An Introduction to Child Development
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| 895312621 | Nature | - our biological endowment - the genes we receive from our parents | |
| 895312622 | Nurture | - the environments, both physical and social, that influence our development | |
| 933404231 | Development - What Counts? - Pattern of Change | - conception --> life span - logical pattern (ie. don't start walking right away) - increase in greater complexity (ie. starting new words, communication) | |
| 933404232 | Development always moves (forward/backward). | forward | |
| 895312623 | Continuous Development | - the idea that changes with age occur gradually, in small increments - examples: changes in weight and height, tree growth | |
| 895312624 | Discontinuous Development | - the idea that changes with age include occasional large shifts - qualitatively different - example: like the transition from caterpillar to cocoon to butterfly | |
| 895312625 | Stage Theories | - approaches that propose that development involves a series of *discontinuous*, age-related phases - example: tadpole --> frog | |
| 895312626 | Cognitive Development | - the development of thinking and reasoning - attention, memory, problem solving, developing strategy | |
| 933851494 | Cognitive Development (Piaget) | - 4 stages - each characterized by distinct intellectual abilities and ways of understanding the world - discontinuous development | |
| 895312627 | Neurotransmitters | - chemicals involved in communications among brain cells | |
| 895312628 | Sociocultural Context | - the physical, social, cultural, economic, and historical circumstances that make up any child's environment | |
| 895312629 | Socioeconomic Status | - a measure of social class based on income and education | |
| 933851495 | (Influence by SES) Infancy | - infancy = increasing number of health problems | |
| 933851496 | (Influence by SES) Childhood | - childhood = increasing social/emotional or behavioral problems | |
| 933851497 | (Influence by SES) Adolescence | - adolescence = decreasing vocab, IQs, and test scores, increasing number of babies born to high school students, increasing number of high school dropouts | |
| 895312630 | Scientific Method | - an approach to testing beliefs that involves four steps 1. choosing a question 2. formulating a hypothesis 3. testing the hypothesis 4. drawing a conclusion | |
| 895312631 | Hypotheses | - educated guesses | |
| 895312632 | Reliability | - the degree to which independent measurements of a given behavior are consistent | |
| 895312633 | Interrater Reliability | - the amount of agreement in the observations of different raters who witness the same behavior | |
| 895312634 | Test-Retest Reliability | - the degree of similarity of a child's performance on two or more occasions | |
| 895312635 | Validity | - the degree to which a test measures what it is intended to measure | |
| 895312636 | Internal Validity | - the degree to which effects observed within experiments can be attributed to the variables that the researcher intentionally manipulated | |
| 895312637 | External Validity | - the degree to which results can be generated beyond the particulars of the research | |
| 895312638 | Structured Interview | - a research procedure in which all participants are asked to answer the same questions | |
| 895312639 | Clinical Interview | - a procedure in which questions are adjusted in accord with the answers the interviewee provides | |
| 895312640 | Naturalistic Observation | - examination of ongoing behavior in an environment not controlled by the researcher - limitations: naturally occurring contexts vary on many dimensions so it is hard to know which ones influenced behavior of interest, important behaviors only occur occasionally | |
| 895312641 | Structured Observation | - a method that involves presenting an identical situation to each child and recording the child's behavior | |
| 895312642 | Variables | - attributes that vary across individuals and situations, such as age, gender, and expectations | |
| 895312643 | Correlational Designs | - studies intended to indicate how variables are related to each other | |
| 895312644 | Correlation | - the association between two variables - high and high = positive - high and low = negative - CAN'T INFER CAUSATION | |
| 933851498 | (Correlation) Galton ~1900 | - family resemblance - question: is height genetic? - method: heights of many dads and adult sons - positive correlation | |
| 933851499 | (Correlation) Kids' Shoe Size | - relationship between kids' shoe size and reading skills - shoes get bigger, reading skills get better - 3rd variable of *age* = latent variable | |
