PSY 331 Exam 1 Study Guide Questions
With Correct Answers
nature |- |CORRECT |ANSWER✔✔-the |individual's |complete |set |of |hereditary |information
nurture |- |CORRECT |ANSWER✔✔-environment
seven |enduring |themes |in |child |development: |nature |& |nurture |- |CORRECT |ANSWER✔✔-all |
human |characteristics |are |created |through |the |interaction |of |genes |& |environment
How |does |this |interaction |shape |development? |epigenetics
epigenetics |- |CORRECT |ANSWER✔✔-the |study |of |changes |in |gene |expression |that |are |
mediated |by |the |environment
seven |enduring |themes |in |child |development: |the |active |child |- |CORRECT |ANSWER✔✔-
children |also |contribute |to |their |own |development |from |early |in |life |& |continuously |as |they |
grow |older
three |important |contributions |in |early |years |- |CORRECT |ANSWER✔✔-attentional |patterns
use |of |language
play
continuous/continuity |- |CORRECT |ANSWER✔✔-changes |w/age |occur |gradually, |in |small |
increments;
development |occurs |skill |by |skill |& |task |by |task
discontinuity |- |CORRECT |ANSWER✔✔-changes |w/age |include |occasional |large |shifts;
,qualitative |differences |occur
seven |enduring |themes |in |child |development: |continuity/discontinuity |- |CORRECT |
ANSWER✔✔-changes |in |height |can |be |viewed |as |either |continuous |or |discontinuous |
depending |on |how |it |is |viewed
seven |enduring |themes |in |child |development: |mechanisms |of |change |- |CORRECT |
ANSWER✔✔-interaction |of |genes |& |environment |determines |what |& |when |changes |occur;
developmental |mechanisms |can |be |behavioral, |neural, |or |genetic
example |of |mechanisms |of |change |- |CORRECT |ANSWER✔✔-effortful |control |research |
(voluntary |control |of |one's |emotions |& |thoughts)
seven |enduring |themes |in |child |development: |sociocultural |context |(of |development) |- |
CORRECT |ANSWER✔✔-refers |to |the |physical, |social, |cultural, |economic, |& |historical |
circumstances |that |make |up |any |child's |environment
seven |enduring |themes |in |child |development: |individual |differences |- |Scarr's |(1992) |four |
factors |- |CORRECT |ANSWER✔✔-genetic |differences
differences |in |treatment |by |parents |& |others
differences |in |reactions |to |similar |experiences
different |choices |of |environments
seven |enduring |themes |in |child |development: |research |& |children's |welfare |- |CORRECT |
ANSWER✔✔-research |often |leads |to |a |wide |variety |of |benefits |in |diagnosing |children's |
problems |& |in |helping |children |to |overcome |them
scientific |method |- |CORRECT |ANSWER✔✔-an |approach |to |testing |beliefs |that |involves:
choosing |a |question |to |be |answered
, formulating |a |hypothesis |regarding |the |question
developing |a |method |for |testing |the |hypothesis
using |the |data |yielded |by |the |method |to |draw |a |conclusion |regarding |the |hypothesis
key |criteria |in |creating |good |research |measures: |- |CORRECT |ANSWER✔✔-relevance |to |
hypotheses
reliability
validity
structured |interview |- |CORRECT |ANSWER✔✔-participants |are |asked |to |answer |the |same |
questions;
useful |when |goal |is |to |collect |self-reports |on |same |topics |from |everyone |being |studied
clinical |interview |- |CORRECT |ANSWER✔✔-useful |for |obtaining |indepth |information |about |an |
individual |child
naturalistic |observation |- |CORRECT |ANSWER✔✔-examination |of |ongoing |behavior |in |an |
environment |not |controlled |by |the |researcher;
particularly |useful |for |understanding |everyday |social |interactions
structured |observation |- |CORRECT |ANSWER✔✔-method |that |presents |identical |situations |to |
each |child |& |records |child's |behavior
correlational |designs |- |CORRECT |ANSWER✔✔-studies |intended |to |indicate |how |two |variables |
are |related |to |each |other
correlation |coefficient |(be |able |to |interpret) |- |CORRECT |ANSWER✔✔-range |from |1.00 |
(strongest |positive |correlation), |0 |(no |correlation), |to |−1.00 |(strongest |negative |correlation)
