Ed Psych 320 Midterm 1

Front 1

preformist

Back 1

human were preformed, the only difference between children and adults was size

Front 2

ovist

Back 2

humans were inside the egg, the sprem provided the necessary nutrients

Front 3

humunculist

Back 3

humans were housed in the heads of sprem as miniature adults, the woman provided the environment for the tiny human to grow in

Front 4

ontogeny recapitulates phylogeny

Back 4

Darwin's observation that the development of the human child follow the same general plan as the evolution of the human species

Front 5

nature vs. nuture

Back 5

The contranst between genetic/ heritable influences on child development and those caused by the child's environment

Front 6

continuous vs. discontinuous

Back 6

continuous development is the process of gradually adding more of the same types of skills that were there to begin with, discontinuous development is a process in which new ways of understanding and responding to the world emerge at specific times

Front 7

active vs. passive

Back 7

passive development is when the induvivdual responds to stimuli and reinforcement

Front 8

quatitative vs. qualitative

Back 8

quatitative development can be linked to continuous, it is an addition of to something that was already there. Qualitative can be linked to discontinuous, there is something unique about the new stage that did not exist before.

Front 9

Normative vs. Idiographic

Back 9

normative- one theory fits all, disregurads society, culture etc.
idiographic- looks at each induvidual in their own context

Front 10

tabula rasa

Back 10

John Locke's idea that the child is a blank slate and that their characters are shaped entirely by experiance

Front 11

noble savage

Back 11

Rousseau's idea that children naturally have a sense of right and wrong, and a built in plan for orderly, healthy growth. These inborn ideas of good can only be harmed if traned by an adult.

Front 12

What is the difference between growth and development

Back 12

growth is incremental, "adding on" over time, development is change over time (which includes growth)

Front 13

What is the difference between a collectivistic and and induvidualistic society?

Back 13

collectivists view propety as shared, the actions of the iduvidual are meant for the benefit of the whole, induvidualists view themselves as separate from others, a more independent outlook

Front 14

Which two theorists have a psychdynamic view point?

Back 14

Freud and Erikson

Front 15

Which theorist propose a congnitive- constructivist view point?

Back 15

Piaget and Vygotsky

Front 16

Which two theorists propose behavoiristic and social learning models?

Back 16

Skinner and Bandura

Front 17

According to Freud, what are the three components of the personality and what are their roles?

Back 17

ID- biological child
Ego- cognitive adult
Super Ego- social parent

Front 18

What are Freud's stages of development?

Back 18

oral, anal, phallic, latency, genital

Front 19

When does the oral stage occur and what does it feature?

Back 19

birth to 1-2 years, features exploring the world with the mouth, the erogenous zone of this stage

Front 20

When is the phallic stage and what does it feature

Back 20

3-6 years of age, the erogenous zone is the genetalia

Front 21

what is the oedipal and electra complex

Back 21

oedipal- male child has fear of castration, identificaiton with father
electra- female child has penis envy, identification with mother

Front 22

What is the latency period and what are its features

Back 22

6-11 years, no erogenous zone

Front 23

What is the genital stage and what are its featuers

Back 23

>12 years, erogenous zone is the genetalia, onset of puberty, demands sexual gradificaiton with a partner, personality becomes fully formed

Front 24

What are Erikson's stages of development

Back 24

tust vs. mistrust, autonmy vs. doubt and shame, initiative vs guilt, industry vs. inferiority, identity vs. role confusion, intimacy vs isolation, generativity vs stagnation, integrity vs despair

Front 25

What are the main features of Piaget's theory of development

Back 25

The child goes through qualitative changes and beings to add to their schema with new understandings and categories. When encountering new situations, the child will try to use an old schema but may fall into disequilibrium. The child will change their schema through assimilation (change reality to meet schema) or accommodation (change the schema to bring in reality) to achieve equilibrium again.

Front 26

What are the main features of Vygotsky's theory of development

Back 26

Vygotsky emphasizes scaffolding where the child build upon previuos skills until the scaffold is no longer needed to complete the task.

