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67 Cards in this Set
- Front
- Back
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Raising Children (Reason #1 to study child dev.) |
Research allows for evidence based on practices, helps with having healthy children |
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Social Policy (Reason #2 to study child dev.) |
Research facilities informed decisions about social policies that affect children (e.g.) Policy implications like the NJ anti bullying law. Anti bullying in LGBT youth |
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Understanding human nature (Reason #3 to study child dev.) |
Reasons why kids act the way they do
(e.g.) 1. Infants raised in orphanages 2. Language 3. What aspects of human behavior are innate? (deaf children in Nicaragua develop their own system of sign)
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Understanding "developed" phenomenon (Reason #4 to study child dev.) |
Studying children expands our understanding of adults (e.g.) early attachment affects romantic relationships |
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Nature vs. nurture (Theme 1) |
Nature = genetics/innate environment Nurture = Environment
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The Active child (Theme 2) |
Children attribute to their own development, they are treated as to how they act - Elicit reactions from others - select in environments |
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Continuity/Discontinuity (Theme 3) |
Stage theories: development occurs in progression of age, related to qualitative shifts REMEMBER: - Pine tree change in degree (continuity) - Butterfly (discontinuity)
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Mechanisms of developmental change (Theme 4) |
Why/how does change occur? - Interactions of genes/environment - Adolescent and young adult risky behavior decreases with age |
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Sociocultural context (Theme 5) |
Physical, cultural, economic and historical circumstances, religious affiliation - Race has an effect on child development |
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Individual differences (Theme 6) |
How do children become different from one another? Factors: 1. GENES 2. DIFFERENT TREATMENT 3. REACTIONS 4. ENVIRONMENTAL SELECTIONS |
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Research and children's welfare (Theme 7) |
Practical benefits diagnosing and helping problems that arise in children |
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Reliability |
Consistency/repeatability of measures -Interrater: Two people involving one thing, which they do not agree upon -Test retest: measure of IQ's (see if they are consistent over time |
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Validity |
Methods measure what they are supposed to measure 3 Kinds: - Internal: do interpretations match? - External: do results generalize/ apply to large groups - construct: does it measure what you think?
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Interviews (Ways to gather data) |
1. Clinical: Prepared questions, follow up with questions, based on answers 2.Structured: Prepared questions
PROS: In depth info, own words CONS: Memory distortion, expansive, time consuming, social desirability |
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Questionnaires/Surveys (Ways to gather data) |
PROS: Quick and cheap, large samples, uniform questions CONS: Less detail & social desirability |
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Developmental issues in regards to contexts to gather data |
- Language: Preverbal children, vocabulary (must adapt for age groups - Abstract questions: Some concepts may be too abstract - Rating scales
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Naturalistic observation (Ways to gather data) |
In children's usual environments, observations try not to influence behavior Pro: Rich detail, social interaction and ecological validity (measures relevant in real world) Cons: What influences what? Low base rate and reactions to observations |
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Structural observations (Ways to gather data) |
Takes place in a lab, observe how different children behave in the same situation (e.g.) Kids fighting over resources (create a situation) PROS: Compare across kids and control CONS: Ecological validity, less natural |
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Correlational vs. Experimental designs |
"How was data collected" - Experimental: Manipulation of variables PROS: Causation and target specific CONS: Ecological validity - Correlational: Measure between variables
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Random assignment |
Assigning subjects to different treatments |
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Cross section vs. Longitudinal |
"When was data collected" - Longitudinal: Group of participants studied repeatedly at different age groups PRO: Stability and change over time and see development happen CONS: Biased sampling, resource intensive, attribution, practice effects -Cross section: Examine children at different ages PRO: Efficient CON: Measuring age difference not change, cohort effects (i.e., same sex marriage changes with generations) |
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Zygote/Germinal stage (Stage 1 in Prenatal development) |
- 0-2nd week - Start: Conception - End: Attachment to uterine wall - Major achievements: Cell division, form blastocyst (outer layer of cells with a mass of cells inside) |
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Embryonic stage (Stage 2 in Prenatal development) |
- 2nd - 8th week - Start: attachment to uterine wall - End: Formation of bone cells -Major achievements: Support system develop, major organs and movement - Support system develops (placenta and amniotic sac) - Inner layer of blastocyst develops |
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Fetal stage (Stage 3 in Prenatal development) |
-Week 9-birth - Growth, hearing, movement felt by mother -Period of rapid growth -Responds to light (hearing and sound @6 months) -7 months = third trimester, fetus begins putting on weight |
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Fetal learning (yes it can learn) |
Habitation: repeatedly shown a stimuli and are tired of it Taste: Food eaten can determine child preferences Hearing: can hear voices (helps with development of learning) |
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Teratogens |
An environmental agent that can cause harm to developing fetus/embryo - Depends on: Timing, amount & length of exposure, genetic susceptibility of fetus, quality of post natal environment |
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Timing of Teratogens |
Child is most susceptible to teratogens during embryonic stage
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Types of Teratogens |
Cigaretts, illegal drugs, environmental pollutants, alcohol |
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Alcohol exposure |
FAS-fetal alcohol syndrome FASD-fetal alcohol spectrum disorder Characteristics: mental retardation, facial features, impairment of memory PROBLEMS CAN BE LONG LASTING |
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Genotype |
Genetic material child inherits - depends on gene expression - turned on/off and interactions with genes |
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Phenotype |
Observable expression of genotype - depends on gene expression - turned on/off and interactions with genes |
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Phenotype influences environment |
Parental hostility - agressive behavior Evocative: Child's make up evoke reactions Active: child seeks out environment
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Environment of Child affects genotype |
- Epigenetics - Genetic inheritance remains fixed, expression does not |
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Heritability |
- Variation in an attribute due to genotype variation (measured through gene variation) - Behavioral genetics research seeks to "break down" variance in 3 components 1. Genetics 2. Shared environments 3. Non shared environments CAVEATS - Does not tell us what trait is inherited -Apply to groups not individual - apply only to a particular population in particular situations
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Behavioral genetics research designs |
- Family studies: People who are more genetically related should be more alike with specific traits - Twin studies: Compare identical and fraternal twins - Adoption studies: Compare adopted kids' biological or adoptive parents more -Adoptive twin studies: Twins split up: are they more similar or not?
