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PSY 273
Exam 1- ch1
| Question | Answer |
|---|---|
| What is Child Development? | study of the patterns of growth, change, and stability that occur from conception through adolescence. |
| What are the 3 topical approaches to Child Development? | 1. Physical Development 2. Social and Emotional Development 3. Cognitive Development |
| Physical Development... | Includes puberty, height, weight, motor skills |
| Social and Emotional Development... | includes interaction with others, family structure, temperament, and attachment |
| Cognitive Development... | Includes brain development, intelligence, academic development. (mental processes) |
| Why study child development? | 1. study human nature 2. shape social policy 3. be better parents |
| Preformationism | The belief that adult like capacities, desires, interests, and emotions are present in early childhood. "mini" adults |
| Who are the 4 early philosophical views? | Plato, Aristotle, Locke, and Rousseau. |
| Plato... | believed children are born with innate knowledge of concrete objects and abstract concepts **innate |
| Aristotle... | believed that knowledge is rooted in perceptual experiences.. sense tell you what the object is. **experience |
| Locke... | viewed infants as tabula rasa, we are born with nothing. **experience |
| Rousseau... | we are all born with innate sense of right an wrong, we look inward. **innate |
| 2 influences on the study of child development... | 1. industrial revolution- 1833 Factory Act: very first government regulation on child labor 2. Charles Darwin's Theory of evolution: evolutionary change in animals = age related changes in human behavior |
| 3 Issues surrounding development... | 1. sources of development 2. plasticity 3. continuity/discontinuity |
| Sources of development... | nature vs nurture. the importance of twin studies |
| Plasticity... | Critical Period: a period where an experience must occur in order for a behavior to develop. Sensitive Period: a period when organisms are more susceptible to certain stimuli in their environments |
| Continuity/Discontinuity... | gradual or stage like (each stage has definite starting and ending point) |
| 5 theories... | 1. Biological perspective 2. psychodynamic perspective 3. learning perspective 4. cognitive-development perspective 5. contextual perspective |
| Biological Perspective | Gessells Maturational Theory- development reflects the natural unfolding of a biological plan Ethological Theory- behaviors are adaptive and occur during critical periods (ex: crying) |
| Psychodynamic Perspective | Sigmund Freud: development is determined by how well one resolves conflict (ID, Ego, Superego) Erikson Psychosocial Perspective- sequence of 8 developmental stages from birth to older adulthood, each definied by a unique crisis or challenge |
| Learning (Behaviorism) Perspective | experience is important for development John Watson- shoed that emotional responses can be learned (ex: little albert with fear learned) Operant Conditioning: reinforcement and punishment |
| Operant Conditioning | Reinforcement: positive-> promote a positive behavior. negative-> taking away something negative Punishment: decreases the likelihood of the behavior that it follows by either adding something aversive or withholding something pleasant |
| Cognitive-Developmental Perspective | focus on how children think throughout development Piaget's 4 stages- sensorimotor, preoperational, concrete optional, formational operational. |
| Contextual Perspective | development is influenced by a larger environmental system. Bronfenbrenner- microsystem, mesosystem, exosystem, macrosystem |
| Correlational Studies | measures the extent which two factors are related. Positive Correlation, Negative Correlation, and Zero Correlation Third Variable Problem- correlation does not equal causation |
| Experiments | used to study cause-effects relationships IV= what is manipulated DV= what is measured (DM) |
| Longitudinal Designs | where the same person is observed repeatedly at different ages ADV: direct, not as many people DIS: expensive, long term, practice effects |
| Cross Sectional Design | different people are measured at a single time (all in same year) ADV: less time, less expensive DIS: disconnected snapshot of development |
| Longitudinal-Sequential Designs | different sequences of children are tested longitudinally ADV: provides info about continuity DIS: less info about continuity than longitudinal and more time consuming than cross sequential. |
| 3 Methods of collecting data | 1. naturalistic observation 2. structured observation 3. self-report |
| Naturalistic Observation | -captures naturally occurring behavior (playground) -real world setting |
| Structured Observation | -setting that the experimenter controls |
| Self-Report | -childrens answer to a particular question of interest -written=questionnaire -oral= interview |
| Ethical Responsibilites | IRB (internal review board) must decide to approve based on... 1. informed consent 2. minimized risks 3. importance of justice 4. debrief 5. keep results anonymous/confidential |
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km112908
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