PGS341 EXAM 1 Study Guide PDF

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Developmental Psychology Chapter 1 Study Guide 1. Understand the meaning of the following terms and the differences between them as they apply to children’s development. Note: Understand more than just the definition but examples of them. a. continuous/discontinuous  Continuous: A process of gradually adding more of the same types of motor skills that were there to begin with, a smooth and continuous process.  Discontinuous: A process in which new ways of understanding and responding to the world emerge at specific times. Taking steps toward a new level and then change very little for a while and with each step the child interprets and responds to the world in a qualitatively different way. b. nature/nurture  Nature: Inborn, Biologic givens, based on genetic inheritance  Nurture: physical and social world, it influences biological and psychological development c. universal/context-based  Universal: Some Theorists believe people everywhere follow the same sequence of development  Context based: Unique combinations of personal and environmental circumstances that can result in different paths of change d. stability vs plasticity  Stability: Individuals high or low in a characteristic remains so at later ages, early experience may have a lifelong impact (verbal ability, anxiety, socialability)  Plasticity: change is possible depending on experiences, open to change in response to influential experiences. 2. Understand the following terms a. Operant conditioning:  Reinforcement:  Punishment: b. Modeling: c. Imprinting: Lorenz Duckling experiment d. Critical vs. sensitive period and examples of each  Critical Period:  Sensitive Period: e. Adaptation and examples of what it means. 3. What was the view of children in medieval times? a. People had clear awareness of children as vulnerable being and of childhood as a distinct developmental period. Children were depicted as possessed by the devil, or innocent and close to angels. b. Childhood regarded as separate phase with special needs and attention

c. Be able to trace the major historical influences of Locke and Rousseau to modern (19th Century) theories of child development.  John Locke believed that children began as Tabula Rasa,“blank slate”, This idea is that children begin as nothing at and their characters are shaped entirely by experience he viewed parents as tutors. He supported the use of praise and approval rather then money and sweets for rewarding the child. He opposed physical punishment: “The child repeatedly beaten in school cannot look upon books and teachers without experiencing fear and anger”. His philosophy led to a change from harshness toward children to kindness and compassion. He regarded development as continuous and supported the nurture part of development as well.  Jean Jacques Rousseau claimed children are not blank slates to be filled by adult instruction. He claimed children were Noble Savages, naturally endowed with a sense of right and wrong and an innate plan for orderly healthy growth. He viewed development as discontinuous that follows a single process that follows a single unified course mapped out by nature. 4. Be able to identify the major ideas or principles of Darwin, Hall/Gesell and Binet and the contribution each has made to our understanding of children’s development. a. Charles Darwin: b. Hall/ Gesell: They collected research through questionnaires of children and parents. Hall questioned children and Gesell his well-known student question parents and wrote books on parental development. Gesell believe in the nature part of development like Rousseau and advised towards cues given off by children. c. Binet: Binet and Simon created the first successful intelligence test, providing a score that could successfully predict school achievement.  Hall/ Gesell and Binet to on a normative approach, in which measures of behavior are taken on large numbers of individuals and age-related averages are computed to represent typical development, to child development. 5. For each of the theoretical perspectives in the mid-twentieth century, be able to identify its basic principles about how development occurs in children and its limitations. a. Psychoanalytic Perspective: children move through a series of stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the person’s ability to learn, to get along with others and to cope with anxiety. (Freud and Erikson contributed to this theory) b. Psychosexual Theory: emphasizes that how parents manages their child’s sexual and aggressive drives in the first few years is crucial for healthy personality development (Freud)

c. Psychosocial Theory: Erikson emphasized that in addition to mediating between id impulses and superego demands, the ego makes a positive contribution to development, acquiring attitudes and skills that make an individual an active contributing member of society. d. Behaviorism: directly observable events—stimuli and responses—are the appropriate focus of study (Watson) 6. For each of the six recent theoretical perspectives, be able to identify Its basic principles about how development occurs in children and its limitations. 7. For questions 5 and 6, be able to identify a likely type of research question or aspect of child development that each theory would investigate. a. Highlighted in book 8. Understand each of the Common Research Methods used to collect information about children and their limitations: naturalistic observation, self-report, clinical interview, structured interview, clinical/case study, and ethnographic/cultural) to study children, and the strengths and limitations of each method. You also will be given an example of one or more of these methods being used by a researcher and be asked to identify which research method(s) it being used. 9. Understand the basic approach to research using General Research Designs; correlational, experimental, field and natural experiments, longitudinal, crosssectional, and sequential) including their strengths and weaknesses. Be able to identify a research study or question associated with each design. 10. Be able to identify an independent and dependent variable in a research study. 11. What is meant by a microgenetic research design. How does it work? 12. Understand the concept of correlation and identify the direction of the relation (positive or negative) between an independent and dependent variable. 13. Understand children’s research rights and the special ethical concerns when conducting research involving children. PGS 341 Developmental Psychology Chapter 2 Study Guide After reading this chapter, you should be able to: 1.

