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167 Cards in this Set
- Front
- Back
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Nature
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Biological: genes inherited from parents
Shapes environment with nurture, not just alone. |
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Nurture
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Environmental:physical and social influences
Shapes environment with nature, not just alone. |
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Active child
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Children influence own development
Talk selfs through situations which continues with age environments: children actively choose environment |
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continuity
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process of small changes:
ex. pine tree growing taller |
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discontinuity
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changes with age occurs in large shifts
ex. caterpillar/cocoon, butterfly |
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scientific method
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approach to testing beliefs that involves:
choosing a question, formulating hypothesis, testing hypothesis, drawing conclusion |
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hypothesis
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predictions about behavior (educated guess)
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Reliability
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Degree to which independent measurement of given behaviors are constant -- same results every time.
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Interrater reliability
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Non-definable term (what do you consider an aggressive act?)
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test-restest reliability
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Test more than once, how many times will you get similar results?
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Validity
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Degree to which a test measures what it is intended to measure
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Internal Validity
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Valid within content
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External Validity
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do findings from lab actually occur in real world?
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Experimental designs
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Inferences about cause and effects
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Experimental control
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ability to determine specific experiences children/people have during course of experiment
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Random assignment
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assignment by chance
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Experimental group
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group in experimental design presented the experiment of interest. Independent variable (IV)- experience that only children in experimental group have.
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Control group
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group in experimental design who are not presented experiment of interest, but are treated similarly. (dependent variable (DV)- behavior measured to determine whether it is affected by exposure to the independent variable.
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Fetal Experience (preference)
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gain experienced early in life.
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Taste
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prefers sweets
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smell
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can smell whatever mother has injected through the amniotic sac.
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Hearing
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prefers mothers voice.
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Premature birth
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Any child born at 35 weeks after contraception or earlier (as opposed to the normal term of 38 weeks)
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Hazards of prenatal development
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an external agent that can cause damage or deaf during prenatal development
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Dose response relation
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the move you are exposed to something the worse the effect with be.
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REM vs. REM sleep
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Newborns get twice as much REM sleep than adults do.
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Auto stimulation theory
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While in Rem sleep their brain builds cortex
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Phenotype
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observable expression of genotype (body characteristics and behavior)
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Genotype
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Genetic material an individual inherits
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Alleles
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genes in two different forms
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Dominant allele
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If present always get expressed
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recessive allele
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allele that is not expressed if a dominant allele is expressed
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polygenetic inheritance
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several different genes combined together to create a phenotype outcome like shyness, or aggression, etc.
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synaptogenesis
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process by which neurons form synapses with other neurons, resulting in trillions of connections
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synaptic pruning
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elimination of synapses that are not activated.
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plasticity
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capacity of the brain to be molded of changed by experience
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experience- expectant plasticity
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process of which the wiring of the brain is a result of experiences
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Experience-dependednt plasticity
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process of which neural connections are created and reorganized throughout life as a function of individuals experiences. (what we learn depends on experience)
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Piagets theory
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cognitive development
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adaption
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respond to demands in the environment in ways that meet ones goals.
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assimilation
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incorporating new information with concepts already known
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accommodation
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incorporating current understandings in response to new experiences
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equilibrium
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balance of assimilation and accommodation to create stable understanding
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Sensorimotor (birth- 2yrs)
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motor abilities
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Preoperational (2-7 yrs)
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represent experiences through language
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concrete (7-12 yrs)
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children can reason logically about objects and events
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formal operational (12 & beyond)
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able to think about abstractions and hypothetical situations
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object performance
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objects continue to exist even when they are out of view.
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symbolic representation
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use of one object to stand for another
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egocentrism
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(no theory of mind yet)-- tendency to focus on a single, perceptually striking feature of an object or event
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conservation concepts
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(liquids in a glass) jet because you change the appearance of objects does not change their key properties
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Information processing theories
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constant update of info, small increments of change
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core knowledge theories
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approaches that emphasize that other people and the surrounding culture contribute to children's development.
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social cultural thoeires
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approaches that emphasize that other people are the surrounding culture contributed to children's development
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Sensory memory (short term memory)
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remembering sounds, sights, and other sensations that have just been experienced
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Working memory (short term memory)
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a kind of workspace in which information from sensory memory and long-term memory is brought together, attended to, and processed. (+/- 7)
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long term memory
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warehouse of our information we have
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selective attention
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process of intentionally focusing on the information that is most relevant to the current goal.
