PSYC 304 > Chapter 1 > Flashcards

Chapter 1 Flashcards

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1
Q

Baby Biographies

A

detailed, systemic observations of individual children, often by famous scientists, that helped pave the way for objective research on children

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2
Q

Applied Developmental Science

A

a scientific discipline that uses development research to promote healthy development particularly for vulnerable children and families

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3
Q

Theory

A

an explanation of principles based on observation and reasoning for example, an organized set of ideas that is designed to explain development

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4
Q

Maturational Theory

A

child development reflects a specific and prearranged scheme or plan within the body

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5
Q

Ethological Theory

A

development is seen from an evolutionary perspective and behaviours are examined for their survival

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6
Q

Critical Period

A

development when a specific type of learning can take place, before or after the critical period, the same learning is difficult or even impossible

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7
Q

Imprinting

A

Learning that occurs during a critical period soon after birth, bonding with the first moving object they see

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8
Q

Psychodynamic Theory

A

freud; in which development is largely determined by how well people resolve the conflicts they face at different ages

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9
Q

Id

A

the element of personality that desires immediate gratification or bodily wants and needs present at birth

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10
Q

Ego

A

Freud: the rational component of the personality that develops during the first few years of life

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11
Q

Superego

A

Freud: the moral component of the personality that has incorporate adult standards of right or wrong

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12
Q

Psychosocial Theory

A

Erikson: which personality development occurs in series of stages as the result of the interaction of maturation and societal demands

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13
Q

Classical Conditioning

A

Pavlov: a previously neutral stimulus could become assc. with a naturally occurring response and eventurally come to elicit a smililar response on its own

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14
Q

Operant Conditioning

A

Skinner: emphasizes reward and punishment

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15
Q

Punishment

A

applying an aversive stimulus or removing an attractive stimulus an action that discourages the reoccurence of the response that it follows

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16
Q

Observational Learning

A

learning by observing, children learn a great deal from others simply by watching them

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17
Q

Social Cognitive Theory

A

Bandura: stresses the use of cognition in learning, children use reward, punishment, and irritatation to try to understand what goes on in their world

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18
Q

Imitation

A

copying observed behaviours

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19
Q

Self-Efficacy

A

the belief that one is capable of performing a certain task

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20
Q

Cognitive-Developmental Perspective

A

an approach to development that focuses on how their thinking changes over time

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21
Q

Culture

A

the knowledge, attitudes, and behaviour associated with a group of ppl

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22
Q

Ecological Systems Theory

A

the environment is dided into 5 components: microsystem, mesosystem, exosystem, macrosystem, chronosystem

