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experimenter has direct control over |
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something that may or may not change as a result of changes in the IV |
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each person in population has an equal chance of being in the sample |
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True experiment with random assignment |
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particpants have an equal chance of placement in experimental or control group helps avoid unintentional difference between groups establish cause and effect relationships permit replication |
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Quasi-experimental designs |
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statistical control when physical control (random assignment) is impossible/unethical correlation study
ex:pre-post test |
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people from different age groups all assessed at one point in time |
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same people studied more than once ideally 3 time points for nonlinear change |
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complex combination of cross sectional and longitudinal adds more data then either design alone |
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Meaningful measures reliable valid |
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reliable- are consistent from time to time valid- the test actually measures what it claims to measure |
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objectively measurable data...standardized tests, physiological changes rich non-numerical data: feelings and beliefs |
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diaries, surveys (open ended or rating scales), interview and focus groups |
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behavior observed and recorded in controlled environment
more likely to identify and control causal influences Piaget's A not B task Ainsworth Strange situation task |
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no interference can either be qualitative or quantitative |
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Ways to narrow down sampling data in naturalistic observation |
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event sampling- count of specific events (picks nose) good for occasional behavior time sampling- what is the child doing every 30 seconds not good for capturing short/periodic behaviors because may occur between observations 1/0 sampling- only coding the first time a behaviors is observed can look for multiple behaviors at once but not as detailed |
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direct assessment of behavior and performance |
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objective measure mechanical and electronic devices assessing knowledge abilities and physical responses
direct assessments with child must be developmentally appropriate |
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DDDP reading belsky and pluess the nature and nurture of plasticity in early human development |
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don't know how much plasticity is nature vs nurture |
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union of sperm an ovum to produce single celled zygote |
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When are women most fertile what process is this known as |
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24-48 hours prior to ovulation known as LH surge starts around dat 12 of avg menstrual cycle and lasts 48 hours LH surge matures the egg and weakens the wall of the follicle in the ovary and triggering the release of the egg after a day unfertilized egg will disintegrate or dissolve in the fallopian tube |
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how many days is typical fertility |
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sperm stay alive in uterus and fallopian tube |
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for 5 days post sex surge of hormones prior to ovulation increase women's sexual drive men perceive women as more attractive during their peak fertility |
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stages of prenatal development |
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germinal conception-2weeks embryonic - 2-8 weeks fetal - 8-birth |
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germinal stage development where does fertilization occur |
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single celled mature ovum leaves ovary fertilization cell division Fertilization occurs in fallopian tube…blastocyst attach to uterine wall…10 days blastocyst joined to uterine wall CNS is always at risk We develop from back forward and inside out |
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characteristic of fetal alcohol syndrome |
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small birth weight small head circumference small widely spaced eyes flat mid face short upturned nose smooth wide philtrum thin upper lip |
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rise in multiple birth rate |
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factors: raising trend toward delaying childbirth increased education about nutrition increasing use of fertility drugs
relate risk: pregnancy complications, premature delivery and birth weight, infant disability or death |
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two types of multiple births |
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monozygotic one egg one sperm identical twins share 100% of genes
dizygotic two egg, two sperm more common fraternal twins share 50% of genes |
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family studies, adoption studies, twin studies |
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Genotype-Environment (GXE) correlations |
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environment reflects or reinforces genetic differences passive- child does not control inheritance of both genes and environment from parents reactive or evocative- parents react to child's genes to provide environment or children evoke an environment active or niche picking- child may have genetic predisposition for particular environments |
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passive correlation (G X E ) correlation |
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parents who provide genes that predispose a child toward a trait also tend to provide an environment that encourages the development of that trait
child has no control |
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reactive or evocative correlation (G X E) correlation |
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parents who are not musically inclined may make a special effort to provide musical experiences for a child who shows interest and ability in music
parents react to child'd genetic makeup |
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active correlation (G X E) corr. |
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child chooses own activities and environments |
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development reflects unique environment in which child grows up your siblings and you grew up in different home environments unique interactions with family friends and peers financial stability of families changes accidents, illness, birth order, parents are learning over time too |
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PRINCIPLES OF DEVELOPMENT |
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cephalocaudal principle- development proceed in head to tail direction
proximodistal principle- development proceed from within to without
ontogeny recapitualtes phylogeny- development resembles evolutionary processes |
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send a receive information |
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fatty substance helps send faster signals |
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we are born with 200 billion neurons |
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synapses are formed in response to stimulation and genetic programming
without activation, synapse are pruned away or die |
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postnatal brain plasticity |
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molded by interactions with the environment neural adaptation through experience threats-sensory impoverishment, malnutrition corrective experiences can relieve past deprivations |
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Sensitive periods in brain development |
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stimulation is vital when brian is growing rapidly experience-expectnat plasticity ordinary experiences "expected" by the brain exposure to language vision etc
experience dependent plasticity synatogenesis and pruning as a result of specific learning experiences baking |
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