Developmental Psychopathology Exam 1

Front 1

John Locke

Back 1

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

Front 2

equifinality

Back 2

how might different early experiences lead to the same outcome

Front 3

multifinality

Back 3

same experience leads to different outcomes

Front 4

reciprocal influences

Back 4

development influences the course of psychopathology and vice-versa

Front 5

transactional models

Back 5

children aren't just a product of their environments, they select and shape the environment they grow up in

Front 6

risk factors

Back 6

characteristics of the environment associated with negative outcomes (ex:poverty, abuse, divorce)

Front 7

vulnerability factors

Back 7

characteristics of children that make them more likely to develop maladaptively (ex- internalizing tendency->depression)

Front 8

protective factors

Back 8

characteristics of children or the environment that buffer children from risky environments (ex:faith, self-confidence)

Front 9

resillience

Back 9

achieving positive outcomes despite risk

Front 10

disorder-specific continuity

Back 10

show similar issues throughout life

Front 11

disorder-nonspecific continuity

Back 11

one issue early in life->another issue later in life (ex: ODD->antisocial personality disorder)

Front 12

organizational approach

Back 12

development occurs in predictable ways, assumes continuity in patterns of behavior, but not specific behavior

Front 13

piaget

Back 13

constructivist-child is active and has control over their environment

Front 14

Skinner

Back 14

behavior is based on context not personality; ABCs- A=antecedents- what happens before, B=behavior, C=consequences-what happens after

Front 15

positive reinforcement

Back 15

do well=given something you want

Front 16

negative reinforcement

Back 16

negative result that will increase a certain behavior

Front 17

punishment

Back 17

remove positive stimulus to decrease behavior

Front 18

classical conditioning

Back 18

pair neutral stimulus and unconditioned stimulus to create a response

Front 19

cognitive schemas

Back 19

knowledge structures that guide attention, memory, and interpretation (come from life experiences)

Front 20

attachment theory

Back 20

establish and maintain emotional bond through relationship-enhancing behaviors (parent serves as a secure base, a safe haven)

Front 21

neural plasticity

Back 21

ability to change, neurons are pruned away if they're not used, they're overproduces at birth and connections are strengthened through use

Front 22

gene

Back 22

basic unit of info in the genome, codes for proteins and predispose you to different traits

Front 23

epigenetics

Back 23

genes turned on and off during development, early experiences can influence gene expression

Front 24

hindbrain

Back 24

pons, medulla, and tectum- responsible for basic functions like breathing

Front 25

midbrain

Back 25

thalamus and hypothalamus

Front 26

limbic system

Back 26

between brainstem and cortex- amygdala, hyppocampus and cingulate gyrus

Front 27

amygdala

Back 27

emotional processes

Front 28

hippocampus

Back 28

learning and memory

Front 29

cingulate gyrus

Back 29

impulse control

Front 30

occipital lobe

Back 30

vision

Front 31

parietal

Back 31

spatial reasoning

Front 32

temporal

Back 32

language

Front 33

frontal

Back 33

decision making, higher cognition

Front 34

expression

Back 34

how do problems change across development

Front 35

comorbidity

Back 35

having multiple disorders together

Front 36

moderators

Back 36

influence direction or strength of association between variables

Front 37

mediators

Back 37

process through which variable leads to an outcome->explains why

Front 38

efficacy

Back 38

success under well-contributed conditions (usually in a lab)

Front 39

effectiveness

Back 39

success in clinical practice

Front 40

reliability

Back 40

consistency: interrupter agreement, over time

Front 41

validity

Back 41

accuracy

Front 42

face validity

Back 42

does it seem accurate

Front 43

convergent validity

Back 43

use new test and proven test to prove that the new one works

Front 44

discriminent validity

Back 44

if anxiety and aggression are correlated-> probably not valid!

Front 45

criterion validity

Back 45

show your measure predicts behavior in way you expect it to in another situation

Front 46

internal validity

Back 46

extenet to which a variable (that we're studying) rather than another (that we aren't studying) is responsible for our results

Front 47

external validity

Back 47

degree to which findings can be generalized

Front 48

cross-sectional design

Back 48

compare children of different ages, can't see individual changes!

Front 49

quasi-experiment design

Back 49

use naturally occurring groups and match on important characteristics like low SES

Front 50

retrospective design

Back 50

chose subjects based on current traits and find info about earlier time period, may be biased

Front 51

prospective design

Back 51

identify sample and follow over time

Front 52

prognosis

Back 52

predicts the future, likelihood that symptoms will get worse over time, etc.

Front 53

idiographic approach

Back 53

emphasizes unique circumstances, personality, etc.

Front 54

nomothetic approach

Back 54

emphasizes similarities across children