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sensation
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receiving info
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perception
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processing info
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preferential-looking technique
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children showed tow objects or pattens at a time to see if infants have a preference for one over the other.
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Habituation
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getting used to something
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visual scanning (1-2 Months)
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scanning environment, especially facial features (prefer upper half of face)
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Intermodal perception
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using two or more senses at the same time for information
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self-local movtive
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8 months- crawling
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scale errors
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when object perception isn't correct
(sitting in mini chair) |
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Phonemes
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Sound unit (bat vs. Pat)
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Morphemes
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small unit with meaning (word)
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Phonological development
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can differentiate between different sounds
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syntax
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rules in language that specify how words from different categories (noun, verb, etc.) belong together
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sematic development
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learning word meaning
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syntactic development
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combination of words and their meaning
(john loves mary doesn't mean the same as mary loves john) |
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infant direct talk
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baby talk (babies prefer this)
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overextension vs. overreularization
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Overextension: not using a word properly (saying dog for any four letter animal, dad for any male)
overregularization: using context of word improperly ( breaker vs, broker) |
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telegraphic speech
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child's first sentences usually two words ( more juice)
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overregularzation
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using a word wrong ( goes vs. go)
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dual representation
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map stands for two things, physical (paper) & tangible (map of the world)
-- children have trouble with this |
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cencepts
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general ideals or understandings that can be used to group together objects, events, qualities, or abstractions that is similar in some way.
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category hierarchies
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categories related by set- subset relations such as animal/dog/poodle
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superordinate
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most general (animal)
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Basic
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Middle (dog)
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Subordinate
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Most specific (poodle)
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theory of mind
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basic understanding of how the mind works and how it influences behavior.
(develop this and you know that others don't have the same knowledge as you do) |
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egocentric representation
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code special information based on our environment
(everything moves when i move) |
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General intelligence (g)
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underlying factor that predicts all inteligence
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fluid intelligence
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ability to think on the spot and solve problems
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crystalized intelligence
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factual knowledge about the world
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IQ
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intelligence
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measurement
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chronological age/mental age x 100
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normal distribution
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information falling around symmetrically around a mean value. (most scores)
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standard deviation
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bell curve (68% fall in 1 deviation of the mean, 95% fall in 2 deviations of the mean)
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flynn effect
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rise in IQ scores within the past 75 years
(bottom 10% who improve) |
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comprehensive monitoring
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comprehending what you are reading rather then just looking at the word.
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frueds theory
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instinctual drives
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ID
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pleasure
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EGO
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reality
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SUPEREGO
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morals
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Erikson's stages
TRUST vs. MISTRUST |
one year
trust in caregiver HOPE |
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Erikson's stages
AUTONOMY vs. SHAME/DOUBT |
1- 3.5 yrs.
a strong sense of motor development WILLPOWER |
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Erikson's stages
INITIATIVE vs. GUILT |
4-6 yrs.
child wishes to please mom and dad PURPOSE |
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Erikson's stages
INDUSTRY vs. INFERIORITY |
6-puberty
social skills and learn to work COMPETENCE (learn helplessness) |
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Erikson's stages
IDENTITY vs. ROLE CONFUSION |
(puberty - adulthood)
adolescent must figure out who they are. IDENTITY |
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Watsons behaviorism
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Belve tat we learn from social environment and conditioning (little albert)
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Microsystem
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self
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mesosystem
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immediate family
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exosystem
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extended family
(dont directly experience, but indirectly affects them) |
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macrosystem
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larger cultural and social context within other systems (social class)
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chronosystem
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changes in environment over time
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systematic desensitization
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rids people of fears and phobias
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parental investment
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how parents influence children, by investment in them
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self- conscious emotions
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guilt, shame, embarrassment, & pride.
