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Psych Ch. 1
Section 1: Child & Adolescent Development
| Question | Answer |
|---|---|
| What is a theory of development? | An organized group (ideas/guidelines) of principles used to explain some aspect of children's development |
| Have views on child development changed over time? if so, how? | Yes. Maturation perspective (nature) changed towards an environmentalist perspective (nurture). These kinda go hand in hand with eachother |
| Who is the theorist behind the bioecological model? | Urie Bronfenbrenner |
| What does the bioecological model aim to do? | Highlight the multiple layers of influence on a child |
| What do nature and nurture refer to in the bioecological model? | Nature refers to the innermost biological circle of influence, which includes genes. Nurture refers to all circles beyond the learner, which can include parent child-relationships, peer interaction, school experiences, culture |
| What is the emphasis of the bioecological model? | General age trends for all children & how individuals are different |
| What are the forces that drive development? | Hereditary and environment act together to influence development |
| What domain of development does the bioecological model explains well? | Any |
| What are the six layers, in order, of the bioexological model? | 1. Individual 2. Microsystem 3. Mesosystem 4. Exosystem 5. Macrosystem 6. Chronosystem |
| What is the individual layer? | Characteristics of the individual Age, personality, and demographics |
| What is the microsystem? Examples? | Aspects directly experienced by the individual Family, school, peers, friends, neighbors, health care, religious community, or a local playground |
| What is the mesosystem? Examples? | Interactions between the people in the microsystem Parent-teacher communication; parent-neighbor, teacher-student, parent-coach, parent-sibling relationships |
| What is the exosystem? Examples? | Indirect influences that affect the individual Caregiver's workplace (coworkers, boss, policies), local government, regional politics, school board, family friends, mass media, etc |
| What is the macrosystem? Examples? | Cultural beliefs and ideologies National politics, cultural values (bowing to people in Japan), social conditions (norms) |
| What is the chronosystem? Example? | Changes over time and history Pandemic, economic crisis, creation of new tech (smart phones) |
| Do children play an active or passive role in the bioecological model? Why? | Active. The bidirectional (two-way street) arrows show that children also interact with the layers. |
| What is a shared environment (SE)? | any factors that make siblings residing in the same family similar |
| What is a nonshared environment (NSE)? | any factors that make siblings living in the same family different from each other |
| Does the shared environment or nonshared environment have more of an effect on children? Why? Is family moreso a shared or nonshared environment? | Nonshared has more of an effect. Siblings tend to be different due to the nonshared environments (different friends, interests, etc). Families are mostly nonshared (no siblings have the same parents idea) |
| What is culture? | Pattern of values, beliefs, institutions, and behaviors a group of people share Countries, or groups and subgroups based on ethnicity, class, region, and religion |
| What does culture impact? | physical contexts (types of school buildings), social contexts (mixed gender/multiage/level classrooms), customs for childrearing (spanking), beliefs about children's nature (inherently naughty of nice) |
| What is cultural capital? | Knowledge and relationships that can be “invested” and passed on to the next generation to gain benefits Ex. relationships with school or other professional personnel; in-school, knowing how to sign up for activities, etc |
| What is financial capital? | Financial knowledge that can be "invested" and passed down to the next generation (positive or negative knowledge) |
| What is cultural mismatch? | Pattern of incompatibilities between home and school Ex. Language, Narrative Structure |
| Do genes and the environment affect children separately? | No, they are correlational, so they do not affect children separately |
| What is the gene-environment correlation? How does the gene-environment correlation work? | genes influence the aspects of the environment that children experience which then further activates the genes Gene -> aspects of the environment -> further activates genes |
| What is the experimental design research method? Does it prove cause and effect? | Controlled experiments with a control group (provides comparison) and an intervention group (special treatment/experiment). Uses random assignment for fairness. Can sometimes determine cause-effect relationship, usually just probability |
| Does correlation = causation? What are other words that mean correlation? | NO! Linked, associated, predict |
| What is the nonexperimental correlational design research method? | Most common research design; researchers measure variables as they occur without intervention; used when experiments are unethical or impractical |
| What is a variable? | Measurable attributes of the child or environment |
| What is correlation? What number do you want to be close to in order to show a correlation? Are they positive or negative? | Measure of relationship between two variables. 1.00; can be positive or negative |
| What is a correlation coefficient? | indicates statistical strength of the relationship; not percentages |
| What is the qualitative design research method? | interviews, observations of natural behavior, and other forms of data usually reported in words rather than numbers (i.e. surveys). Researchers spend hours to years observing and interacting with youth |
| What is the longitudinal research design method? What does it allow you to do? What are two cons? | gathers data from one group over multiple points in time; allows you to identify factors that might improve children's lives over time; cons - takes a long time before results are available, can be difficult to keep children involved over time |
