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33 Cards in this Set
- Front
- Back
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Development
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systematic continuities and changes in the individual over the life course
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Developmental Psychology
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identifying & explaining development over time
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What 2 things cause us to develop?
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1- maturation
2-learning |
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Perspectives on childhood 4th c. BC Ancient Greeks
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Importance of discipline & self-control, profound potential that needs guidance & direction
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Perspective on childhood in the Middle Ages
Thomas Hobbes |
"original sin"- children are innately evil, must be taught self-control
goal of child-rearing=salvation |
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Perspective on childhood in the late 1600s
John Locke |
"tabula rasa"- children are blank slates, outcomes are determined by the child's upbringing
avoid indulgence, discipline is important |
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Perspective on childhood in mid 18th c.
Rousseau |
"innate purity"- children should be given maximum freedom
they are born w/ an intuitive sense of right & wrong no formal schooling until age 12 (kindergarten idea) |
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What do we know a/b the nature of CD?
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-It is a continual & cumulative process [the one constant is CHANGE]
-It is a holistic process (interrelationships among physical, mental, social emotional processes) -Plasticity matters (dvlpmnt allows for change in response to positive or negative life experiences) -historical & cultural context matters |
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maturation
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developmental changes in the body or behavior that result from the aging process rather than from learning, injury, illness or some other life experience
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learning
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a relatively permanent change in behavior (or behavior potential) that results from one's experiences or practice
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normative development
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developmental changes that characterize most or all members of a species; typical patterns of development
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ideographic development
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individual variations in the rate, extent, or direction of development
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baby biographies
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a detailed record of an infant's growth and development over a period of time
Darwin- believed that young, untrained infants share many characteristics w/ their nonhuman ancestors. thought that the development of the individual child retraces the entire evolutionary history of the species |
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G. Stanley Hall
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conducted the 1st large-scale scientific investigations of children
founder of Dpsych as a research discipline developed the questionnaire to explore "the contents of children's minds" wrote "Adolescence" |
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cross-sectional design
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study individuals of dif. ages at dif pts in their development
PROS: can answer dif questions a/b age differences in development -can collect data in short period of time -data analyses can be simple & direct CONS: can't explain the "process" of development' -can't ID individual development trajectories, just group differences |
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longitudinal designs
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the same individuals are studied @ multiple points in time
PROS: developmental trajectories can be mapped -impact of risk and protective factors can be ID'd CONS: development takes a long time -sample attrition (ppl fall out of study; sample shrinks) -cohort effects, practice effects (need to update measures so participants dont always know whats goin on) |
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structured interview or structured questionnaire
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a tecnique in which all participants are asked the same questions in precisely the same order so that the responses of different participants can be compared
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clinical method
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a type of interview in which a participant's response to each successive question (or problem) determines what the investigator will ask nxt
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observer influence
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tendency of participants to react to an observer's presence by behaving in unusual ways
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time-sampling
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a procedure in which the investigator records the frequencies w/ which individuals display particular behaviors during the brief time intervals each is observed |
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structured observation
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an observational method in which the investigator cues the behavior of interest and observes participants' responses in a laboratory
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cohort effect
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age-related difference among cohorts that is attributable to cultural/historical differences in cohorts' growing-up experiences rather than to true developmental change
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cross-generational problem
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the fact that long-term changes in the environment may limit conclusions of a longitudinal project to that generation (the one being studied) of children who were growing up while the study was in progress.
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case study
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a research method in which the investigator gathers extensive info a/b the life of an individual and then tests developmental hypotheses by analyzing the events in a person's life
-they may lack generalizability |
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ethnography
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method in which the researcher seeks to understand the unique values, traditions, and social processes of a culture or subculture by living w/ its members and making extensive observations
-highly subjective method bc researchers' own cultural values and theoretical biases can cause them to misinterpret what theyve experienced |
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psychophysiological methods
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methods that measure the relationships b/w physiological processes and aspects of children's physical, cognitive, social, or emotional behavior/development
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ecological validity
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state of affairs in which the findings of one's research are an accurate representation of processes that occur in the natural environment
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natural (quasi-) experiment
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a study in which the investigator measures the impact of some naturally occuring event that is assumed to affect people's lives
-no control of the independent variable -merely observation and recording of apparent outcomes of a natural happening or event |
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cohort
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a group of ppl of the same age who are exposed to similar cultural environments and historical events as they are growing up
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practice effect
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changes in participants' natural responses as a result of repeated testing
(can occur in longitudinal design) |
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selective attrition
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nonrandom loss of participants during a study which results in a nonrepresentative sample
(can occur in longitudinal design) |
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sequential design
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a research design in which subjects from dif age groups are studied repeatedly over a period of months or yrs
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microgenetic design
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a reserach design in which participants are studied intensively over a short period of time as developmental changes occur; attempts to specify how or why those changes occur
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