CA Developmental Psy
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| Developmental | continuous and changes from conception to death
not all about changes, some factors are continuous
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| psychology | thoughts, behaviors, feelings
social
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| Domains | physical, cognitive,social, emotional
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| Periods | Prenatal
Infancy & Toddlers
Early Childhood
Middle Childhood
Adolescence
Adult
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| Prenatal | before birth, developmental genetic disorders
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| Infancy & Toddler | birth to 2
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| Early Childhood | 2 to 6
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| middle childhood | 6 to 11
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| Adolescence | 11 to 18
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| adult | 18 and above
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| 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
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| reformation | 16th century, puritan belief of original sin, children born evil had to be civilized, beating for misbehaving, portrayed as miniature adults
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| Enlightenment | 17th century, emphasized human dignity and respect, John Locke & Jean-Jacques Rousseau
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| John Locke | 1632-1704, tabula rasa- blank slate
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| Jean-Jacques Rousseau | 1712-1778, born "pure", corrupted or enriched by society
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| Charles Darwin | 1809-1882, evolution
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| late 19th century | human development recognized as scientific field
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| Stanley Hall | 1844-1924, 1st scientific study of child development
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| Alfred Binet | 1857-1911, 1st standardized tests of intelligence
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| arnold gesell | 1925 article, genetically programmed sequential pattern of change
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| 20th century | studies done by psychologists
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| present day | interdisciplinary, international
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| maturation | unfolding of genetically determining traits, structures, and functions
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| learning | our experiences produce permanent changes
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| constructivists | genetics and environment interact directly
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| cultural | genetics and environment interact indirectly
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| developmental theory | nature and regulation of human structural, functional, and behavioral change over time
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| objectivity | separating self from results, no bias
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| reliability | consistent results
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| replicability | another researcher try your study
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| validity | measure what intend to measure
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| 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
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| ethnography | detailed description of culture, live with other culture, compare cultural development
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| survey | predetermined set of questions, doesn't change from person to person, not experimental
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| correlational | the relationship between two variables, no cause and effect
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| positive correlation | both variables increase
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| negative correlation | one var. increases and one decreases
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| zero correlation | no relation, dots everywhere
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| 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
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| experiments | researchers manipulate one variable and measure other variable
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| independent variable | manipulated
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| dependent variable | measured
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| random assignment | mix of people, randomly set into groups
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| experimental group | manipulation
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| control group | no manipulation, compare with experimental to see changes
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| quasi-experimental | preexisting variable, can't randomly assign or even manipulate
gender, race, religion, mental health, age, personality, background
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| longitudinal | same children observed repeatedly overtime
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| 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)
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| cross-sectional | children of different ages compared at one time
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| cohort | group of people born at the same time and more likely to share same experiences
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| cross-sectional problems | cohort effect- can't apply to other cohorts because of different experiences
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| 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
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| microgenetic | adaptation of longitudinal study, follows the mastery of a task present to a child, follow only for hours or days
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