| 895312645 | Correlation Coefficient | - a statistic that indicates the direction and strength of a correlation | |
| 895312646 | Direction-of-Causation Problem | - the concept that a correlation between two variables does not indicate which, if either, variable is the cause of the other | |
| 895312647 | Third-Variable Problem | - the concept that a correlation between two variables may stem from both being influenced by some third variable | |
| 895312648 | Experimental Designs | - a group of approaches that allow inferences about causes and effects to be drawn - strengths: causal conclusion, tests of specific hypothesis - weaknesses: lab situations --> artificial setting | |
| 895312649 | Random Assignment | - a procedure in which each child has an equal chance of being assigned to each group within an experiment | |
| 895312650 | Experimental Control | - the ability of researchers to determine the specific experiences that children have during the course of an experiment | |
| 895312651 | Experimental Group | - a group of children in an experimental design who are presented the experience of interest | |
| 895312652 | Control Group | - the group of children in an experimental design who are not presented the experience of interest but in other ways are treated similarly | |
| 895312653 | Independent Variable | - the experience that children in the experimental group receive - the experience that children in the control group do NOT receive | |
| 895312654 | Dependent Variable | - a behavior that is measured to determine whether it is affected by exposure to the independent variable | |
| 895312655 | Cross-Sectional Design | - a research method in which children of different ages are compared on a given behavior or characteristic over a short period of time - strength: most practical (less attention and cost) | |
| 895312656 | Longitudinal Design | - a method of study in which the same children are studied twice or more over a substantial period of time - lots of info on how kids change over time - strength: best at capturing change and stability - weakness: repetition can affect dependent variables | |
| 895312657 | Microgenetic Design | - a method of study in which the same children are studied repeatedly over a short period of time - counting-on strategy | |
| 895312658 | Counting-On Strategy | - counting up from the larger addend the number of times indicated by the smaller addend | |
| 913964991 | Development always moves (forward/backward). | - forward - example: monopoly game at different ages | |
| 913964992 | Biological Development | - uncontrollable - growing, getting teeth, fine motor skills, puberty | |
| 913964993 | Socioemotional Development | - feelings | |
| 913964994 | Werner's Study | - as long as there was some sort of positive adult figure in a child's life, earlier issues (ie. at birth) didn't affect their future years | |
| 913964995 | Classical Times | - military upbringing - left to die if considered "defected" | |
| 913964996 | Medieval Times | - 10 year olds were hanged like adults - no juvenile justice system | |
| 913964997 | Reformation Period | - children needed salvation (baptism) | |
| 913964998 | 18th Century | - enlightenment period | |
| 913964999 | (18th Century) Hobbes | - kids were considered inherently selfish and evil - require control | |
| 913965000 | (18th Century) Rousseau | - nativism (nature) - kids were considered innately pure - corrupted by society - maximum freedom from the beginning - innate stuff (ie. temperament) | |
| 913965001 | (Late 17th Century to Early 18th Century) Locke | - empiricism (nurture) - tabula rasa, written on by experience - malleable by society - development reflects nurture provided - important role --> growth of character | |
| 913965002 | 19th Century | - industrial age - social reform movements - child welfare - Earl Shaftesbury - kids were seen as cheaper and smaller...more attractive employees | |
| 913965003 | 18th - 19th Century: Freud | - psychosexual theory: develops during childhood - id, ego, superego - childhood was a major impact on mental health - psychodynamic theory - biological drives = crucial influence on development | |
| 913965004 | Plato | - raising boys = demanding/challenging - children = born with innate knowledge - ultimate goal of education: self control and discipline | |
| 913965005 | Aristotle | - more connected with fitting child-rearing to the needs of the individual child - mind grows with experience (blackboard at birth) | |
| 913965006 | Watson | - behaviorist theory: children's development = determined by environment (rewards and punishments) | |