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Distinguish between genotypes and phenotypes, and understand the factors that affect the expression of genotypes into phenotypes that were discussed in class. Describe the structure and function of genes, chromosomes and DNA molecules. Explain the process of mitosis. Describe the process of meiosis, and explain how it leads to genetic variability (e.g., crossing over). Describe the chromosomal events that determine the sex of a new organism. Identify the two types of twins, and understand how each is created. Understand what an allele is, and be able to explain how they influence the inheritance of traits, such as through dominant–recessive inheritance, x-linked

inheritance, codominance, polygenetic inheritance, and genetic imprinting. Understand the processes by which PKU is inherited and affects the newborn infant if not immediately treated. Understand the genetic process by which diabetes insipidus is inherited. Understand what a mutation is, and the known or suspected sources that cause genetic mutations discussed in the text. Describe concept of chromosomal abnormalities, and understand the origins and consequences of Down syndrome. Explain the risks and outcomes for adopted children. Explain and distinguish between bidirectional, direct and indirect family influences and be able to explain the view of the family as a dynamic, changing system. Explain why an intervention designed to improve the education of girls may actually improve the economy and health outcomes of a community Explain why children of some affluent families may experience neglect, which can lead to emotional and behavioral problems and poor achievement. Understand the various impacts of poverty on family functioning. Understand the three major components used to measure socioeconomic status (SES) and the multiple ways in which it can affect children’s development. Summarize the role of neighborhoods and schools in the lives of children, and why low income families may be more vulnerable to the quality of their neighborhoods and schools. How might children in low income schools actually undermine the success of their more achievement-striving peers? Using the welfare-to-work policy issue, what are the elements of a policy that effectively help solve a social condition? Discuss how cultural values and public policies that come from these polices can influence the well-being of children, for better or worse. Understand the concept of heritability and concordance rates and their advantages and limitations in understanding children’s development. Understand the concepts of canalization and reaction range as they apply to the interaction of genetic potential and environmental influences. Understand the concept of epigenetics and the smoking-impulsivity example of it. Describe and explain the three types of gene-environment interaction that explain how heredity and environment work together to influence complex human characteristics. Be able to identify examples of each type of interaction.

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PGS 341 Developmental Psychology Chapter 3 Study Guide After reading this chapter, you should be able to: 1.

Identify the three major areas of growth of prenatal development (Figure 3.5) and the major types of abnormalities occur during these three periods of

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prenatal development. Which of these three periods represents the greatest threat to the development of the fetus, should a teratogen occur? Understand the concept of a teratogen, and the factors that increase their negative impact of teratogens on the developing fetus. Identify and distinguish between the major types of teratogens, and generally their effects on the development of a child short-term and long-term (into adulthood). Be able to identify the specific teratogens that increase the risk for low birth weight (LBW), and the impact of LBW on children’s development and later health. Know the possible effects of the consumption of “everyday chemicals” (caffeine, aspirin, accutane, medication for depression) on development. The presence/absence of what environmental factors appear to facilitate/hinder the recovery of an infant with developmental delays due to excessive drug use during pregnancy. Describe the current recommendation in the text regarding pregnant women and their consumption of alcohol, and the reasons for this recommendation. Understand the effects of exposure to environmental pollutants, i.e., mercury, lead, pesticides-dioxin) on the development the fetus/children. Describe the infectious diseases which produce only mild, if any, symptoms to adults and thus are of special danger to women who are pregnant. Identify the current known source of toxoplasmosis. Describe the effects of emotional stress on the developing fetus and the longterm possible emotional and behavior effects on children. Be able to identify the hormonal/physiological mechanisms that appear to cause these negative effects. Describe how heavy alcohol use has such negative effects on the development of the organs of the body. Does an enriched environment make up for these early delays? Describe the current recommendations (and cautions) in promoting healthy prenatal development. Explain how poverty may undermine opportunities for the healthy development of the fetus. How much does the Nurse-Family Practitioner Program (Box on pg. 116) save for each dollar it spends on providing low income mothers information on prenatal and infant care? This will be a very specific dollar amount question. Identify the various barriers encountered by women, especially low income disadvantaged women, in receiving prenatal care. What outcomes occur when prenatal care groups are sensitive to the cultural differences of women? As discussed in class, what is meant by “The Baby Becomes a Reality”? How does the newborn infant have an “indirect effect” on the relationship between the parents?