Front 27

What are the main feature of skinner's theory of development

Back 27

Skinner is a behavioralist who focused on reinforment (operant conditioning) to shape development.

Front 28

What are the main feature's of bandura's theory of development

Back 28

Bandura focuses on observational (vicarious) learning where the child learns through attention, retention, response, and reinforcement.

Front 29

What is the ethological view point of development

Back 29

the ethological view point is concerned with the adaptive value of behaviors and their evolutionary history. This theory incorporates sensitive vs. critical periods as well as instincts and reflexes.

Front 30

What are the "systems" of bronfenbrenner's ecological view of development

Back 30

microsystem- immediate surondings
mesosystem-connections of microsystems, school, home, neighborhood, etc
exosystem- social settings that effect the child's experiances (organizations, healthcare, religions stuff)
macrosystem- cultural values, laws, customs , resources
chronosystem- changes in life can be imposed on the child or as they get older, the child can select and modify their setting and experiances

Front 31

Is the psychdynamic view continuous or discontinuous

Back 31

discontinuous, psychosexual and psycosocial development take place in stages.

Front 32

Is the behavoirism and social learning view continuous or discontinuous

Back 32

continous, development involves an increase in learned behaviros

Front 33

Is Piaget's cognitive development theory continuous or discontinuous

Back 33

discontinuous, cognitive development takes place in stages

Front 34

Is the information processing view continuous or discontinuous

Back 34

continuous, children gradually improve in perception, attention, memory, and problem solving skills

Front 35

Is the ethology and evolutionary developmental psycology view continuous or discontinuous

Back 35

both continuous and discontinuous, children gradually developa wider range of adative behavior behaviors, sensitive periods occur in which qualitatively distinct capacities emerge fairly suddenly

Front 36

Is Vygotsky's sociocultural view continuous or discontinuous

Back 36

both, langauge aquisition and schooling lead to stagewise changes, dialogues with more expert members of society also lead to continuous changes that vary from culturel to culture

Front 37

which theories have only one course of development

Back 37

psycoanalytic, Piaget's, information processing, ethology,

Front 38

Is the dynamic systems perspective continuous or discontinuous

Back 38

both, change in the system is always ongoing, stagelike transformations occur as children recognize their behavior so components of the system work as a functioning whole

Front 39

which theories have multiple courses

Back 39

beahviorism and social learning theory, Vygotsky's theory, ecological systems, dynamic systems

Front 40

Which theorie emphasizes nuture alone?

Back 40

behaviorism and social learning theory,

Front 41

ethnography

Back 41

researcher attmpts to understand the unique values and social pressures of a culture or a distinct social group through participant observation

Front 42

reliabiliy

Back 42

the repeatability of a measure

Front 43

validity

Back 43

the extent to which methods in a reaserch study accurately measure what the investigator set out to measure

Front 44

control group

Back 44

the group that does not recieve the experimental treatment

Front 45

cohort effects

Back 45

the effects of cultural- historical cahgnes on the accuracy of longitudinal and cross sectional findings, results based on one cohort (children developing during the same time) may not apply to other cohorts

Front 46

observer influence

Back 46

the tendency of participants in a study to behave in unnatural ways in the presence of an observer

Front 47

observer bias

Back 47

observers who are aware of the purpose of a study see and record what they expect to see rather than what the participants actually do

Front 48

internal validity

Back 48

proper controls and elimination of confounding variables, allow for accurate testing of the hypothesis

Front 49

external validity

Back 49

the degree to which the findings of a study can be generalized to the population as a whole

Front 50

confounding variable

Back 50

variables so closley associated tath their effects on an outcome cannot be distinguished, things that influecne results that are not the independent variable

Front 51

time sampling

Back 51

researcher simply records whether or not an event occurs within a given (short) time interval

Front 52

event sampling

Back 52

the researcher records all instances of a particular behaviro during a specific time period

Front 53

describe a naturalistic observation

Back 53

observer purposley does not control or manipulate the setting, record and study behavior as it normally occurs

