Psych chapter 9
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| Developmental psychology | the study of individuals' changes to the mind, brain, and behavior across the lifespan
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| Post Hoc Fallacy | logical error in which it is assumed that event A caused event B solely because B occurred after A
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| Bidirectional influences | Human development is a two way street
children's development influences their experiences, but the experiences also influence their development
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| cohort effects | when history plays out in differences between the same aged participants collected at different points in time.
influences groups of people based on time periods of life.
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| nature | genetic endowments input from genotype
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| nurture | environmental input
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| Involuntary/Obligatory responses | collecting data from infants who can't respond verbally; habituation, heart rate, blinking, attention
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| Voluntary responses | data collected from slightly older children given by choice; selecting toys, recalling information, etc..
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| psychophysiology | collecting data through brain scans, skin data such as GSR
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| Parent-report data | gathering data by asking the parents to provide information
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| Interview data | gathering information from older children who can report their own behaviors/ thoughts
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| Single point design | research data collected at one time
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| longitudinal design | data collected at numerous time points; tracks a set of participants
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| cross-sectional design | data collected at one time; sample includes groups to compare
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| sequential design | elements of both longitudinal and cross-sectional; follows and compares
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| informed consent | participants have the right to know what the researcher is conducting the study for
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| parental assent | used for children who can't consent, instead the parents consent for them
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| attrition | participant drop out
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| germinal stage | conception to about 2 weeks
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| embryonic stage | 2 to 8 weeks
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| fetal stage | 9 to 40 weeks
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| emerging adulthood | ages 18 to 29
not an adult, but not a teen; point in life where you are still figuring things out
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| Piaget's stage theory | contains 4 stages; the "end point" is when you reach the ability to reason logically and hypothetically
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| sensorimotor stage | age 0 to 2, development of object permanence (peekaboo)
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| preoperational stage | age 2 to 7, begin to think symbolically (words for objects)
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| concrete operational stage | age 7 to 11, develop ability to reason but only concretely
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| formal operational stage | age 11 to 15, reasoning about abstract ideas
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| Temperament | early emerging differences in reactivity and self-regulation in children
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| easy-going | 40%
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| difficult/active | 10%
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| Slow to warm | 15%
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| attachment | an emotional connection we share with those to whom we feel closest, often parents
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| Ainsworth's strange situation | when a mother leaves her child for a short period of time, the child is sad; when the mother returns, the child is happy
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| secure attachment | healthy relationship, sad when leaving happy when returning
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| insecure-avoidant | non-reactive to the mother leaving or returning
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| Insecure anxious | panic at departure mixed emotions when returning
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| disorganized | inconsistent/confused reaction
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| permissive | lenient, little discipline, affectionate
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| authoritarian | very strict, punishing, little affection
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| authoratative | supportive but set firm limits
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| uninvolved | neglectful and ignoring
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| Identity | sense of who we are, our goals, our priorities, biggest interests
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To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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