Question | Answer |
Developmental | continuous and changes from conception to death
not all about changes, some factors are continuous |
psychology | thoughts, behaviors, feelings
social |
Domains | physical, cognitive,social, emotional |
Periods | Prenatal
Infancy & Toddlers
Early Childhood
Middle Childhood
Adolescence
Adult |
Prenatal | before birth, developmental genetic disorders |
Infancy & Toddler | birth to 2 |
Early Childhood | 2 to 6 |
middle childhood | 6 to 11 |
Adolescence | 11 to 18 |
adult | 18 and above |
Medieval times | 6th- 15th centuries, before it was true science, separate from adults, laws to protect children, laws more lenient for children who offend, religious writings contradictory |
reformation | 16th century, puritan belief of original sin, children born evil had to be civilized, beating for misbehaving, portrayed as miniature adults |
Enlightenment | 17th century, emphasized human dignity and respect, John Locke & Jean-Jacques Rousseau |
John Locke | 1632-1704, tabula rasa- blank slate |
Jean-Jacques Rousseau | 1712-1778, born "pure", corrupted or enriched by society |
Charles Darwin | 1809-1882, evolution |
late 19th century | human development recognized as scientific field |
Stanley Hall | 1844-1924, 1st scientific study of child development |
Alfred Binet | 1857-1911, 1st standardized tests of intelligence |
arnold gesell | 1925 article, genetically programmed sequential pattern of change |
20th century | studies done by psychologists |
present day | interdisciplinary, international |
maturation | unfolding of genetically determining traits, structures, and functions |
learning | our experiences produce permanent changes |
constructivists | genetics and environment interact directly |
cultural | genetics and environment interact indirectly |
developmental theory | nature and regulation of human structural, functional, and behavioral change over time |
objectivity | separating self from results, no bias |
reliability | consistent results |
replicability | another researcher try your study |
validity | measure what intend to measure |
Naturalistic Observation | observe and record, little interaction with participants, a way to gather information before conducting an experiment, can observe one or multiple behaviors, ethnography |
ethnography | detailed description of culture, live with other culture, compare cultural development |
survey | predetermined set of questions, doesn't change from person to person, not experimental |
correlational | the relationship between two variables, no cause and effect |
positive correlation | both variables increase |
negative correlation | one var. increases and one decreases |
zero correlation | no relation, dots everywhere |
clinical interviews | adapt questions to each individual, questions asked depend on previous answer, follow-up questions, focus on interested areas for clarification, great for studying individual differences need to be ignored in order to see patterns in behavior |
experiments | researchers manipulate one variable and measure other variable |
independent variable | manipulated |
dependent variable | measured |
random assignment | mix of people, randomly set into groups |
experimental group | manipulation |
control group | no manipulation, compare with experimental to see changes |
quasi-experimental | preexisting variable, can't randomly assign or even manipulate
gender, race, religion, mental health, age, personality, background |
longitudinal | same children observed repeatedly overtime |
longitudinal problems | selective attrition (tendency for some people to drop out of study more than others) , nonrepresentative sample, practice effect (repeated exposure allows you to get better), cross-generational problems (can't be applied to others) |
cross-sectional | children of different ages compared at one time |
cohort | group of people born at the same time and more likely to share same experiences |
cross-sectional problems | cohort effect- can't apply to other cohorts because of different experiences |
sequential or cohort-sequential | combo of cross-sectional and longitudinal, same children from different age groups and measurements taken over multiple years, shorter than longitudinal, minimizes cohort effect or helps you identify cohort effects |
microgenetic | adaptation of longitudinal study, follows the mastery of a task present to a child, follow only for hours or days |