DBL
,Inhoudsopgave
H1 Siegler...................................................................................................................................................... 3
H2 Siegler...................................................................................................................................................... 5
H3 Siegler...................................................................................................................................................... 7
Prenatal development HC.............................................................................................................................. 9
Brain development HC................................................................................................................................. 11
H5 Siegler.................................................................................................................................................... 16
Genes and gene-environment interactions HC..............................................................................................17
Development of perception HC.................................................................................................................... 21
H4 Siegler.................................................................................................................................................... 23
H9 Siegler.................................................................................................................................................... 25
Cognitive development HC........................................................................................................................... 25
Learning HC................................................................................................................................................. 31
H4 Siegler.................................................................................................................................................... 35
H5 Siegler.................................................................................................................................................... 35
Motor development HC............................................................................................................................... 35
H8 Siegler.................................................................................................................................................... 40
H6 Siegler.................................................................................................................................................... 40
Intelligence and academic achievement HC.................................................................................................. 40
Language development HC........................................................................................................................... 46
V & P CH 4................................................................................................................................................... 50
V & P CH5.................................................................................................................................................... 51
V & P CH6.................................................................................................................................................... 51
Development and media use Children HC..................................................................................................... 52
Media use in pre-teens HC........................................................................................................................... 56
Development and media use preteens, adolescents and emerging adults HC................................................59
,H1 Siegler
Meta-analysis: a method for combining the results from independent studies to reach
conclusions based on all of them
Amygdala: an area of the brain that is involved in emotional reactions
Darwin’s theory of evolution: employs variation, natural selection, and inheritance as its
fundamental concepts.
Nature: our biological endowment; the genes we receive from our parents
Nurture: the environments, both physical and social, that influence our development.
Genome: each person’s complete set of hereditary information
Epigenetics: the study of stable changes in gene expression that are mediated by the
environment
Methylation: a biochemical process that influences behavior by suppressing gene activity
and expression
Children shape their own development by:
Selective attention
Talking when alone in their room
Playing by themselves
Fantasy play
Continuous development: the idea that changes with age occur gradually, in small
increments, like that of a pine tree growing taller and taller
Discontinuous development: the idea that changes with age include occasional large shifts,
like the transition from caterpillar to cocoon to butterfly
Stage theory: approaches proposing that development involves a series of large,
discontinuous, age-related phases
Cognitive development: the development of thinking and reasoning
Effortful attention: involves voluntary control of one’s emotions and thoughts. And includes
inhibiting impulses and focusing attention.
Neurotransmitters: chemicals involved in communication among brain cells
Sociocultural context: the physical, social, cultural, economic, and historical circumstances
that make up any child’s environment.
Socioeconomic status (SES): a measure of social class based on income and education
Cumulative risk: the accumulation of disadvantages over years of development
Scarr (1992), four factors that can lead children to turn out different from one another:
1. Genetic differences
2. Differences in treatment by parents and others
, 3. Differences in reactions to similar experiences
4. Different choices of environments
Scientific method: an approach to testing beliefs that involves choosing a question,
formulating a hypothesis, testing the hypothesis, and drawing a conclusion
Hypothesis: testable predictions of the presence of absence of phenomena or relations
Reliability: the degree to which independent measurements of a given behavior are
consistent
Interrater reliability: the amount of agreement in the observations of different raters who
witness the same behavior
Test-retest reliability: the degree of similarity of a participant’s performance on two or more
occasions
Validity: the degree to which a test measures what it is in intended to measure
Internal validity: the degree to which effects observes within experiments can be attributed
to the factor that the researcher is testing
External validity: the degree to which results can be generalized beyond the particulars of
the research
Structured interview: a research procedure in which all participants are asked to answer het
same questions
Questionnaire: a method that allows researchers to gather information from a large number
of participants simultaneously by presenting them a uniform set of printed questions
Clinical interview: a procedure in which questions are adjusted in accord with the answers
the interviewee provides
Naturalistic observation: examination of ongoing behavior in an environment not controlled
by the researcher
Structured observation: a method that involves presenting an identical situation to each
participant and recording the behavior
Variables: attributes that vary across individuals and situations, such as age, sex, and
popularity
Correlational designs: studies intended to indicate how two variables are related to each
other
Correlation: the association between two variables
Direction-of-causation problem: the concept that correlation between two variables does
not indicate which, if either, variable is the cause of the other
Third-variable problem: the concept that a correlation between two variables may stem
from both being influenced by some third variable
Experimental designs: a group of approaches that allow inferences about a cause and effects
to be drawn
Random assignment: a procedure in which each participant has an equal chance of being
assigned to each group within an experiment
Experimental control: the ability of researchers to determine the specific experiences of
participants during the course of an experiment