Front 54

describe a structured observation

Back 54

the researchers set up a lab situation to evoke a behavior

Front 55

what are two forms of systematic observation

Back 55

naturalistic and structured

Front 56

what are some advantages of naturalistic observation

Back 56

record and study behavior as it naturally occurs, directly see everyday behavior

Front 57

What are some limits of naturalistic observation

Back 57

cannot control conditions, not an equal opportunity for all participants to display the behavior, some behaviors are rarley seen in everyday life

Front 58

What are some advantages of structured observation compared to naturalistic

Back 58

greater control over research question, all participants have an equal opportunity to display the behavior

Front 59

what are the limits of structured observation

Back 59

observer influence and bias, what is observed in natural settings may not be displayed in the lab

Front 60

what are two types of self report

Back 60

clinical interview and structured interview

Front 61

Describe a clinical interview

Back 61

conversation style, open ended questions probe for participant's point of view and thoughts, obtain large amounts of information

Front 62

what are the advanateges of a clinical interview

Back 62

lots of information, detailed picture

Front 63

what are the limits of a clinical interview

Back 63

reponses are varied, diverse answers, accuracy of reported thoughts or feelings is questionable, interviewer's technique can influence responses (non-verbal cues, differences between interviewers etc)

Front 64

Describe a structured interview

Back 64

each participant is asked the same quesiton in the same way, can use quesitonares and get written answers

Front 65

what are some advantages of a structued interview

Back 65

provides alternative responses that participants might not think of on their own in a clinical interview, more consistent responses

Front 66

What are some limits of a structured interview

Back 66

inaccurate reporting by participants, do not yield the same depth of information as clinical interviews,

Front 67

describe the psycophysiological method

Back 67

attempts to uncover the relationship between physiological processes and behavior, measures autonomic responses in relationship to behaviors

Front 68

What are some ways to measure brain acitvity?

Back 68

EEG, ERP, PEt
fMRI- measures blood flow and oxygen metabolism to see which areas of the brain are "working"
NIROT- inear infrared optical topography- limited to examing the functioning of the cerebral cortex, can be used on very young babies as they sit on parent's lap

Front 69

Describe a case study

Back 69

attempt to gain a complete picture of a child's psychological functioning and their experiances, wide range of information

Front 70

what are the limits of a case study

Back 70

information is collected unsystematically and subjectively, researcher's bias in observation and interpretation, conclusions are not generalizable

Front 71

describe a longitudianl study

Back 71

participants are studied repeatedly at different ages, limits include biased sampeling, practice effects, and cohort effects

Front 72

describe a cross sectional design

Back 72

participants are measured only once, people of differeing ages all studied at the same times, hard to tell induvidual differences

Front 73

describe a microgenetic study

Back 73

a moment by moment observational analysis

Front 74

teratogen

Back 74

any enviromental agent that causes damage during the prenatal period

Front 75

parity

Back 75

the number of pregnancies, (uniparious, pluriparious)

Front 76

doula

Back 76

person assigned as the caretaker of the mother during the birthing process

Front 77

phocomelia

Back 77

birth defects that include deformed limbs, can be a result of prenatal exposure to thalidamide

Front 78

zygote

Back 78

the newly fertilized cell formed by the union of sperm and ovum at conception

Front 79

morula

Back 79

cluster of cells 4-6 days after conception, identical twinning occurs during this stage, still the same size

Front 80

blastocyst

Back 80

4th-6th day to implantation, differntitation of cells, growth in size, develops into embryo after implantation

Front 81

Is a valid test always reliable?

Back 81

Yes, because the valid test will produce accuratre results, all of the resuls will be in the range of the accurate nubmer

Front 82

IS a reliable test always valid?

Back 82

No, a test can produce repetable results but these aren't necessarily close to the actual number.

Front 83

can a correlational design prove cause and effect?

Back 83

no, although there may be a correlation between two variables, it may be spurious (they are not actually related)

Front 84

what does the endoderm develop into?

Back 84

digestive system, lungs, urinary tract, glands

Front 85

what does mesoderm develop into?

Back 85

muscles, skeleton, circulatory system, internal organs

Front 86

What does the ectoderm develop into?