PGS 341 Developmental Psychology

Chapter 4 Study Guide After reading this chapter, you should be able to: 1. Discuss what can happen to infants who experience oxygen deprivation(anoxia), or who are preterm, small-for-date, and low birth weight as infants. Understand the developmental outlook for infants born under such circumstances. (pp. 140–143) 2. Distinguish the between preterm and small-for-date neonates. 3. Describe several interventions for preterm infants, including infant stimulation and parent training (pp.143–146). 4. What three variables affect the development of an infant born with limitations due to risk factor(s)? 5. Identify the factors that appeared to facilitate a more positive growth and long-term development for children in the Kauai Study. 6. Discuss parents’ feelings of involvement with their babies immediately after birth. What does the research indicate about bonding among parents and infants if they do not interact immediately after birth? 7. Name and describe newborn reflexes of rooting, sucking, and palmar grasping, noting the functions served by each, and discuss the importance of assessing newborn reflexes. 8. Describe the five infant states of arousal, with particular attention to quiet alertness and waking activity. Be prepared to give an example of how a parent would be “responsive” versus “unresponsive” to an infant’s state of arousal. 9. Be able to identify techniques for soothing a crying baby. How might you be “responsive” in the way you interact with the infant as you try these techniques? 10. Describe where the United States ranks in terms of infant mortality and birth complications compared to other countries in the world? What factors discussed in class appear to contribute to these mortality rates? 11. Explain why infants from low income, disadvantaged, and teen Mothers are more at-risk for development. 12. Be able to identify changes in the family system with a newborn children, and the factors that promote a successful transition to parenthood. 13. Be able to describe, generally, the newborn-early infant’s sensory capacities (i.e., touch, taste, smell, sound, and vision). From an evolutionary theory perspective, why might these capacities be important? What role might these capacities play in the parent-child relationship? 14. Understand the “range of reaction” concept as it applies to the relation between infants’ capacities and their environments (see Chapter 3).

15. Understand the main points in the film, “The Mind” and as discussed in class.

PGS 341 Developmental Psychology Chapter 5 Study Guide

1. Does physical growth occur steadily or in ‘spurts” during infancy? What is the general growth trend in body size, body proportions, and muscle–fat makeup during the first 2 years of life? Understand the concepts of cephalocaudal and proximodistal physical growth. 2. Understand the development of the brain at the level of neurons, synapses, neurotransmitters, glial cells and myelination. What is synaptic pruning? What accounts for the large growth in brain size? What does it mean to say that the brain is a “living sculpture”? 3. Be able to explain the concepts of brain lateralization and brain plasticity, and differences between children and adults in plasticity. (Note the Box, pg 170 as well). 4. Generally, what abilities are more likely to occur in the left versus the right hemisphere? What evidence suggests that this is not always the case? 5. What evidence is there for “sensitive periods”, in infant development, e.g., vision, language, cognitive development? 6. Understand the concepts of, and the differences between experience-expectant and experience-dependent brain growth. Know the difference between “appropriate’ and “inappropriate” stimulation? 7. What relevance does the infant’s neurological capacities have for the cultural expectation that babies should be left alone to fall asleep by themselves prior to 4 months of age? Generally, what are the cultural variations in parnt-infant sleeping arrangements around the world? Does co-sleeping have the negative impacts that some claim, such as increased infant deaths and dependency? 8. Understand the impact of heredity on early physical growth, body size and body weight. By about what age do babies “thin out” from their infant fat levels? 9. Discuss the nutritional needs of infants and toddlers, the general advantages of breastfeeding with respect to nutrition, disease and physical growth). 10. Discuss the cognitive and physical growth impact of severe malnutrition on the development of infants and toddlers, including marasmus and kwashiorkor. 11. Understand the concept of “growth faltering” or otherwise known as “nonorganic failure to thrive”, note the symptoms and family circumstances surrounding the disorder. 12. Be able to describe how infants learn through classical conditioning, operant conditioning, habituation, and imitation. Understand the difference between reinforcement and punishment in operant conditioning, and how researchers use habituation to study infants’ cognitive understanding and perceptual development.

13. Understand how basic operant learning processes of infants contribute to the development of social bonding with the parent. 14. Understand how mirror neurons work, and the types of skills they may promote. 15. 16. Be able to explain the concept of dynamic systems theory, and how it applies to the development of walking in infants. Anyone only crawl backwards? 17. Understand the difference between gross motor and fine motor development and how their development in the first 2 years of life illustrates cephalocaudal and proximodistal development.What general principle is evident from studies of the impact of stimulation on the development of reaching and grasping? 18. How do you know when a baby is ready to start (not finish) toilet training? 19. Generally, what skills do infants demonstrate in the perception of sounds that are consistent with the concept of neurological “commitment”. Give special attention to infants’ perception of “word boundaries”, syllable-stress patterns, and regularities in sequences of words. 20. Understand the three types of visual “cues” do infants use to perceive depth. Does crawling help the development of depth perception? 21. Understand the role of contrast sensitivity and the skill of “subjective boundaries” in infants’ pattern perception in the first 12 months. 22. What is the general pattern development of face-pattern perception from 2-5 months of age? 23. Be able to explain the concept of intermodal perception. How does it appear to facilitate perceptual development? What is meant by “amodal” sensory properties, and be able to recognize an example given in the text....