,Inhoudsopgave
H1 Siegler...................................................................................................................................................... 3
H2 Siegler...................................................................................................................................................... 5
H3 Siegler...................................................................................................................................................... 7
Prenatal development HC.............................................................................................................................. 9
Brain development HC................................................................................................................................. 11
H5 Siegler.................................................................................................................................................... 16
Genes and gene-environment interactions HC..............................................................................................17
Development of perception HC.................................................................................................................... 21
H4 Siegler.................................................................................................................................................... 23
H9 Siegler.................................................................................................................................................... 25
Cognitive development HC........................................................................................................................... 25
Learning HC................................................................................................................................................. 31
H4 Siegler.................................................................................................................................................... 35
H5 Siegler.................................................................................................................................................... 35
Motor development HC............................................................................................................................... 35
H8 Siegler.................................................................................................................................................... 40
H6 Siegler.................................................................................................................................................... 40
Intelligence and academic achievement HC.................................................................................................. 40
Language development HC........................................................................................................................... 46
V & P CH 4................................................................................................................................................... 50
V & P CH5.................................................................................................................................................... 51
V & P CH6.................................................................................................................................................... 51
Development and media use Children HC..................................................................................................... 52
Media use in pre-teens HC........................................................................................................................... 56
Development and media use preteens, adolescents and emerging adults HC................................................59
,H1 Siegler
Meta-analysis: a method for combining the results from independent studies to reach
conclusions based on all of them
Amygdala: an area of the brain that is involved in emotional reactions
Darwin’s theory of evolution: employs variation, natural selection, and inheritance as its
fundamental concepts.
Nature: our biological endowment; the genes we receive from our parents
Nurture: the environments, both physical and social, that influence our development.
Genome: each person’s complete set of hereditary information
Epigenetics: the study of stable changes in gene expression that are mediated by the
environment
Methylation: a biochemical process that influences behavior by suppressing gene activity
and expression
Children shape their own development by:
Selective attention
Talking when alone in their room
Playing by themselves
Fantasy play
Continuous development: the idea that changes with age occur gradually, in small
increments, like that of a pine tree growing taller and taller
Discontinuous development: the idea that changes with age include occasional large shifts,
like the transition from caterpillar to cocoon to butterfly
Stage theory: approaches proposing that development involves a series of large,
discontinuous, age-related phases
Cognitive development: the development of thinking and reasoning
Effortful attention: involves voluntary control of one’s emotions and thoughts. And includes
inhibiting impulses and focusing attention.
Neurotransmitters: chemicals involved in communication among brain cells
Sociocultural context: the physical, social, cultural, economic, and historical circumstances
that make up any child’s environment.
Socioeconomic status (SES): a measure of social class based on income and education
Cumulative risk: the accumulation of disadvantages over years of development
Scarr (1992), four factors that can lead children to turn out different from one another:
1. Genetic differences
2. Differences in treatment by parents and others
, 3. Differences in reactions to similar experiences
4. Different choices of environments
Scientific method: an approach to testing beliefs that involves choosing a question,
formulating a hypothesis, testing the hypothesis, and drawing a conclusion
Hypothesis: testable predictions of the presence of absence of phenomena or relations
Reliability: the degree to which independent measurements of a given behavior are
consistent
Interrater reliability: the amount of agreement in the observations of different raters who
witness the same behavior
Test-retest reliability: the degree of similarity of a participant’s performance on two or more
occasions
Validity: the degree to which a test measures what it is in intended to measure
Internal validity: the degree to which effects observes within experiments can be attributed
to the factor that the researcher is testing
External validity: the degree to which results can be generalized beyond the particulars of
the research
Structured interview: a research procedure in which all participants are asked to answer het
same questions
Questionnaire: a method that allows researchers to gather information from a large number
of participants simultaneously by presenting them a uniform set of printed questions
Clinical interview: a procedure in which questions are adjusted in accord with the answers
the interviewee provides
Naturalistic observation: examination of ongoing behavior in an environment not controlled
by the researcher
Structured observation: a method that involves presenting an identical situation to each
participant and recording the behavior
Variables: attributes that vary across individuals and situations, such as age, sex, and
popularity
Correlational designs: studies intended to indicate how two variables are related to each
other
Correlation: the association between two variables
Direction-of-causation problem: the concept that correlation between two variables does
not indicate which, if either, variable is the cause of the other
Third-variable problem: the concept that a correlation between two variables may stem
from both being influenced by some third variable
Experimental designs: a group of approaches that allow inferences about a cause and effects
to be drawn
Random assignment: a procedure in which each participant has an equal chance of being
assigned to each group within an experiment
Experimental control: the ability of researchers to determine the specific experiences of
participants during the course of an experiment