Back 86

The nervous system and the skin

Front 87

What does the trophoblast develop into

Back 87

the placenta

Front 88

What are the stages of prenatal development

Back 88

germinal (zygote, morula, balstocyst), embryonic stage, fetal stage

Front 89

Name three teratogens and their effects on the fetus

Back 89

thalidomide- given as a treatment for morning sickness can cause phocomelia
DES- prescribed to help avoid miscarriage, effected the reproductive systems of the babies
Accuane- given as an acne treatment, effects formation of brain, skull, eyes, mouth

Front 90

what does the first stage of labor include

Back 90

longest stage ~15 hours for first birth, beings with contractions and ends with full dilation

Front 91

WHat does the second stage of labor include

Back 91

begins with full dilation (10cm) and ends with child birth, lasts minutes to hours

Front 92

What does the third stage of labor include

Back 92

placenta and amniotic sac separate from uterine wall and are discharged. Lasts an hour or less

Front 93

What is the Apgar test and what does it look for

Back 93

given 1 and 5 minuets after birth, tests the babies immediate health. Appearnce, Pulse rate Grimace (reflex irritability) Activity (muslce tone) and Respiration

Front 94

How is the Apgar test scored and what do the scores mean

Back 94

Score of 0-2 for each category, >7 is good, 4-6 requires attention, <3 requires emergency medical attention

Front 95

What is the Brazelton Neonatal Assessment Scale?

Back 95

given 24-36 hours after birth, tests 16 reflexes including reaction to stimuli and physical and social interactions

Front 96

What is anoxia

Back 96

lack of oxygen to the infant during birth

Front 97

What is the Babinski reflex?

Back 97

stroke sole of foot from toe toward heel,toes fan out and curl as foot twists in

Front 98

What is the palmer reflex

Back 98

place finger in infant's hand and press against palm, infant will grasp finger

Front 99

What is the rooting reflex

Back 99

stroke side of cheek, infant will turn head towards source of stimulation

Front 100

What is the moro reflex

Back 100

"drop" infant, infant will make embracing motion

Front 101

what is kangaroo care

Back 101

preterm infants exposed to skin to skin contact with caregiver, helps promote weight gain

Front 102

cephalocaudal

Back 102

from head to toe

Front 103

proximdal distal

Back 103

from center out

Front 104

What are the stages of altertness

Back 104

regular sleep, irregular sleep, drowsiness, quiet altertness, waking activity, crying

Front 105

list the phases through which depth perception occurs

Back 105

kinetic clues- differences in motion 3-4 weeks
binocular cues- the brain blends the images from both eyes (steropsis) resulting in depth perception 2-3 months
pictoral depth cues- textures and shading "visual cliff" 7 months

Front 106

What is intermodeal perception

Back 106

integration of multiple sense to form a combined experiance

Front 107

Describe classical conditioning

Back 107

the unconditioned stimulus evokes the unconditioned, reflexive response. The conditioned stimulus is paired with the unconditioned stimuls and the conditioned response (which is the same as the UCR) is evoked

Front 108

What features are part of each new motor skill development

Back 108

CNS maturation, movement possibilites, the task the child has in mind, environmental support

Front 109

What is Gesell's theory of child development

Back 109

All children proceed through the same sequence of development bu in varying ways. Trying to teach activities ahead of time will result in only minor, temporary growth. The culture should try to adjust to each child's unique temperament and growth style

Front 110

when was childhood first reguarded as a separate period of time?

Back 110

the midieval times

Front 111

What was the view of children during the reformation

Back 111

view that children were born evil and stuborn and had to be civilized. Parents were encouraged to be harsh and restritive to tame the child

Front 112

what are Piaget's stages of cognitive development?

Back 112

sensorimotor, preoperational, concrete operational, formal operational

Front 113

what is a sequential design and what are its advantages

Back 113

conduct several similar cross-sectional or longitudinal studies at varying times, exposes cohort effects, make both longitudinal and cross sectional comparisions, efficient

Front 114

what are children's rights in research

Back 114

protection from harm, informed consent, privacy, knowledge of results, beneficial treatments