect § Study is designed to include: · Experimental group: receives treatment of interest · Example: nursing home study (Langer and Rodin, 1976)
Control group
§ Does not receive treatment of interest (receives common treatment) § Should be matched (exactly) with experimental group except on variable of interest · If not matched, randomly assigned
Independent variable
§ Under control of the investigator § Independent = Interest
Dependent Variable
§ Subject’s response § In treatment studies, often how outcome is measured § Dependent = Data
Cross-sectional studies
Evaluate/compare subjects of different ages at same-point in time
Correlational method used to analyze data as conditions can not be manipulated
Advantages of cross-sectional studies
· Cost-effective · Low drop-out rates
Disadvantages of cross-sectional studies
· Differences may not reflect age changes · Differences may reflect cohort effects (9/11) · Give information about a “snapshot” of human behavior, but not information about human behavior over time
Longitudinal studies
Evaluate/compare subjects over the course of time
Advantages of longitudinal studies
· Allows investigators to better speculate about time-order relationships · Control third variable problems · Example: depression
Disadvantages of longitudinal studies
· Costly · High drop out rates · Living long term with design flaws
Between groups
o two separate sets of participants Each receives a different kind of treatment · Experimental vs. control group · Some sharing of treatment vs. no treatment · Can be more complex
Outcome differences between groups are attributed to treatment received by experimental group (Bandura)
Example of the complexity in between groups
behavioral vs. cognitive behavioral treatment
Within Groups
o data collected from the same participants at different points in time
- Example: cognitive behavioral group treatment for patients with social phobia
- Differences in scores are considered results of the treatment
- Advantage: fewer participants, lower costs
Environmental errors in prenatal development: Teratogens
Exogenous agents that interrupt biological development in the womb Reduce nutrients available to embryo or fetus Attack embryo, fetus, or womb directly Drugs · Aspirin, vitamins, caffeine, nicotine, decongestants, etc. (follate) · Smoking can result in low birth weight, premature birth, stunted growth, respiratory problems (cognitive problems) · Illegal and recreational substances (marijuana, alcohol, heroin, cocaine)
Fetal alcohol syndrome (FAS)
o one of many routes to ADD § Smaller head smaller brain, heart defects, mild-moderate retardation, irritability, ADD, ADHA § Teratogens impact different women differently (no such thing as safe exposure)
Teratogenic effects on fetus
cognitive functioning
Teratogenic effects on zygote
high risk of spontaneous abortion
Teratogenic effects on embryo
CNS damage, limb damage
Thalidomider
(given for 2nd trimester nausea), causes leg and arm deformities
Mercury
· Mercury: brain damage, cerebral palsy (embryo or fetus)
Why doctors recommend absolutely no alcohol
§ Not all developing individuals react the same way to the same teratogens (why doctors recommend no alcohol)
Susceptibility of developing individual to teratogens
§ Susceptibility of the developing individual depends on physiological state of the mother (depression can suppress immune system) · Mother’s age, nutrition, uterine condition, hormonal balance, etc. · Mother’s poor nutrition increases risk (implications for poor)
1st stage of in utero development
7 to 10 days, time of zygote (blastocyst), germinal (beginnings of cephalocaudal
2nd stage of in utero development
2 to 8 weeks, embryonic stage (organs layed out)
3rd stage of in utero development
9 to 38 weeks, fetus (organs refined)
Cephalocaudal
top down, 1st pattern of development in embryonic stage
Proximodistal
inside out
About this deck
By: Jamie Anderson
Textbook: The Development of Children
The Parents We Mean To Be: How Well-Intentioned Adults Undermine Children's Moral and Emotional Development
Created: 2011-02-16
Size: 82 flashcards
Views: 100
Textbook:
The Development of Children The Parents We Mean To Be: How Well-Intentioned Adults Undermine Children's Moral and Emotional DevelopmentCreated: 2011-02-16
Size: 82 flashcards
Views: 100
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.
“Simply amazing. The flash cards are smooth, there are many different types of studying tools, and there is a great search engine. I praise you on the awesomeness.”
Dennis
Dennis