Child Psych Exam 1

Front 1

theory that says children are a blank slate and that experience molds the infant.

Back 1

locke

Front 2

theory that says kids are born into sin. "born bad", they need to be beat and need to be trained to be good bc it was against their biological needs.

Back 2

calvin

Front 3

believed that newborns are endowed with an innate sense of justice and morality that unflods naturally as kids grow.

Back 3

Rousseau

Front 4

who are three lockians?

Back 4

pavlov, watson and skinner

Front 5

the experiences of early childhood seemed to account for patterns of behavior in adulthood.

Back 5

freud

Front 6

what are two biological theories?

Back 6

maturational and ethological

Front 7

theory that emphasizes development as a natural unfolding of a biological plan.

Back 7

maturational

Front 8

theory that emphasizes that children's and parent's behavior has adapted to meet specific environmental challenges. says that many behaviors are adaptive. they have survival value

Back 8

ethological

Front 9

what are two psychodynamic perspective theroies?

Back 9

freud's and erikson's

Front 10

theory that emphasizes the conflict between primitive biological forces and societla standards for right and wrong.

Back 10

freud

Front 11

emphasizes the challenges posed by the formation of trust, autonomy, initiative, industry, and identity

Back 11

erikson's

Front 12

emphasizes the role of reinforcement and punishment.

Back 12

skinner's operant conditioning

Front 13

emphasizes childrens efforts to understand their world, using reinforcement, punishment, and others behaviors

Back 13

bandura's social cognitive theory

Front 14

emphasizes the different stages of thinking that result from children's changing theories of the world.

Back 14

piaget's

Front 15

emphasizes the role of parents in conveyng culture to the next generation.

Back 15

vygotsky's

Front 16

development is determined primarly by biological forces

Back 16

biological perspective

Front 17

development is determined primarily by how a child resolbes conflicts at different ages.

Back 17

psychogynamic perspective

Front 18

development is determined primarly by a child's enviroment.

Back 18

learning perspective

Front 19

evelopment reflects children's efforts to understant the world .

Back 19

cognitive-developmental perspective

Front 20

development is influenced by immediate and more distant enviroments, which typically influence each other

Back 20

contextual perspective

Front 21

theory that tied all influences together. it has layers that serves and a filter. more direct such as family to less direct such as society.

Back 21

bronfenbrenner

Front 22

called "mr. biology" characterisitics are cause because of biology. child development is nothing byt unfolding of biology.

Back 22

gessell

Front 23

theory of survival of the fittest. says that instincts are going to be elisted by environments.

Back 23

darwin

Front 24

says we for attachments

Back 24

bowlby

Front 25

early development is related to later development but not perfectly.

Back 25

continuity

Front 26

development is always joinly influenced by heredity and environment

Back 26

nature and nurture

Front 27

children influence their own development.

Back 27

active children

Front 28

development in differnent domains is connected.

Back 28

connections

Front 29

what are two systematic obersvation?

Back 29

naturalistic and structure observations

Front 30

capture's children's behavior in its natural setting but is difficult to use whith behaviors that are rare or that typically occur in pribate settings

Back 30

naturalistric observation

Front 31

can be used to study behaviors that are rare or that typically occur in private settings by may be invaliv if the setting distorts the behavior

Back 31

structured observation

Front 32

convenient and can be used to study most behaviors but may be invalid if the task does not sampld behavior as it occurs naturaly

Back 32

sampling behavior with tasks

Front 33

convenient and can be used to study most behaviors but may be invlavid because children answer incorrectly due to forgetting or repose bais

Back 33

self reports

Front 34

can provid indepent, converging ecvidence that can confirm behavioral measures and are ofter specific to particular types of behaviors and consequently may not be available for all topics

Back 34

physiological meausures

Front 35

to observe vairables as they exist in the world and determine their relations. cannot determine cause and effect.

Back 35

correlation design

Front 36

investigations look at relations between variables as they exist naturally in the wolrd.

Back 36

correlational study

Front 37

means that larger values on one variable are associated with larger values on the second variable.

Back 37

positive correlation

Front 38

means that larger valuses on one variable are associated with smaller values on a second variable.

Back 38

negative correlation

Front 39

study that manipulate independent and dependent variables.

Back 39

experiemental

Front 40

the researcher manipulates independent variable in a natural setting so that the results are more likely to be representative of behavior in real-world settings.

Back 40

field experiment

Front 41

design that one group of children is tested repeatedly as the develop

Back 41

longitudinal

Front 42

design where children of different ages are tested at the same time.

Back 42

cross-sectional

Front 43

design where sequences of children are tested longitudinally

Back 43

longitudinal-sequential

Front 44

a tool that allows researcher to synthesize the results of many studies to estimate relations between variable.s

Back 44

meta-analysis

Front 45

person's heredity = person's ____/.

Back 45

genotype.

Front 46

a person's physical, behavioral, and psychological features

Back 46

phenotype

Front 47

a genetic disorder that is caused by an extra 21st chromosome and that results in metal retardation.

Back 47

down syndrome.

Front 48

refers to the fact that the same genotype can produce a range of phenotypes, in reaction to the environment where development takes place.

Back 48

reaction range.

Front 49

kids tend to be closer the the mean even if parents are extremem.

Back 49

regression to-the-mean

Front 50

fertilized egg becomes a blostocyst that is implanted in the uterine wall.

Back 50

period of the zygote

Front 51

perior of rapid growth; mist body parts, including nervous system, heart, and limbs are formed.

Back 51

period of the embryo

Front 52

rapid growth continues, most body systems begin to function

Back 52

period of the fetus

Front 53

what is the age of viability?

Back 53

the age a baby will likely survive if born. 27-29 weeks.

Front 54

sample the fetal cells is obtined from amniotic fluid and is a screen for genetic disorders

Back 54

amniocentesis

Front 55

sample of tissure is obtained from the chorion, part of the placenta and is used as a screen for genetic disorders

Back 55

chorionic villus sampling (CVS)

Front 56

what are the three stages of birth?

Back 56

stage one: contractions and dialation
stage 2: birth of baby
stage 3: after birth (birth of placenta)

Front 57

babies born less than 38 weeks after conception

Back 57

premature birth

Front 58

babies that are substantially smaller than would be expected based on the length of time since conception

Back 58

small-for-date

Front 59

a measure that is used to evaluate the newborn baby's condition. look for five vital signs including breathing, heartrate, muscle tone, presence of reflexes, and skin tone.

Back 59

apgar score

Front 60

measurement that is used to evalute functioning for four systems: autonomic, motor, state, and social

Back 60

neonatal behavioral assessment scale (NBAS)
or Brazelton