Developmental Psych Exam 3
Cards (68)
- refers to the consistency of test results obtained in a single session or over time (evaluating IQ tests)
- refers to the consistency of test results obtained over time (obtained over two different testing sessions separated by a month).
- procedure to evaluate includes (1) a group of people are given an IQ test, (2) the same group takes the same IQ test at a later point in time, (3) a correlation is computed from the test scores
- examines whether a test measures what it is supposed to or designed to measure.
- refers to the ability of a test to predict outcomes at a later point in time. Outcomes are typically educational or occupational achievement.
- procedure to evaluate includes (1) a group of people take an IQ test, (2) the group of people are measured on a later outcome, like a GPA, typically a month later, (3) a correlation is computed between the IQ scores and the later outcome
- measures whether a test functioned differently for different groups of people (different groups would include different ethnicities and races)
- occurs when items on a test are harder for one group than another group, even when the individuals of both groups have the same overall ability level measured by IQ.
- procedure to evaluate includes (1) minority and majority members take the same IQ test, (2) minority and majority members with the same IQ score are compared on each item, to see if they have the same level of performance on each item, (3) you make a determination about item bias and whether it exists.
- occurs when a test predicts outcomes differently for one group compared to another group, even when the individuals in each group have the same ability level.
- procedure to evaluate includes (1) minority majority subjects take the same IQ test, (2) minority majority subjects with the same IQ score are compared on later outcome, can be academic like GPA, (3) make a determination about predictive bias and whether it exists
- refers to the behaviors that parents use to control and regulate their children’s activities (examples: curfews so they don’t stay out late, rewards for doing chores, telling young kids no cooking without parental supervision)
- measures the degree to which parents are sensitive and responsive to their kids needs. (dimension of parenting)
- measures the degree to which parents attempt to regulate and control their kids behavior. (dimension of parenting)
- Diana Baurmind described four distinct parenting styles based on the warmth and control dimensions (Ex: Authoritarian = low warmth, high control)
- high warmth, high control parenting style associated with being responsive to their kids’ needs while attempting to regulate and set age healthy boundaries with their kids. they also set clear rules and expectations for their kids.
- low warmth, high control parenting style associated with frequently punishing their kids for bad behavior, and rarely reinforcing their kids for good behavior.
- high warmth, low control parenting style associated with showing a lot of affection, but avoid making demands or setting limits on their kids.
- low warmth, low control parenting style associated with not attempting to control their kids’ behaviors (rejecting & neglecting)
- refer to the friends or classmates of the kids who are in elementary or middle school
- kids in a classroom who are liked by many of their peers and are disliked by few, if any, of their peers
- kids in a classroom who are disliked by many of their peers and are liked by few, if any, of their peers
- methods used to measure social characteristics in kids
- used to measure popularity based on whether kids are liked or disliked by their peers (4 categories: popular, rejected, neglected, controversial)
- kids in a classroom who are neither liked nor disliked by their peers (invisible kids)
- kids in a classroom who are rated as being liked by some and disliked by other peers (strong allies who like them and enemies who dislike them)
- birth order, first name, facial attractiveness
- refers to the order in which kids are born into a family
- how common this thing is for a particular birth cohort determines popularity
- measures the degree to which an individual is rated attractive by their peers
- refers to a translational period in development between childhood and adulthood, when individuals acquire the ability to reproduce
- marks the beginning of adolescence (12-14 years old). refers to a series of biological events that are associated with the ability to reproduce
- changes in estrogen, testosterone, and growth hormone
- increases sharply in females and is associated with the appearance in female sexual characteristics; increase in breast and hip size
- increases sharply in males and is associated with the appearance of male sexual characteristics; appearance of facial hair and increases in muscle mass
- increases sharply in both males and females and is associated with sharp increases in height and weight
- changes that include growth spurts and sexual characteristics (primary and secondary)
- refers to a sharp increase in height and weight in males and females, resulting from an increase in growth hormone
- characteristics are directly related to the ability to reproduce. These include the first menstrual period in females first ejaculation of sperm in males.
- characteristics are not directly related to the ability to reproduce but are associated with the physical changes in males and females. These include the appearance of facial hair and increase of muscle mass in males, and the increase in hip and breast size in females.