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negative emotions
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pain and hunger
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separation anxiety (8 months)
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feeling distress when separated from an individual whom they re attached too (later in life)
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emotional self-regularization
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looking into the environment
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Temperament
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Different aspects of emotions and actions
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Easy
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routine
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Difficult
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no routine
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Slow to warm up
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eventually get into the hang of things
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attachment theory
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children are biologically predisposed to develop attachments as means of increasing survival chances
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secure attachment
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tight relationships with attachment figure
(upset when caregiver leaves and happy when they come back) |
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insecure attachment
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less positive attachment to caregiver then secure attachment
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insecure/resistant
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children are clingy and stay close to caregiver rather then exploring the environment. (upset when caregiver leaves and not easily contorted when they return)
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insecure/avoident
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indifferent towards caregiver (upset when left alone, but easily comforted)
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disorganized/disorientated
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no constant way of coping with stress (confusion)
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self during adolescence
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concerned over social competence and appearance
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identity diffusion
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no firm commitment or progress in figuring out whom they are
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foreclosure
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premature commitment to identity without adequate consideration of other options
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moratorium
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time out (experimenting)
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identity achievement
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commitment to who you are.
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survival of offspring
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ensuring survival of offspring by providing them with all of their needs
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economic function
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families provide means for child to acquire skills and other resources to make sure they are economically productive in adulthood
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cultural understanding
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families teach children basic values of culture
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authoritarian
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high in demandingness and supportiveness
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authoritative
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high in demandingness and low in responsiveness
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permissive
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high in responsiveness but low in demandingness
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rejecting/neglecting
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low in responsiveness and demandingness
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impact of divorce
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it can result in short and long term problems then that of child living with boy parents,more likely to experience depression and sadness etc.
- insecurity, stressful, relationship probe, effect young more then old. |
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conceptualizations of friendship across child and teen
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children are friends when they are younger with those who live by them and when you are a teen its much more complex
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functions of friendships
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support each other, promoting social and cognitive skills, and positive emotions
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reciprocated best friendships
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a friendships in which two children BOTH view each other as best friends or close friends
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cliques
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5-7 people (choose to be around them)
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Crowds
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athletes, jocks, groups, etc. (put into this group)
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sociometric status
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measures the degree to which children are liked or disliked by their peers as a group.
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popular peer status
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children who are pos. liked by many and are viewed negatively by very few
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rejected peer status
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children who are liked by few and disliked by many
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neglected peer status
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children who are not mentioned often as liked or disliked, not noticed by much peers
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relational aggression
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aggression that involves exclusion from the social group or attempting to do harm to another's relationship with others
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morality of constraint (7 yrs)
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follow rules and duties, whatever authority says s right is right and their punishments are always justified
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transitional period (1/8 -10 yrs)
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more interactions with peers. learn that the rules can be changed, and can learn new perspectives. value fairness and equality
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autonomous morality (11-12 yrs)
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no longer accept blind obedience to authority. Understands that rules are the produce of social agreement and can be changed is the majority of a group agrees to do so. Believe punishments should fit the crime and that sometimes when delivered from adults they are not always fair.
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pre conventional moral reasoning
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self-centered: it focuses on getting rewards and avoiding punishment
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conventional moral reasoning
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centered on relationships: its focuses on compliance with social duties and laws
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post-conventional moral reasoning
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centered on ideas: focuses on moral principle
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social conventional judgement
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pertain to customs and regulations: like saying sir and setting the table, making your bed
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personal judgements
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individuals preferences are main considerations when it comes to actions
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pro-social behavior
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voluntary behavior intended to benefit others -> helping others, sharing, and comforting
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instrumental agression
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motivated by the desire to obtain concrete goal
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hostile agression
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desire to hurt another person or to protect self against perceived threat to self esteem
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reactive agression
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everyone is hostile (emotionally driven)
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proactive agression
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fulfilling need or desire (unemotional)
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androgens
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steroid hormone that contains testosterone (affect physical development)
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congenital adrenal hyperplasia (CAH)
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adrenal glands produce high levels of hormones that have androgen like effects
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self-socialize
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children biases to behave according to gender
-- boys don't ride pink bikes |
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social identity
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awareness of ones own gender
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social identity theory
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evaluating individuals and characteristics of the in group rather then out group
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social schema theory
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organized mental representations (concepts, beliefs, memories) about gender, including gender stereotypes
->trucks for boys, dolls for girls |
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gender stereotypes
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boys do this, girls don't do this, vice versa
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