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HDF exam 1
exam 1
| Term | Definition |
|---|---|
| Two types of developmental change | transformational and variational |
| transformational change- water, ice, steam | change of form/organization (novelty, emergence, qualitative-chance in structure, stage, discontinuity |
| variational change- getting better at a skill | quantitative- change in amount, continuity |
| sensitive period | a time in which one's environment has grater influence than at any other time |
| critical period | a time during development in which a skill or characteristic is believed to be readily acquired |
| plasticity | the ability to change and recover(developing behavior that is physically modifiable) |
| heritability | an index in which biology is assumed to be the same in two groups |
| metatheory | a coherent set of interlocking rules, principles, or story(narrative) |
| what are the two types of metatheories? | mechanistic(like a machine) and organismic(like a plant) |
| mechanistic- theories of behaviorists and nativists | reactive, variational change only, continuity only, and reductionistic |
| organismic- theories of developmental systems | spontaneously active, transformational/variational, continuity/discontinuity, and holistic |
| nature- biology, heredity, maturity, genes, instinct, innate factors | inherited characteristics that affect development |
| nurture- environment, learning practices | environmental conditions that affect development |
| experimental study- contains variable manipulation | researcher manipulates one aspect of the environment(treatment), controls other aspects of the environment, and assesses the treatment's effects on participant's behavior |
| correlational study-no variable manipulation | research study that explores relationships among variables |
| quasi-experimental study- no variable manipulation | one or more experimental treatments are given without random assignment |
| independent variable | the variable researchers manipulate(stimulus) |
| dependent variable | the variable researchers measure and expect |
| random assignment | participants are assigned to different treatment groups or conditions based on chance |
| manipulation of variable | part of an experimental group |
| sample | small part or quantity intended to show what the whole is like |
| population | all of the inhabitants of an area |
| reliability | data yields consistent, dependable results |
| validity | data assesses what researcher intends for it to assess |
| interpret correlation coefficient | a number between -1 and +1 which explains the strength and direction of a relationship |
| longitudinal study-stability and change | same subjects observed at different ages over time; strengths=relations between early& later functions; limitations=duration, costs, external validity |
| cross-sectional study | subjects of different ages observed at a single point; strengths=different people and observations; limitations=no stability |
| cohort effects | impact of a group bonded by time or common life experience |
| age-grade effects | effects of development that tend to occur around the same chronological age in most people |
| what are some key issues in the ethical protection of children participating in research? | do no harm, be honest, preserve children's privacy, obtain approval from authorities, obtain approval from parents, communicate openly |
| SpongeBob experiment | quasi-experiment |
| individual differences | variations from one person to another on variables such as self-esteem, rate of cognitive development, etc. |
| global development | development of greater quality of life for all humans; how people develop based on society |
| collectivists orientation-Asian societies | group that encourages obedience and dependence on authority figures; interdependences among members of society |
| individualistic orientation-western societies | group that encourages independence, self-assertion, competition, and expression of personal needs; concentration on uniqueness of the individual |
| what are the different family formations? | mother&father, divorced parents, single parent, parents&step parents, foster care, extended family, adoptive parents, other(gay/lesbian, cohabiting families, adolescent parents |
| authoritative-high acceptance and involvement | parents-warm, attentive, sensitive to child's needs; self-control, high self-esteem, maturity, good school performance |
| authoritarian- low acceptance and involvement | parents-cold, rejecting, critical, puts child down; unhappy, low self-esteem, anxious, self-reliant |
| permissive-warm and accepting, uninvolved, low effort of control | parents-overindulgent, inattentive; impulsive, rebellious, disobedient, poor school performance |
| uninvolved-low acceptance, uninvolved, low effort of control | parents-often emotionally detached/depressed, neglectful; many issues, poor emotional self-regulation, antisocial |
| acculturation | the process of taking on the customs/values of a new culture |
| assimilation | a person totally embraces a culture, abandoning a previous culture in the process |
| rejection | a personal fails to lean or accept any customs/values from a new cultural environment |
| selective adoption | a person assumes new customs of a new culture while also retaining some customs of a previous culture |
| bicultural orientation | a person is familiar with two cultures and selectively draws from he values/traditions of one or both cultures depending on the content |
| microsystem | interactions/activities in child's immediate surrounding; influence is bidirectional |
| meosystem | connections between microsystems such as home, school, community; parent involvement is important |
| exosystem | social settings that do not contain child but impacts child's experiences (parents work setting) |
| macrosystem | cultural values, laws, customs, resources; meets child's needs |
| chronosystem-time | idea that systems are ever-changing; changes imposed on child(moving to a new school/home), changes imposed on child by child(development causes different needs/understandings) |
Created by:
Tierra Wallace
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