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Shared and non shared environments |
Shared = Environment makes 2 people unfamiliar similar non shared = Experiences make individuals different in the same household |
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Neurogenesis (process in brain development) |
Proliferation of neurons (occurs 18 weeks after conception) |
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Migration (process in brain development) |
Cells move to their ultimate destination - once cells become neurons, their no longer going to follow other neurons. - Position a knows to go to position b |
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Synaptogenesis (process in brain development) (neuron development) |
Cells form connections |
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Myelination (process in brain development) (neuron development) |
Axon is covered with myelin sheath (speeds up info through axon terminals) - Nerve cells are not always myelinated (i.e., stubbing toe delay) |
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Apoptosis (process in brain development) (neuron development) |
Cell death (involved in the eliminating of neurons) |
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Plasticity |
Capacity of the brain to be affected by experience - ADVANTAGES: Economy and the ability to adapt to circumstances - DISADVANTAGES: What if experiences are not optimal?
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Experience - expectant plasticity |
General experiences shared by the vast majority throughout human evolution are "expected" by the individual brain - Less info needs to be encoded by genes, confers some vulnerability if experience does not happen, brain may recognize for the area to serve some other function - Sensitive periods: brain looks for experience to "wine" itself |
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Experience - dependent plasticity (learning) |
Neutral connections are created/reorganized throughout life as a function of individual experience -highly specialized effects CAN OCCUR
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Brain damage and recovery |
- Brain is vulnerable during neurogenesis and neuron migration (pre natal and first year) - Brain damage during synapse generation and pruning |
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Schema |
A mental structure that provides an organism with a model for action in similar circumstances (similar concepts and strategies) |
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Assimilation (promote's cognitive growth) |
Already have a schema, can be applied to a new experience/ problem (i.e.) child is breast fed then has to assimilate to a bottle |
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Accommodation (promotes cognitive growth) |
Adapt to new schema (change to fit situation) |
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Equilibration (source of cog. growth) |
- Infants are always trying to reach this - Things that'll change our knowledge (e.g.) child see's an airplane and calls it a bird (assimilation), wings aren't flapping (no longer in equilibrium), conclude this is something different (accommodation) |
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Organization (source of cog. growth) |
Humans organize knowledge into structures |
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Qualitative change (when thinking of Piaget's stages) |
Thinking in a fundamentally different way |
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Broad applicability (when thinking of Piaget's stages) |
Stage applicable to every day life |
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Brief transitions (when thinking of Piaget's stages) |
Changes jump from one way of thinking to another |
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Invariant sequence (when thinking of Piaget's stages) |
You never skip a stage |
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Sensorimotor (Piaget stage 1) |
- (birth-2 years) - Learn though sensation and movement, stuck in here and now |
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Pre operational (Piaget stage 2) |
- (2-7 years) - Child no longer tied to the here and now - begin thinking and understanding |
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Concrete operational (Piaget stage 3) |
- (7-12 years) - begin thinking logically but not abstractly
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Formal operational (Piaget stage 4)
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- (12 years - adulthood) - Can now think logically
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Sensorimotor: Object Permanence |
- Before 8 months, fail to search for hidden objects -8-12 months, will search for hidden objects (fail a not b task) - 12-18 months, pass a not b task, fail to continue searching if object is moved without them seeing it - 18-24 months, will continue to search, even if hidden without them seeing it, beginning of representation thought |
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Preoperational stage |
Advances: development of symbolic representations (use one object to symbolize another )(i.e., hand as a gun) Limitations: Egocentrism and centration - Egocentrism: Lack of spacial perspective, egocentric speech (pre schoolers talk past one another) - Centration: Cant focus on more than one aspect at a time (e.g. class inclusion task, more roses or more flowers?). Logical thinking begins but is reorganized |
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Formal operational stage |
- Ability to think abstractly - Engagement in scientific reasoning - NOT UNIVERSAL (sometimes not reached, i.e. if children aren't schooled) |
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Criticisms of Piaget's theory |
- Existence of qualitatively distinct developmental stages (i.e.) children can determine number theory before quantity - Range of innate abilities - source of an infant's cog. limitations - vague about processes of change - social components? |
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Information processing theories |
- View of nature, the cognitive development is continuous - Memory is an example of this |
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Development of memory |
Improvement of basic processes 1. encoding 2. processing speed 3. due in maturation processes
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Memory development stratagies |
1. Rehearsal 2. selective attention 3. scripts to aid memory |
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Sociocultural theories |
L.S. Vygotsky (1896-1934) - children are social beings, their culture shapes thinking, thought is internalized through speech, and there is a zone of proximal development
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Dynamic systems theory |
- Originated in fields of physics/mathamatics - E.g. a not b dynamic, reaching habits influence performance -development is self organizing |
