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89 Cards in this Set
- Front
- Back
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the study of the changes in behavior and abilities over the course of development.
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Developmental Psychology
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to identify children’s behavior at each point in their development.
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Description
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determining the causes and processes that produce changes in behavior from one point to the next.
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Explanation
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Description and Explaination
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Main Goals of Child Psych
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1. Period of Rapid Development
2. Long-term Influences 3. Real-world Application 4. Processes 5. Interesting |
Why We Study Children
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Greek and Roman- Infanticide; Severe Punishment
Medieval- No Marriage until 12; Fed but not Nurtured; Worked at age 7/8 Renaissance- Schools, More Nurture Industrialization- Children had more free time; not part of the labor force. |
The Way Children Were Treated
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a. Most famous of early English philosophers.
b. Environmentalist View c. Tabula rasa (blank slate) - all children are created (born) equal and the mind of a newborn infant is like a piece of white paper. d. All knowledge comes to the child only through experience and learning. e. Stressed the use of rewards and punishments, did not favor material rewards or physical punishment. |
John Locke
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a. Considered the father of French romanticism, a movement that emphasized themes of sentimentality, naturalness, and innocence.
b. Nativist View c. Believed that children are born with knowledge and ideas, which unfold naturally with age. d. “Noble Savages”- naturally know what’s right and wrong; have time table programmed. |
Jean-Jacques Rousseau
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a. Ideas have had some influence on almost every major theory of development.
b. Principle of Recapitulation- only the strong survive; one of the first developmental studies. c. Baby Biography- intensive study of a child. d. Natural Selection- the species evolves to more adaptive forms. |
Charles Darwin
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a. 1st major psychologist to adopt Locke’s belief that human behavior can be understood principally in terms of experiences and learning.
b. New approach: Behaviorism- that human development results primarily from conditioning and learning processes. c. Zeitgeist- the spirit of the times, or the ideas shared by most scientists during a given period. |
John B. Watson
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a. Pioneered new ways of studying children
1. One way viewing screen 2. Photographic Dome 3. Statistical Norms- time table of “normal” development |
Arnold Gesell
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a. Interactionist
b. 1st person to believe in nature and nurture c. Theory of Psychosexual Development 1. Oral 2. Anal 3. Phallic 4. Latency 5. Genital |
Sigmund Freud
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a. Interactionist
b. Psychosocial Stages- 8 total stages c. Based off of Freud |
Erik Erikson
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interview children to see how they answer questions
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Clinical Method
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the study of children’s knowledge and how it changes with development
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Genetic Epstiemology
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1. Intelligence is a process- not something that a child has but something that a child does
2. Schemes 3. Change repeatedly |
Cognitive Structures
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consist of a set of skilled, flexible action patterns through which the child understands the world.
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Schemes
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human development can be described in terms of functions and cognitive structures.
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Cognitivie Developmental Approach- Piaget
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inborn processes that guide development
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Functions
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tendency to integrate knowledge into interrelated cognitive structures
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Organization
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REPEAT
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REPEAT
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consist of a set of skilled, flexible action patterns through which the child understands the world.
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Schemes
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human development can be described in terms of functions and cognitive structures.
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Cognitivie Developmental Approach- Piaget
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inborn processes that guide development
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Functions
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tendency to integrate knowledge into interrelated cognitive structures
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Organization
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Development occurs within a social, cultural and historical perspective
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Sociocultural Approach
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belief that children actively create knowledge rather than passively receive it from the environment.
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Constructivism
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changing existing cognitive structures to fit with new experiences.
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Accommidation
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interpreting new experiences in terms of existing cognitive structures.
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Assimilation
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tendency to fit with the environment in ways that promote survival.
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Adaptation
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The individual’s development is a product of his/her culture.
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Sociocultural Approach- Vygotsky
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children internalize many things based on their culture.
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Internalization
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an approach to studying development that focuses on individuals within their environmental contexts.
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Ecological Perspective
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a bidirectional, or reciprocal, relationship in which individuals influence one another’s behaviors.
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Transactional Influence
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a. Center: Child
b. 1st (Innermost) Layer: Microsystem- environmental system closest to the child, such as the family or school. c. 2nd Layer: Mesosystem: interrelationships among the child’s microsystem. d. 3rd Layer: Exosystem- social systems that can affect children but in which they do not participate directly. e. 4th (Outermost) Layer: Macrosystem- culture or subculture in which the child lives. |
Sociocultural Approach- Bronfenbrenner's Ecological Model
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term for the passage of time as a context for studying human development
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Chronosystem
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a neutral stimulus elicits a reflex after association with unconditioned stimulus
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Classical Conditioning
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a form of learning in which the likelihood of an operant behavior changes as a result of its reinforcing or punishing consequences.
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Operant Conditioning
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a form of environmental/ learning theory that adds observational learning to classical and operant learning as a process through which children’s behavior changes.
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Social Learning Theory
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study of development from an evolutionary perspective
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Ethology
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Innate Behavior ex Reflexes
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Evolutionary Approach
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a time of development during which behaviors are more easily learned; different experiences
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Sensitive Period
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time during learning in which a child is close to someone/ something.
