Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
58 Cards in this Set
- Front
- Back
|
Generating a hypothesis |
initial explanations or accounts about the natural world, based on observation and prior research and theory |
|
|
Variables are operationally defined |
describes how they are measured in observable terms |
|
|
null hypothesis |
disconfirms the hypothesis -predicts no effect of x on y |
|
|
Understanding correlations |
-does not imply causation |
|
|
Moderation |
affects the direction or strength of the association between two other variables |
|
|
To establish causality |
Correlation is necessary A must precede B -Must rule out alternative causes of the A-B covariation |
|
|
prospective |
idea in mind of what to study and start collecting data |
|
|
experiment |
random assignment + manipulate the IV |
|
|
randomized controlled trial |
a type of experiment to test treatment IV effectiveness |
|
|
Random assignment |
-each participant has equal chance of being assigned to treatment and control group -controls for pre-existing differences among participants |
|
|
Double-blind study |
neither researcher or participants know the participant's group status |
|
|
Placebo effect |
tendency to show improvement when one believes he/she is receiving treatment |
|
|
internal validity |
degree to which we can attribute change in DV to change in IV |
|
|
threats to internal validity include: |
-maturation -surrounding environment -repeated testing -attrition -lack of random assignment |
|
|
single subject design |
compare the same individual's behavior before and after treatment |
|
|
AB design |
before (A) and after treatment (B) compare frequency or severity of chid's treatment |
|
|
ABAB (reversal) design |
-temporarily withdraw and reinstate treatment -symptom reduction should track treatment -can be unethical to withdraw a working treatment |
|
|
multiple baseline design |
-identify 2 behavior problems, target 1 at a time -get baseline on both behaviors, target 1 and watch for symptom reduction, the target the other |
|
|
Limitation: external validity |
do the results generalize to others? |
|
|
behavioral genetics |
family studies adoption studies twin studies |
|
|
passive gene-environmnet correlation |
a child's early experiences and home environment are influenced in part by the parent's genotype |
|
|
intelligent parents |
pass on intelligence and ed. opportunities |
|
|
Evocative (Reactive) G-E Correlation |
a child's heritable behavior evokes a certain environmental response |
|
|
Active G-E Correlation |
Child's heritable propensity to select certain environmental exposures (niche picking) |
|
|
structural brain imaging |
shows neuroanatomy, static picture -CAT, MRI |
|
|
functional |
shows brain activity during a task -PET, fMRI |
|
|
MRI |
gives clear 3D image using magnetic fields |
|
|
attachment |
affective bond between parent and child -protects and reassures during time of danger -child develops internal working model (mental representation) of developed parent |
|
|
secure attachment |
child expects sensitive and responsive care |
|
|
insecure attachment |
don't expect or seek parents help when distressed |
|
|
Distal Risk Factors |
-social, cultural, environmental -SES -Income -education -home environment -ethnicity -language |
|
|
Bronfenbrenner's Bioecological Systems theory |
Macrosystem Exosystem Mesosystem Microsystem |
|
|
Psychological assessment |
the process of gathering data about children and families to reach valid conclusions about their current functioning and future well-being |
|
|
purposes: |
-screen for possible problems/developmental delays -diagnosis -identify and treat specific behavioral problem -monitor |
|
|
multi method assessment |
gathering data in a number of different ways to get a complete picture of children's functioning |
|
|
Sattler;s Four Pillars of assessment |
Clinical interview Observations Norm-referenced tests Informal data gathering |
|
|
The Clinical Interview |
Purposeful conversation with the parents and child, and sometimes others knowledgeable about the child's functioning |
|
|
semi-structured |
get a general idea of the problem and ask targeted questions that covered a broad range of psychopathology |
|
|
structured |
systematic review of all major psychiatric diagnosis to determine if child meets criteria |
|
|
mental status examination |
brief assessment of child's current behavior, emotion, and cognition |
|
|
behavior |
general appearance, posture, eye contact, movement, quality of interactions, attitude |
|
|
define the antecedents |
environmental conditions preceding the target behavior |
|
|
Define the consequences |
conditions immediately follow the behavior |
|
|
Norm-referenced tests |
standardized measures of behavior allowing comparison to a norm group of others the same age, gender |
|
|
Areas of assessment |
-intelligence -academic achievement -memory |
|
|
verbal comprehension |
reflects knowledge gained through formal and informal educational experiences and reflects the application of verbal comprehension tasks |
|
|
perceptual reasoning |
reflects the ability to organize and interpret visually presented material and to engage in visual-spatial problem solving |
|
|
working memory |
reflects the ability to attend to information, retain and manipulate information in memory, and apply info. |
|
|
processing speed |
reflects the capacity to visually scan and process nonverbal information quickly and accurately |
|
|
academic achievement |
knowledge and skills learned through academic instruction |
|
|
assessment |
consequences of behavior to know who is responsible to know where there functioning level is |
|
|
adaptive functioning |
how effectively one copes with common life demands and meet age-appropriate standards of personal independence |
|
|
personality self-reports |
-Minnesota Multiphasic personality -personality assessment inventory |
|
|
personality projective tests |
-Rorschach -Thematic Apperception Tests |
|
|
Reports of social, emotional, and behavioral functioning |
-Child depression index -child behavior checklist -behavior assessment system for children |
|
|
Observations |
clinician's observations over the course of standardized tests, interviews, self-report |
|
|
Diagnosis |
-DSM-5 "NOS" Category Importance of parsimony is diagnosis treatment planning cultural context stigma |
|
|
psychotherapy |
a formal process of interaction between 2 parties to try and alleviate distress |
