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3 BIG Questions associated with Holistic Theories |
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1) Continuous vs. Discontinuous 2) Same vs. Different course of developement 3) Nature vs. Nurture |
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Presenting a good stimulus while trying to maintain a behavior |
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Removing a bad stimulus to maintain a behavior |
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Presenting a bad stimulus to decrease/get rid of a behavior |
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Removing a good stimulus to decrease/get rid of a behavior |
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Children learn from observing others being reinforced/punished |
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An example of Social Learning Theory where children watch adults being reninforced/punished for hitting the doll |
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We have a naturally selected biology (our bodies adapt over time for survival) and we adapt to our environment to fit into culture or overcome certain obstables (ex. shyness) |
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Ecological Systems Theory |
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Bi-directional (relationship between a child and his environment) and based on hierarchial systems |
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What are the 5 hierarchial systems in the Ecological Systems Theory? |
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1. Microsystem 2. Mesosytem 3. Exosystem 4. Macrosystem 5. Chronosystem |
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The environments a child is directly interacting with (ex. family, school, playground, peergroups) |
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The connections within the microsystem (ex. family being involved with school) |
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Environments that a child is not directly involved in but affect his/her life (ex. parent's work place) |
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The cultural values and ideals within a child's life (ex. is childcare/education/parenthood valued?) |
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All the systems changing over the course of a child's life (ex. new siblings, NCLB) |
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John takes the trash out so his mom will stop nagging him. This is an example of... |
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Camilla is put in time out for stealing. This is an example of... |
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Negative Punishment
Removing a good stimulus (playtime with her friends) in order to decrease the behavior of stealing. |
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Trudy is given a cookie for earning an A+ on her paper. This is an example of... |
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Randy's mom yells at him for not eating his vegetables. This is an example of... |
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Positive Punishment
Presenting a bad stimulus (yelling) in order to decrease the behavior of not eating his vegetables. |
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Observing behaviors in a natural setting |
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Creating an environment to observe specific behaviors, such as a lab.
(ex. Still-face experiment) |
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Problems with Observation |
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1) Observer Influence (observed know they are being watched which affects their behavior) 2) Observer Bias |
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Free-flowing conversation with no specific set of questions |
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Uses a specific set of questions but limited with the information you recieve |
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Problem with Self-Reports |
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People tend to not be very honest |
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Psychophysiological methods of research |
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CAT scans, measuring heartrate, etc
Trying to link physiology to actual behavoir/emotions/cognitions
Problem: you have to make assumptions that there is a link |
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Definition
DOES NOT EQUAL CAUSATION
Most commonly used No random assingments
There are often confounding variables (X + Y & Z) |
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Random assignment to groups and manipulation of variables |
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2 Types of Correlational & True Experiment Studies |
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1) Longitudinal
2) Cross-Sectional |
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The individual contribution of genes or environment to development |
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The extent to what genes contribute to differences in children |
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What our genes spell out for us (ex. height) |
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How genotype is expressed in environment |
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Estimates of heritability range from... |
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Definition
0.0 (no influence of genes)
to
1.0 (total influence of genes) |
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What is the heritability of depression? |
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Definition
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What is the heritability of IQ? |
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The Heritability of twins = |
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Limitations of Twin Studies |
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Adoption environments very similar |
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1) Coercive Processes: when children are reinforced for being aggressive 2) Modeling: children observe aggressive behavior and then become aggressive 3) Authoritarian parenting: lack of warmth leads to aggression |
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The Heritability of Antisocial behavior is... |
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The expression of genotype depends on... |
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environment
(known as G-E Interaction) |
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In YOUNG children where parents choose their environments
(ex. encouraging them to read, play sports) |
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In OLDER children where the child chooses environment that affects his/her genes. |
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Choosing environments that support our own abilities |
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Bi-directorial- children's own genes lead to certain behaviors
Child evokes certain environmental responses |
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Definition
Moving large apendagies such as arms and legs |
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Moving small apendagies such as hands and fingers |
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"head to toe"
When an infant lifts head up before arms and rest of body. |
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center outwards
When an infant moves trunk of body before fine motor skill parts (such as fingers) |
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CNS (Central Nervous System) Development |
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Definition
As our brain developes, we require more advanced movement.