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Imprinting
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same individuals are studied repeatedly over time.
a. Stability/ persistence of behaviors b. Effect of early experience on later experiences. c. Disadvantages: 1. Attrition- loss of participants 2. Repeated Testing- practice effects 3. Materials can become outdated 4. Expensive 5. Age-History Confound- co-occurrence of historical factors with age. d. Example: Lewis Termaris Study of Gifted Children |
Longitudinal Design
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people of different ages are studied simultaneously to examine the effects of age on some aspect of behavior.
a. Advantages: 1. Less time-consuming 2. Low attrition rate (if any) 3. Methods do not become outdated 4. Less expensive b. Disadvantage: 1. Cannot be used to study questions of stability or the effects of early experiences on later ones. 2. Cohort Effect- people of given age are affected by factors Unique to their generation. |
Cross Sectional Design
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combined longitudinal and cross sectional designs
a. Allows for the comparisons of different age groups and allows for the study of stability b. Have some of the advantages and disadvantages of both types of designs c. Often used with aging. |
Cross Sequential Design
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small numbers of individuals are observed repeatedly in order to study an expected change in a developmental process
a. Testing is done over a matter of days/weeks not years like in a longitudinal design b. Cognitive Design c. Disadvantages: 1. Practice effects 2. Expensive 3. Long |
Microgenetic Studies
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used to determine the influence of culture on some aspect of development
a. Ex: Children in US vs. Children in China b. Disadvantage: Hard to design studies that measure the same behavior in different cultures. |
Cross Cultural Design
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a. Informed Consent
b. Peer Review c. Debriefing d. Confidentiality |
Ethical Issues in Conducting Research with Children
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what is the possibility of injury (physical or psychological) to the child.
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Potential Risk
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- Australian monk; 1st person to describe the principles of genetic transmission; Did study using pea plants and how the plant passed on specific characteristics
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Gregor Mendel
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specific segment of DNA that codes for the production of proteins
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Gene
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chemical strands in the cell nucleus that contain the genes
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Chromosome
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stair-like double helix molecular structure that carries genetic information
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DNA
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alternative forms of a specific gene
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Crossing Over/ Meiosis
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- Australian monk; 1st person to describe the principles of genetic transmission; Did study using pea plants and how the plant passed on specific characteristics
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Gregor Mendel
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specific segment of DNA that codes for the production of proteins
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Gene
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chemical strands in the cell nucleus that contain the genes
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Chromosome
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stair-like double helix molecular structure that carries genetic information
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DNA
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alternative forms of a specific gene
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Crossing Over/ Meiosis
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alternative forms of a specific gene
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Allele
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the exchange of genetic material between pairs of chromosomes during meiosis.
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Crossing Over
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arrangement of genes underlying specific traits
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Geneotypes
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characteristic of a trait that is expressed or visible.
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Phenotypes
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alleles of a trait are not equal and one usually dominates over another
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Principle of Dominance
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relatively powerful allele whose characteristics are expressed in the phenotype regardless of allele paired with which it is paired.
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Dominant Gene
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relatively weak allele whose characteristics are expressed in the phenotype only when it is pair with another recessive gene.
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Recessive Gene
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genetic variations/ imperfections in which most end up being maladaptive.
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Mutations
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(30-40 yrs) rapid deterioration of nervous system
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Huntington's Disease
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only has one x sex chromosome
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Turner's Syndrome
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(XXY or XYY)- extra sex chromosome
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Klinefelter's Syndrome
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a device that produces soundlike waves of energy projects an image of the fetus
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Ultrasound
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procedure for collecting cells that lie in the amniotic fluid; risks infection, miscarriage
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Amniocentesis
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procedure for gathering fetal cells earlier in pregnancy than is possible through amniocentesis; detects smaller disorders; more likely to miscarry
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Chronic Villus Sampling
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know who biological parents and adoptive parents; biological-genes; adoptive-environment
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Adoption Studies
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monozygotic (100% genetically identical); dizygotic (50% genetically identical); identical twins more alike than fraternal; proves genetic influence.
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Twin Studies
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twins up for adoption and raised in separate homes; still very similar to one another
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Combined Adopted and Twin Studies
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genes interact with environment by setting upper and lower limits of our development
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Gottesman's Limit Setting Model
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the range of ability that is set by genes.
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Reaction Range
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play an active role.
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Scarr's Niche-Picking Model
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explains differences in siblings
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Plomin's Model
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combination of genetic material from male sex cell and female sex cell
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Conception
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a. Conception- 2nd week
b. Cells rapidly reproduce c. Travels from tubes to the uterus= Implantation |
Period of Zygote
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a. 3rd-8th week
b. Most delicate time during pregnancy c. All internal and external organs begin to form d. Heart beating by 3rd week e. Human features by 8th week f. Form: Amniotic Sac (surrounds and protects like embryo, fluid filled), Umbilical Cord (links fetus to placenta development) |
Period of the Embryo
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a. 9th-38th week
b. The period of the fetus begins c. Fetal growth begins to slow around the 8th month d. Fetus appearance changes dramatically e. Development of the organ system furthers f. Behavior begins in the 3rd month g. Fetus grows toward independence, but cannot survive without mother until week 23 or 24 |
Period of Fetus
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the study of the effects of teratogens on development
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Teratology
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an agent that can cause abnormal development in the fetus
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Teratogen
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i. Ranks 3rd
ii. Fetal Alcohol Syndrome (FAS)- a set of features in the infant and child caused by the mother’s use of alcohol during pregnancy; typically includes facial malformations and other physical and mental disabilities iii. Leads to- limb and facial malformations; congenital heart disease, failure to thrive, anomalies of the external genitalia, growth retardation, mental retardation, and learning disabilities. |
Effects of Alcohol
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i. Known to impair the functioning of the placenta, especially oxygen exchanges
ii. Babies are smaller iii. Likelihood of premature delivery and complications increase with the number of cigarettes they smoke per day iv. Babies are 25% to 56% more likely to die at birth or soon thereafter v. Babies are as much as 50% more likely to develop cancer vi. Heightened risk for social and behavioral problems. |
Effects of Smoking
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