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23
Q

Microsystem

A

the people and objects that are present in ones immediate evironment

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24
Q

Mesosystem

A

interrelations between different aspects of the misrosystem

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25
exosystem
social settings that influence ones development even through one does not experience them firsthand
26
Macrosystem
the cultural and subcultural settings in which the micrpsystem, mesosystem, and exosystem are embedded
27
chronosystem
the idea that the microsystem, mesosyste, exosystem, and macrosystem are not static but change over time
28
Continuity vs Discontinuity Issue
whether a developmental phenomenon follows a smooth progression throughout the life span or a series of abrupt shift
29
Nature-Nurture
the manner in which genetic and environmental factors influence development
30
Active-Passive Child Issue
whether children are simply at the mercy of the environment or actively influence their own development through their own unique individual characteristics
31
Systematic Observation
method of observation in which investigators watch children and carefully record what they do or say
32
Naturalistic Observation
method of observation in which children are observed as they behave spontaneously in a real-life situation
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variable
any factor subject to change
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Nominal Scale
a measurement of discrete categories
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Checklist
a prepared list of behaviours or characteristics to be noted,usually used in observational research
36
Structured Observation
a method in which the researcher creates a setting to elicit the behaviour of interest
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Observer Bias
bias that occurs when the researcher performing observations tends to notice those behaviours that support the hypothesiss and to discount those do not, or interprets behaviours in such a way that they support the hypothesis
38
Inter-rater Reliability
a check that all observers use the same agreed upon measures and interpret those measures in the same way
39
Observer Influence
a source of experimental error that occurs when the participants change theur behaviour bc they are being observed, the influence of the fact of observation
40
Habituation
becoming unresponsive to a stimulus that is presented repeatedly
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Self-Reports
childrens answers to questions about specific topics
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response bias
the tendancy for research participants to respond in ways that are socially more acceptable
43
Reliable
as applied to measurment, a measure is reliable if the results are consistent over time
44
Validity
the extent to which the test measures what it is supposed to measure
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Construct Validity
when a test measures the theoretical construct it is supposed to be measuring
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Concurrent Validity
when 2 forms of meausrement correspond or concur, like score on questionnaires w/those on a test of the same factor
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Population
a broad gorup of children who are the usual focus of research in child development
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Sample
a group of children drawn from a population that participates in research
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Correlational Study
research design in which investigators look at relations between variables as they exist naturally in the world
50
Correlation Coefficent
stat that reveals the strength and direction of the relation between 2 variables
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positive correlation
larger values on one variable are assc, w/larger values on a second variable
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Negative Correlation
larger values on one variable are assc w/smaller values on a second variable
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Independent Variable
the factor that is manipulated by the researcher in an experiment
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Dependent Variable
the behaviour that is observed after other variables are manipulated
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Null Hypothesis
the hypothesis against which the experimental hypothesis is tested, statement of no effect
56
Longitudinal Design
a reasearch design in which a single cohort is studied over multiple times of measurment
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Microgenetic Study
type of logintudinal study in which children are tested repeatedly over a span of days w/the aim of observig change directly as it occurs
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cohort
a specific generation or group of ppl undergoing the same experiences at the same time
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cross-sectional study
a research design in which ppl of different ages are compared at the same point in time
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Logintudinal-sequential study
a form of longitudinal design that includes sequences of samples each studied longitudinally
61
Meta-analysis
allows researchers to synthesize the results of many studies to estimate relations between variables
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epistimology
the study of the nature of knowledge
63
Rationalisim
there are innate ideas
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Empiricism
there are no innate ideas
65
Ontogeny
developmental history of a child
66
Phylogeny
evolutionary history of a species as a whole
67
Oral (0-1)
1st stage of psychosexuality: directs babys sucking activities towards breast or bottle if not properly met, habits like thumb sucking, nail biting, object chewing, overeating or smoking may occur later in life
68
Anal (1-3)
2nd stage of freud; toddlers enjoy holding and releasing waste anal control in the form of extreme orderliness and cleanliness or extreme disorder/obsessiveness
69
Phallic (3-6)
3rd stage of freud; preschoolers discover genital stimulation if not properly handled, gives way to vanity, exhibitionism and excessive pride later
70
Latency (6-11)
4th stage of freud; sexual instincts die down and the superego develops further, child acquires new social values from adults
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Genital
5th stage of freud; with puberty, the impulses of the phalic stage reappear -if development has been successful in earlier stages, this leads to marriage and childbirth
72
Occasion Setting
a certain environment set the occasion for when a behaviour will occur
73
Self-Efficacy
an individuals belief in his or her capacity to execute behaviours necessary to produce specific performance attainments
74
Social Learning Theory
recognizes that children acquire many skills through modeling
75
Contextual Perspective
development is determined by immediate and more distant environments, which typically influence each other
76
Zone of Proximal Development
what needs to be done to take the learner where he needs to be
77
Zone of Achieved Development
where the learner is right now
78
Nature
our genetics determine out behaviour, our personality traits and and abilities are in our nature
79
Nurture
our environment upbringing, and life experiences determine our behaviour, we are nurtured to behave certain ways
80
PSYC 304
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