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54 Cards in this Set
- Front
- Back
John Locke |
children should be thought of as having similar thoughts and issues as adults, children come into the world as blank slates, viewed as passive and a product of their environment |
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equifinality |
how might different early experiences lead to the same outcome |
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multifinality |
same experience leads to different outcomes |
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reciprocal influences |
development influences the course of psychopathology and vice-versa |
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transactional models |
children aren't just a product of their environments, they select and shape the environment they grow up in |
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risk factors |
characteristics of the environment associated with negative outcomes (ex:poverty, abuse, divorce) |
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vulnerability factors |
characteristics of children that make them more likely to develop maladaptively (ex- internalizing tendency->depression) |
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protective factors |
characteristics of children or the environment that buffer children from risky environments (ex:faith, self-confidence) |
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resillience |
achieving positive outcomes despite risk |
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disorder-specific continuity |
show similar issues throughout life |
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disorder-nonspecific continuity |
one issue early in life->another issue later in life (ex: ODD->antisocial personality disorder) |
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organizational approach |
development occurs in predictable ways, assumes continuity in patterns of behavior, but not specific behavior |
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piaget |
constructivist-child is active and has control over their environment |
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Skinner |
behavior is based on context not personality; ABCs- A=antecedents- what happens before, B=behavior, C=consequences-what happens after |
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positive reinforcement |
do well=given something you want |
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negative reinforcement |
negative result that will increase a certain behavior |
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punishment |
remove positive stimulus to decrease behavior |
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classical conditioning |
pair neutral stimulus and unconditioned stimulus to create a response |
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cognitive schemas |
knowledge structures that guide attention, memory, and interpretation (come from life experiences) |
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attachment theory |
establish and maintain emotional bond through relationship-enhancing behaviors (parent serves as a secure base, a safe haven) |
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neural plasticity |
ability to change, neurons are pruned away if they're not used, they're overproduces at birth and connections are strengthened through use |
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gene |
basic unit of info in the genome, codes for proteins and predispose you to different traits |
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epigenetics |
genes turned on and off during development, early experiences can influence gene expression |
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hindbrain |
pons, medulla, and tectum- responsible for basic functions like breathing |
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midbrain |
thalamus and hypothalamus |
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limbic system |
between brainstem and cortex- amygdala, hyppocampus and cingulate gyrus |
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amygdala |
emotional processes |
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hippocampus |
learning and memory |
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cingulate gyrus |
impulse control |
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occipital lobe |
vision |
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parietal |
spatial reasoning |
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temporal |
language |
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frontal |
decision making, higher cognition |
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expression |
how do problems change across development |
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comorbidity |
having multiple disorders together |
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moderators |
influence direction or strength of association between variables |
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mediators |
process through which variable leads to an outcome->explains why |
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efficacy |
success under well-contributed conditions (usually in a lab) |
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effectiveness |
success in clinical practice |
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reliability |
consistency: interrupter agreement, over time |
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validity |
accuracy |
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face validity |
does it seem accurate |
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convergent validity |
use new test and proven test to prove that the new one works |
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discriminent validity |
if anxiety and aggression are correlated-> probably not valid! |
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criterion validity |
show your measure predicts behavior in way you expect it to in another situation |
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internal validity |
extenet to which a variable (that we're studying) rather than another (that we aren't studying) is responsible for our results |
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external validity |
degree to which findings can be generalized |
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cross-sectional design |
compare children of different ages, can't see individual changes! |
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quasi-experiment design |
use naturally occurring groups and match on important characteristics like low SES |
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retrospective design |
chose subjects based on current traits and find info about earlier time period, may be biased |
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prospective design |
identify sample and follow over time |
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prognosis |
predicts the future, likelihood that symptoms will get worse over time, etc. |
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idiographic approach |
emphasizes unique circumstances, personality, etc. |
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nomothetic approach |
emphasizes similarities across children |