15104919657 | why study child development | raising children, making social policy, understanding human nature | 0 | |
15104941162 | 7 enduring themes | nature v nurture, the active child, continuity/discontinuity, mechanisms of change, sociocultural context, individual differences, and research and children's welfare | 1 | |
15104975212 | nature | biological, genome, hereditary, broad characteristics, specific preferences | 2 | |
15104985073 | nurture | environments, physical and social | 3 | |
15105002666 | nature and nurture | genetics influence behavior, behaviors/ experiences influence genetics, bidirectional effects | 4 | |
15105020685 | epigenetic | modification of gene expression not the alteration of the genetic code | 5 | |
15105053293 | the active child | children shape their own development: attention, language, play, chosen environments, friends, and activities | 6 | |
15105072851 | continuity | small increments of change with age (skill by skill, task by task) | 7 | |
15105083474 | discontinuity | change with age occurs in large shifts | 8 | |
15105097806 | stage theories | Piaget, Freud, Erickson, Kohlberg | 9 | |
15105127613 | continuity-discontinuity | depending on how you look and how often you look at the data (example heigh and amount of growth) | 10 | |
15105144886 | mechanisms of change | genes and environment, continuous and discontinuous, brain structures and chemicals, cognitive processes and experiments | 11 | |
15105192010 | Sociocultural context | people, physical environment, institutions, general characteristics of society | 12 | |
15105207813 | cross cultural comparisons | co-sleeping and early child care | 13 | |
15105216121 | within culture differences | race, ethnicity, socialeconomic status | 14 | |
15105228725 | individual differences | different genetics, treatments by parents and others, reactions to similar experiences, and choices of environment | 15 | |
15105260215 | scientific method | choose question, form hypothesis, test hypothesis, and use data to draw a conclusion | 16 | |
15105278677 | reliability | consistency of a measure (consistent) | 17 | |
15105287121 | validity | measure what is intended? (accurate) | 18 | |
15105295185 | interrater reliability | between different raters, same behavior | 19 | |
15105304586 | test-related reliability | same child, different occasions | 20 | |
15105313733 | internal validity | wishing the experiment | 21 | |
15105318057 | external validity | generalizability | 22 | |
15105338265 | report-based measures | interviews and questionnaires (there are problems with self-reporting) | 23 | |
15105342903 | observation-based | naturalistic and structured | 24 | |
15105352845 | performance-based | academic skills and reaction time VERY STRUCTURED | 25 | |
15105371864 | naturalistic observation | unobtrusive, environment is not controlled by researcher, occasional behaviors | 26 | |
15105380370 | structured observations | identical situation and potential for bias | 27 | |
15105412478 | correlational designs | association between two variables range from (positive correlation) 1.00 to -1.00 (negative correlation) CORRELATION DOES NOT = CAUSATION | 28 | |
15105441297 | third variable problem | one thing could cause two events | 29 | |
15105460087 | direction-of-causation problem | don't know what is causing the other event | 30 | |
15105494955 | experimental design | random assignment, experimental control, independent and dependent variables | 31 | |
15105512312 | cross sectional designs | different participants of various ages | 32 | |
15105526640 | longitudinal designs | same participant is studied | 33 | |
15105548218 | cross sectional advantages and disadvantages | advantages: efficient, less money, less likely to drop out disadvantages: can't study individual; development, cohort effects | 34 | |
15105573115 | longitudinal advantages and disadvantages | advantages: studies individual differences disadvantages: participant may drop out, expensive, practice effects, and cohort effects | 35 |
chapter 1 child psychology Flashcards
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