With Correct Answers
nature |- |CORRECT |ANSWER✔✔-the |individual's |complete |set |of |hereditary |information
nurture |- |CORRECT |ANSWER✔✔-environment
seven |enduring |themes |in |child |development: |nature |& |nurture |- |CORRECT |ANSWER✔✔-all |
human |characteristics |are |created |through |the |interaction |of |genes |& |environment
How |does |this |interaction |shape |development? |epigenetics
epigenetics |- |CORRECT |ANSWER✔✔-the |study |of |changes |in |gene |expression |that |are |
mediated |by |the |environment
seven |enduring |themes |in |child |development: |the |active |child |- |CORRECT |ANSWER✔✔-
children |also |contribute |to |their |own |development |from |early |in |life |& |continuously |as |they |
grow |older
three |important |contributions |in |early |years |- |CORRECT |ANSWER✔✔-attentional |patterns
use |of |language
play
continuous/continuity |- |CORRECT |ANSWER✔✔-changes |w/age |occur |gradually, |in |small |
increments;
development |occurs |skill |by |skill |& |task |by |task
discontinuity |- |CORRECT |ANSWER✔✔-changes |w/age |include |occasional |large |shifts;
,qualitative |differences |occur
seven |enduring |themes |in |child |development: |continuity/discontinuity |- |CORRECT |
ANSWER✔✔-changes |in |height |can |be |viewed |as |either |continuous |or |discontinuous |
depending |on |how |it |is |viewed
seven |enduring |themes |in |child |development: |mechanisms |of |change |- |CORRECT |
ANSWER✔✔-interaction |of |genes |& |environment |determines |what |& |when |changes |occur;
developmental |mechanisms |can |be |behavioral, |neural, |or |genetic
example |of |mechanisms |of |change |- |CORRECT |ANSWER✔✔-effortful |control |research |
(voluntary |control |of |one's |emotions |& |thoughts)
seven |enduring |themes |in |child |development: |sociocultural |context |(of |development) |- |
CORRECT |ANSWER✔✔-refers |to |the |physical, |social, |cultural, |economic, |& |historical |
circumstances |that |make |up |any |child's |environment
seven |enduring |themes |in |child |development: |individual |differences |- |Scarr's |(1992) |four |
factors |- |CORRECT |ANSWER✔✔-genetic |differences
differences |in |treatment |by |parents |& |others
differences |in |reactions |to |similar |experiences
different |choices |of |environments
seven |enduring |themes |in |child |development: |research |& |children's |welfare |- |CORRECT |
ANSWER✔✔-research |often |leads |to |a |wide |variety |of |benefits |in |diagnosing |children's |
problems |& |in |helping |children |to |overcome |them
scientific |method |- |CORRECT |ANSWER✔✔-an |approach |to |testing |beliefs |that |involves:
choosing |a |question |to |be |answered
, formulating |a |hypothesis |regarding |the |question
developing |a |method |for |testing |the |hypothesis
using |the |data |yielded |by |the |method |to |draw |a |conclusion |regarding |the |hypothesis
key |criteria |in |creating |good |research |measures: |- |CORRECT |ANSWER✔✔-relevance |to |
hypotheses
reliability
validity
structured |interview |- |CORRECT |ANSWER✔✔-participants |are |asked |to |answer |the |same |
questions;
useful |when |goal |is |to |collect |self-reports |on |same |topics |from |everyone |being |studied
clinical |interview |- |CORRECT |ANSWER✔✔-useful |for |obtaining |indepth |information |about |an |
individual |child
naturalistic |observation |- |CORRECT |ANSWER✔✔-examination |of |ongoing |behavior |in |an |
environment |not |controlled |by |the |researcher;
particularly |useful |for |understanding |everyday |social |interactions
structured |observation |- |CORRECT |ANSWER✔✔-method |that |presents |identical |situations |to |
each |child |& |records |child's |behavior
correlational |designs |- |CORRECT |ANSWER✔✔-studies |intended |to |indicate |how |two |variables |
are |related |to |each |other
correlation |coefficient |(be |able |to |interpret) |- |CORRECT |ANSWER✔✔-range |from |1.00 |
(strongest |positive |correlation), |0 |(no |correlation), |to |−1.00 |(strongest |negative |correlation)