GENES play a big role |
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Definition
How we are able to move our body.
GENES play a big role |
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Stimulation in the environment (ex. toys, people)
ENVIRONMENT plays a big role |
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The role of the caregiver by reinforcing child for motor exploration
ENVIRONMENT |
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4 Factors involved in a child's motor skill development |
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1) CNS Development 2) Body's movement capacity 3) Child's goals/motivation 4) Environmental supports |
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A reflex, from birth, that stops at about 7 weeks of age |
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voluntary movement that starts at about 3 months of age |
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- 3 months of age - reach out with fairly good aim - put fingers to palm - pick up large objects |
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- 12 months of age - index finger and thumb together - a fine motor skill |
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Developmental Milestones (infancy-toddler) |
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6 weeks - holds head up
7 months - crawls
11 months, 3 weeks - walks alone |
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Definition
When multiple parts of the body coordinate for more advanced movement (ex. running, skipping) |
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Developtmental Milestones (Early/Middle childhood) |
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Definition
2-3 years - run/jump/throw
4-5 years - body rotation
5-6 years - rides bicycle w/ training wheels
7-12 years - improved accuracy and speed |
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Prenatal TOUCH Perception |
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Definition
8 weeks: first sensitivity to touch
32 weeks: every part of body is sensitive to touch |
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Prenatal TASTE Perception |
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13-15 weeks: taste buds develope
Taste preference for things mther ate while pregnant |
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Prenatal SMELL Perception |
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Definition
11-15 weeks: nose developes
Perfer smell of mother when born |
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Prenatal HEARING Perception |
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18 weeks: ear fully developed
Fetus gets all information from sound and shows a preference for mother's voice when born |
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Prenatal SIGHT Perception |
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Definition
Least developed at birth
26 weeks: eyes open 33 weeks: pupils dialate in response to light |
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Physiological Response to Habituation |
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Heart/breathing rate decrease because object is no longer stimulating |
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After looking at an object the child is no longer interested. This is how we know they see colors. |
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4-5 Month old habituation rate |
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a hormone released when we feel pain |
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Infants perfer ____ tasting foods when born. |
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Definition
sweet, because breast milk is sweet |
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At 6-8 months, infants' sense of hearing... |
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Definition
zone in on their native language and ignore non-native sounds. |
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- least developed when born
- 2 months: ability to focus - 6 months: improvement in acuety |
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2 months: percieve depth but crawl right over
7 months: develop "height anxiety" and refuse to cross cliff |
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Exclusive breastfeeding for _____ and continued up to _____ of age. |
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Definition
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Benefits of Breastfeeding |
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- provides essential energy and nutrients - protection against infectious diseases - decreases infant mortality and health problems - enhances cognitive development |
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Innate Preferences of Infants Taste |
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Definition
Sweet - consume more, positive
Bitter & Sour - rejection, negative
Salt - neutral until 4months, positive |
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Neophobic tendencies are an _______ survival response to the unfamiliar. |
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From around age __ girls add more ___ than boys. |
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Basic building blocks for brain development and have more than we need when born |
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Helps to reduce the amount of connections. The most improtant are left for survival. |
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Speeds up transmition of information |
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At birth the brain is at __% of it's adult weight. At age 2 it is __% and age 6 it is __%. |
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The cerebral cortex is __ % of the brain's weight. |
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Brain split into 2 hemispheres where information is stored. Makes brain more efficient. |
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The brain's ability to make up for damage when injured. |
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When part of the brain is removed, the part that is left becomes overcrowded with information. |
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Experience-Expectant Growth |
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Ordinary levels of stimulation that the brain expects to recieve |
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Experience-Dependant Growth |
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Extra brain development due to environmental stimulation |
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Innate, automatic responses to particular forms of stimulation |
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If a baby is dropped, he/she will reach out and grab something |
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When an infant is overstimulated they drawback and curl up |
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Reflexes in infants drops out around _____ of life. |
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Inappropriate absence/presence of reflexes = |
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Who was the creator of Social Learning Theory? |
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Who are the 3 main behaviorlists? |
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Definition
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Who was the creator of Ecological Systems Theory? |
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What is the heritability of temperament? |
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What is the heritability of schizophrenia? |
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