PSYC 4620 1st EditionExam # 1 Study Guide To be best prepared, make sure that you have read all chapters to be covered and reviewed the powerpoints and class notes. Also, know that you will need to have some things memorized, but a lot of this will require more than memorization – it will require integration of material, critical thinking, and application! And, this will become more and more the case throughout the semester. However, the exam itself will contain clues if you look for them, and you can always ask me questions – during the review, and during the exam. I will not give away answers, but my intent is always to teach, not to trick, so ask! Finally, when in doubt about something, always go with me – my slides, my discussions, should always beyour starting point. You are responsible for the book content, but studying my information is key. That is why listening to me in class matters. These bullet points do correspond to actual test items; however, there are fewer of them than actual items due to overlapping content. There are 45 2-point items (a mix of true/ false, multiple-choice, matching, and fill-in-the blank questions) and you will write 2 essays that are worth 5-points each (choose 2 of 5). - Know the different types of research design (longitudinal, cross-sectional, etc.) – how to define them, what they are basically used for Longitudinal research- involves the ongoing collection of data from the same group of participants, or the study of individuals over time. An example would be recruiting first graders in the middle of their school year and talk with them about their hassles and then waiting until the same group is in the fourth grade before collecting more data.Cross-sectional research- involves the collection of data at a single point in time, with comparisons made among groups of participants. An example would be asking children in first, fourth, and seventh grades, in the middle of the school year, about their daily hassles.Cross-sectional research has the advantage of providing answers quickly, but the disadvantage of sampling different individuals at different ages. The longitudinal study provides additional data and highlights the developmental processes that occur for the same children across a significant span of time. - Know the general definition of abnormal behavior, and what its overall prevalence is in our population. Likewise, know about how many children have problems in daily living. Abnormal behavior- atypical presentation, a norm violation (different from peers), harmful, maladaptive, doesn’t go with developmental age of kid, either excessive or deficient age-expected behavior. Developmental epidemiologists estimate that 13% of children between 8 and 15 years of age meet criteria for a mental disorder. All youth up toage 18, about 10% meet criteria. Another 10% don’t meet criteria but are still impacted daily.- Know the definition of incidence and how it is different from prevalence. Incidence refers to the rate at which new cases arise (i.e., all new cases in a given time period). Prevalence refers to the proportion of a population with a disorder (i.e., all current cases of the disorder).- Know about the influence of genes on environment and vice-versa. Probabilistic- Know about adoption and twin studies – like what they are used for (in relation to behavior genetics and genetics research) Reasons to pace the effects of genes and the environment. - Know about the influence of genes and genetic studies – specifically note probability as opposed to causal factors - Know the definition of comorbidity. Comorbidity- involves the co-occurrence of two or more disorders in one individual.- Understand concepts of reliability and validity and be able to describe them – be sure to also know how they are important to assessment and treatment – be sure to think about consequences if measurements are not reliable or valid or if a diagnosis is – how would that affect child in real-life, etc. Reliability- measure of whether different clinicians, using the same set of criteria, classifychildren into the same clearly defined categories. Validity- measure of whether the classification gives us true-to-life, meaningful information.- Make sure you can define/recognize the major different types of reliability (internal consistency, test-retest, etc.)Inter-rater reliability- measure of whether two or more clinicians, gathering information about one child’s developmental history and current difficulties, come to the same decision about the type of disorder. Cross-time reliability- measure of whether a child is similarly diagnosed by the same clinician at two different points in time.- Know how to define competence and know what the literature shows about how it relates to general development and to pathology. Competence- From a developmental perspective, reflects effective functioning in relationto relevant age-related tasks and issues; evaluations of competence are embedded in the environment within which development occurs.Competence, within the framework of developmental psychopathology, reflects “effective functioning in important environments.” Competence involves multiple components, including a child’s skills and talents, beliefs about his or her effectiveness, personality characteristics, and accomplishments.- Know how to define risk and protective factors – be sure to be able to differentiate nonspecific and specific risk – including details about their impact and how it changes. Risk factors- are the individual, family, and social characteristics that are associated with this increased vulnerability. Protective factors are the individual, family, and social characteristics that are associated with this positive adaptation. Non-specific risk involvesincreased vulnerability to any, or many, kinds of disorders; and specific risk involves increased vulnerability to one particular disorder.- Be able to define phenotype and genotype and recognize how they develop and are affected/maintained. Phenotype- the observable characteristics of an individual. Genotype- the genetic makeup of a cell, an organism, or an individual. Your phenotype can affect your genotype and they are developed and are affected/maintained through environmental influences. - Be able to answer questions about what is included in a typical assessment conducted for diagnostic purposes. Assessment- involves the systematic