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55 Cards in this Set
- Front
- Back
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Statistically significant |
Chance of error <5% |
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Standard deviation |
Measure of variation around the mean |
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Correlation coefficient |
From -1 to +1 |
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Positive correlation |
2 variables change in the same direction |
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Negative correlation |
2 variables change in the opposite direction |
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Control group |
A group that does not receive the manipulation |
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Developmental psychology |
The study of the patterns of continuity and systematic changes that purpose throughout the lifespan of the organism |
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Processes that influence development |
Physical/biological processes and events/ cognitive sciences/sociologie emotional processes |
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Cross sectional design |
Observing groups of subjects of varying ages at one time. Ex 3 groups, 6 8 and 10 yrs old |
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Longitudinal design |
Observing subjects of the same age at varying times across their lifespan; one group, same age,studied over a period of time |
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Sequential Design |
Combines cross sectional and longitudinal; more than one group, subjects within each group are of the same age, but each group differs from the others in age, studied over a period of time |
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Teratogens |
Agents that can cause birth defects (illness, substance abuse, diet, stressors, pollution) |
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Normative development |
Same for all; maturation |
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Unique development |
Environment or genetic factors affect timing of specific events/phases/abilities |
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Epigenetic effects |
A specific G × E interaction where E alters aspects of genetic material (chromosome) |
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Process of fetal development |
Germinal, embryonic, fetus |
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Visual acuity |
Assess with preference for patterns |
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Assimilation |
New info understood in terms of existing schemes |
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Accommodation |
New info leads to modification of old schemes and creation of new schemes |
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Schemes |
Mental représentations of the kinds of actions which can be performed on a category of objects |
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Sensorimotor stage (0 - 2) |
The child understands the world in terms of basic sensory and motor processes |
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Object permanence |
Objects exist even if you don't perceive them |
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Hiding task |
Used for object permanence; failed |
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Impossible event |
For object permanence; a surprise |
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Wernickes |
Perception |
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Brocas |
Production of speech |
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Preoperational stage (2 - 7) |
Language emerges; |
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3 mtns |
Requires a lot of memory so not good |
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Concrete operational stage (7 - 12) |
Emergence of logical thought; cause and effect; understand law of conservation, transitivity and class inclusion |
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Formal operational (12 -> ) |
Emergence of abstract reasoning, think hypothetically |
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Temperament |
Early manifestation of personality: emotional reactivity, activity, and self regulation |
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Dimensions of temperament |
Behavioral inhibition, activity lvl, negative affectivity, impulsivity, sociability |
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Catégories of child temperament |
Easy children, slow to warm up children, and difficult children |
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Easy children |
Adjust well |
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Slow to warm up children |
More fearful |
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Difficult children |
Irritable, poor self control; much more likely to have behavioral problems later in life |
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Attachment |
Assessed via the strange situation test |
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Secure |
Upset when mom leave, happy when returns, high self esteem, self reliance, social skill, lower risk for problems at adolescence |
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Insecure |
Avoidant, resistant, or disorganized |
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Avoidant |
Don't care if mother is present |
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Resistant |
Cling to mother, very angry if she leaves |
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Disorganized |
Depressed/unresponsive when mother leaves |
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Parenting style with dimensions |
2 dimensions: demanding and responsiveness to child |
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Authoritarian |
High demand and parent centered; lower initiative, lower social competence |
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Authoritative |
High demand and child centered; high social competence and self-esteem |
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Neglectful |
Low demand and paren't centered; lack self control and low esteem |
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Permissive |
Low demand and child centered; lack self control and low esteem |
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Trust vs mistrust 0 - 1 yr |
Experiencing dependable caregivers |
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Autonomy vs shame and doubt 2 - 3 yrs |
Controlling environment |
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Initiative vs guilt 3 - 6 yrs |
Enacting plans, self control |
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Identity vs rôle confusion adolescence |
Establishing a secure identity |
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Moratorium period |
Searching, questioning, role experimentation; no formal commitments to occupation |
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Identity confused (diffused) |
No goals or commitments, apathy; poor relationships, lack sense of self |
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Identity achieved |
Firm commitments to ideals, goals after a period of questioning |
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Identity foreclosure |
Unquestioning acceptance of ideals and career commitments from parents/authority |
