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| process of gradually adding more of the same types of skills that were there to begin with |
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| process where new ways of understanding emerge at specific times |
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qualitative changes in thinking, felling and behaving
characterize specific periods in development |
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| unique combinations of circumstances that lead to different paths of change |
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| ability to adapt effectively in the face of threats to development |
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| (jean-Jacques Rousseau) people are natrually endowed with a sense of right and wrong, with innate plan for orderly, healthy growth |
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| early scientists wrote down actions of babies of relatives, they were normally biased, now are almost an example of how not to study kids but they were the beginning of studying child development |
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| measures of behavior are taken on a large number of individuals and age-related averages- represent typical development |
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| psychoanalytic perspective |
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| children move through stages: have social and biological conflicts. how they react determines learning, coping, and social abilities |
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| psychosexual theory/ discontinuous |
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| how parents manage the child's sexual and aggressive drives in the first few years is crucial to personality development |
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| psychosocial theory/ discontinuous |
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| ego makes a positive contribution to development, acquire attitudes and skills at each stage |
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| stimuli and responses are the way to do studies |
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| Social Learning theory/ continuous |
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| modeling, imitation, observational learning |
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| combines conditioning and modeling to increase good behavior and eliminate bad behaviors |
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| cognitive developmental theory/ discontinuous |
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| Cognitive Developmental Theory |
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| children manipulate and explore world to actively construct knowledge |
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| adaptive/survival value of behavior in evolutionary history/ both continuous and discontinuous |
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| Sociocultural theory/ both continuous and discontinuous |
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| how culture effects the next generation, social interaction is necessary for kids to learn how to think and act that makes up their culture |
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| Ecological systems theory |
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| Ecological Systems Theory |
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| child develops in a complex systems and levels in environment |
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| 1st level: interactions in a child's immediate environment- parents, siblings, friends |
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| 2nd level: connections between microsystems, conflicts or similarities |
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| social settings that indirectly affect children- parent's work, schoolboard |
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| 4th level: cultural values, laws, customs, resources |
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| it matters what time in their life something happens to them, not a level, but all around |
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| Dynamic systems perspective |
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| mental, physical, and emotional/social surrounding grow with child and become more interrelated/ both continuous and discontinuous |
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| systematic observation: 2 types |
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go to natural environment and record behaviors
pros: shows everyday behavior
cons:no control, maybe bias, actions influenced by observer |
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observe behavior in a lab with controlled conditions
pros: same opportunities to display behavior, show behaviors not always seen
cons: non-typical behavior, observer influence, observer bias |
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clinical interview
structured interview/ test/questionares |
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flexible interview with subject
pros: understand great depth and breadth in thought
cons: may be inaccurate, difficult to compare with other interviews |
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each participant is asked the same questions in the same way
pros:easy comparisons
cons:inaccurate reporting, bad depth |
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| psychophysiological method |
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measures physiological measures and behavior
pros: helps guess perceptions, thoughts, and emotions of young children/babies who can't speak for themselves
cons:cannot be sure of interpretation, other causes could influence response |
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| clinical/case study method |
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combines interviews, tests, observations, and psychophysiological
pros:gives rich, descriptive insights into affecting factors
cons: may be biased, findings only apply to participants |
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observe culture/ social group through field notes
pros:more complete description than other methods
cons: may be biased, can only be applied to that culture |
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| consistence, repeatability of measures |
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| accurately measure characteristics that they meant to measure |
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| the set-up of the design accurately tests what the researcher wanted it to |
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| how findings generalize to settings and people outside of the study |
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| participants studied at different ages as they get older |
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| enlisting participants that don't represent the population of interest |
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| participants move away or drop out, the remaining ones skew outcome |
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| people become familiar with a test that they take repeatedly, so their answers are skewed |
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| results from children tested longitudinally and their cohorts (children in same time period) don't apply to children of different time periods |
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| groups of people differing in age but studied at the same point in time |
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| use several similar cross-sectional or longitudinal studies at varying times |
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| adaptation of longitudinal approach, gives kids a new task and follows their mastery over multiple closely spaced sessions |
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| rodlike structures called chromosomes which stare and transmit genetic information, made up of DNA |
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| process where DNA duplicates itself |
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| sex cells: sperm and ovum |
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| how gametes are formed through cell division |
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| 23rd pair of chromosomes that determine gender |
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| identical twins, formed by one zygote splitting into two clusters of cells |
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| fraternal, most common type of twin, come from releasing two ova and both being fertilized |
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| enhance or dilute the effects of other genes |
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| a pattern of inheritance where both alleles are a phenotype, resulting in a combined trait |
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| meny genes determine the characteristic |
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| a membrane that causes protection around the baby |
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| surrounds amnion tiny hairlike villie, or blood vessels come from it |
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| gives nourishment to the baby and takes waste away |
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| 1-3 ft long, its one large vein giving nutrient rich blood to the baby |
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| implantation-8th week of pregnancy, very rapid growth, groundwork is laid for structures |
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| 9th week- end of pregnancy |
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| white, cheese-like substance covering baby's skin |
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| the point when the baby can first survive, 22-26 weeks |
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| organs, muscles, nervous system are organized and connected |
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gets vernix and lanugo
organs are well developed, immature lungs at this point so it couldn't survive |
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| age of viability, brain develops, start to get personality |
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| any environmental agent that causes damage during the pre-natal period |
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| short eyelid openings, thin upper lip, smoothed philtrum, slow physical growth, brain injury |
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| assesses baby's physical condition (1-10) 7 is average |
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| those born at 34 weeks or earlier, maybe small, but weight could be appropriate |
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| below expected weight considering length of pregnancy |
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| compare characteristics of family members |
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| heredity restricting development of some characteristics |
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| parents provide environsments that have to do with their genetics: ex) athletic parents put their kids in sports, the kids get athletic genes and practice |
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| a child's genes-> action -> response from parents -> strengthen original style |
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| children seek environment that coincide with their genetic tendencies |
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| development that comes from both heredity and environment |
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| inborn automatic response to a particular form of stimulation |
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| a neutral stimulus is paired with a stimulus with a reflexive response. after a baby 's nervous system makes the connection, the new stimulus will produce the behavior |
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| a gradual reduction in strength of a response because of repeated stimulation |
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| learns from center of body outward |
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| clumsy movement where a baby's fingers close against their palm. Happens at 4 months |
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| thumb and index finger pinch, coordinated, about 1 year old |
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