| 913965007 | G. Stanley Hall | - modern day - questionnaires of kids | |
| 913965008 | Alfred Binet | - modern day - attention, memory, coordination, communication - IQ test | |
| 913965009 | Arnold Gesell | - modern day - systematic observations of kids to explain "normal development" | |
| 913965010 | Today: Mix of... | - nativism and empiricism --> interactionist | |
| 913965011 | Big Theory in 20th Century | - behaviorism - provide right stimulus | |
| 913965012 | What counts as nature? | - experience-independent change (ie. puberty) 1. genetic factors (ie. chromosomal abnormalities) 2. maturational tables (ie. learning to walk) 3. hormonal changes (ie. menstruation) 4. reflexes 5. instincts (ie. spider's web, ant's dead reckoning) | |
| 913965013 | What counts as nurture? | - experience-dependent change 1. environmental factors (ie. native language) 2. learning (ie. mother's voice) 3. effects of experience (ie. food preferences, prejudice) | |
| 933404233 | Managing Anger (Raising Children) | - express sympathy - find positive alternatives or distractions | |
| 933404234 | (Managing Anger) Turtle Method | - found successful in one preschool study | |
| 933404235 | Courtroom | - when shielded from leading questions, 3 to 5 years olds are reliable witnesses | |
| 933404236 | (Courtroom) The younger the child, the more susceptible they are to... | - leading questions - recall = biased | |
| 933404237 | Romanian Orphanage - Cognitive Effects | - adopted before 6 months of age → 2% scored mentally retarded at age 6 years - spent 24-42 months in orphanage → 33% scored mentally retarded at age 6 years - 11 year olds still showed deficits | |
| 933404238 | Romanian Orphanage - Social Effects | - adopted before 6 months → 20% at 6 years showed social effects - no friendships with peers - didn't look to their parents for support - more comfortable when around strangers than those children who weren't raised in this type of orphanage | |
| 933851500 | Behaviors Involving BOTH Nature and Nurture: Language | - nature: humans learn it, not our pets - nurture: learn the language(s) in our environment | |
| 933851501 | Behaviors Involving BOTH Nature and Nurture: Food Aversions | - nurture: conditioned response | |
| 933851502 | (Behaviors Involving BOTH Nature and Nurture) Garcia Experiment | - "Bright, Noisy, Tasty Water" - made water attractive to rat → radiated water to make rat sick → sick rat (after 24 hours) → rat avoids water = adaptive strategy - use taste and smell | |
| 933851503 | (Behaviors Involving BOTH Nature and Nurture - Garcia Experiment) Species Specific Effects | - same experiment with a quail - use look and sight - same effects and results | |
| 933851504 | (Garcia Experiment) Behaviors Involving BOTH Nature and Nurture | - nurture: conditioned food avoidance - nature: species-specific affects | |
| 933851505 | Active Child | - children shape own development - selection of where/what to pay attention to - contributions increase as they grow older - Gibson | |
| 933851506 | (Active Child) 9-15 Months | - contribution to own development = more evident - examples: talking to self in room, crib speak | |
| 933851507 | How does change occur? | - effortful attention → voluntary control of emotions and thoughts - inhibiting impulses - controlling emotions - focusing attention | |
| 933851508 | US Families vs. Mayan Families | - US: children sleep alone early in life - Mayan: children sleep with mother longer in life | |
| 933851509 | (Scarr) Four Factors That Can Be Different Among Children From Different Families | - genetic differences - differences in treatment by parents and others - differences in reactions to similar experiences - different choices of environments | |
| 933851510 | (Research) Preferential Looking | - eye test for cataracts - card = grey on one side, striped/patterned on the other | |
| 933851511 | Mean Monkey Video | - Research Question: Do kids deceive the monkey? At what point? When does the child believe that others can have different thoughts than they do? - IV: age of child, hold other factors constant - DV: which sticker the child chooses when the monkey is asking, sticker shown to mean monkey, do the kids lie? | |
| 933851512 | Mean Monkey Video - What's Wrong With This Study | - different stickers for each time through the script - some kids may not want to lie in front of an adult - experimenter says slightly different things (should have a script) | |
| 940434071 | How do children shape their own development? | - attentional patterns - language use - play - friends |