| What is the cross-sectional research design method? What does it not include? | gathers data at one point in time; does not include intervention or control group so cannot demonstrate cause Ex. assessing different age groups at one point in time (4 year olds, 10 year olds, and 16 year olds), showing how they differ |
| What is validity? | Accuracy of a test or measurement - does it really measure what it claims to measure |
| What is reliability? | Consistency of a test or measurement - yields nearly the same results across time and can be replicated by different people |
| What is generalizability? | Studies use smaller groups (sample findings) to apply to the general population - varied groups are important |
| What is effect size? | how strongly two variables are related or the magnitude of difference between two groups - how much more effective one intervention is than another |
| What is the cohort effect? What is another name for it? What can it affect? | Also called generation effect - effect upon development whose cause is specific to the particular period in which the cohort grew up. Affects intelligence, personality, & aggression |
| What is a cohort? | group of children born about the same time (generation) who experience unique political, economic, & social trends |
| What is behavioral genetics? What are differences due to? | the study of how genes and the environment contribute to individual differences in behavior. Differences in any trait are due to genes, shared environment, and nonshared environment |
| What is a heritability estimate? | the amount of variation in a trait in a population (not individuals) that is attributable to genetic influences |
| What is a genotype? | the set of genes that is directly inherited and transmitted to descendants |
| What is a phenotype? | observable characteristics of a person |
| Do genes determine or cause behavior? | They do not, but they can influence probability |
| What are segregating genes? | genes that are free to vary and that dictate individual differences |
| What is a risk factor? What are the five categories? | aspect of the child or environment that increases the probability of poor outcomes Biological (low birth weight), Cognitive (low intelligence), Social/Emotional (depression), Part of the Family (alcoholic parent), Part of Community (violent neighborhood) |
| Where do risk factors occur in the bioecological model? Which has a stronger impact? | microsystem (e.g., parenting quality) have a stronger impact than risk factors in the macrosystem (e.g., neighborhood violence) |
| What are the 10 OG examples of ACES (risk factors)? | Divorce, mental illness of parent, substance abuse of parent, domestic violence in home, incarcerated parent, sexual abuse, child abuse, physical abuse, emotional abuse, physical/emotional neglect |
| What does ACES stand for? What is it? | Adverse Childhood Experiences Study When kids below 18 experience trauma |
| What is resilience? | the ability to adapt and flourish in the face of adversity and includes the ability to recover from trauma |
| What are protective factors? | factors that DECREASE the likelihood of poor outcomes in children at risk |
| What are some examples of protective factors? (4) | High-quality parenting, strong relationship with a father figure or surrogate parent, high intelligence, reading ability, and achievement, having been breast fed, etc |
| How do children develop resilience? | They get exposed to risk factors (less likely to develop if they don't have some adversity), but have protective factors that help them persevere; have good relationships with a parent |
| What are examples of a biological risk? | low birth weight, neurological problems, prenatal drug exposure, and not being breastfed |
| What are examples of a social risk? | poor-quality parenting, mother’s depression, and parental divorce |
| Do biological risks or social risks more powerful in prediction outcomes? | Social risks Exception: severe biological risks that delay development |
| What are protective factors (5) for children with depressed mothers? | positive mother–child relationship (mother is warm and sensitive despite her depression), affluence (high-income mothers more likely to be sensitive), nondepressed father in the home (sensitive toward the child), High IQ, a warm/positive classroom |
| What is socioeconomic status (SES)? What are the three categories? | combination of parental education, occupation, and income Low, Middle, or High |
| What is poverty? | state or condition in which a person or community lacks the financial resources and essentials for a MINIMUM standard of living |
| What risk factor categories are associated with low SES? | Health, Socioemotional, Cognitive |
| What low SES risk factors are associated with the health category? | drug exposure, respiratory illness, cavities, obesity, and complications following injuries or infections |
| What low SES risk factors are associated with the socioemotional category? | depression, delinquency, psychiatric problems, low self-control, and especially aggression |
| What low SES risk factors are associated with the cognitive category? | low verbal ability, low intelligence, poor memory, and low achievement |
| What is the family investment model? | poverty is associated with less access to cultural or financial capital that the family can “invest” in children. This leads to poorer health and a low-quality learning environment in the home |
| What does a home-learning environment look like? | time spent reading, preschool experience, language stimulation, number of puzzles and books, outings to museums or theaters, and family meal routines |
| What is the family stress model? | poverty is associated with conditions that stress parents (lack of food, single parenthood, divorce, frequent moves, and job loss), leading to diminished quality of parenting |
| How does a maturationist view school readiness? | assumes that school readiness depends on abilities driven by a genetic timetable |
| How does an environmentalist view school readiness? | assume that school readiness is driven by having the right experiences |
| What were the outcomes for children who participated in the Abecedarian Project? | better cognitive and academic ability, less depression, increased college attendance and graduation, more highly skilled employment, and higher income, but no difference in illegal drug use |
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