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Jorge Willis Unit 6 Guide Unit 6 Developmental Psychologyy
Jorge Willis Unit 6 Guide Unit 6 Developmental Psychologyy
JOGER WILLIS
Learning Objective 3 (pp. 234-236): The Newborn, Vision and Other Senses,
Perception, Reflexes and Motor Skills
1. How do researchers determine what infants know, see and feel?
2. How is a newborn’s vision different from that of an adult? What visual stimuli do
newborns prefer looking at?
3. What auditory stimuli do newborns prefer listening to?
4. Do newborns exhibit preferences for certain tastes and smells?
5. What are habituation and dishabituation, and how are they used to learn about infants’
perception?
6. What are reflexes, and what are three reflexes that are present in newborn infants?
Unit
6:
Developmental
Psychology
Learning Objective 6 (pp. 240-243): Modifying Piaget’s Theory, New Views of Infants’
Cognitive Development, New Views of Developmental Stages, Information Processing
During Childhood
1. In what ways is Piaget’s theory of cognitive development correct?
2. In what ways are infants’ cognitive abilities different from what Piaget claimed?
3. What evidence is there that infants have object permanence before Piaget claimed?
4. What are some examples of young children’s thinking that are not “stage-like”?
5. How does the information processing approach to cognitive development differ from
Piaget’s approach?
6. How do children’s memory and information processing skills change as they grow older?
PSY
101
Study
Guide
Learning Objective 8 (pp. 246-247): The Development of Language, The First Year,
The Second Year, The Third Year and Beyond
1. How does the perception of language sounds change during a baby’s first year?
2. What is babbling, and what are some examples?
3. When do children typically say their first words? What kinds of words are the first that
babies understand and say?
4. What are some examples of how children overextend words?
5. What is the one-word stage, and when does it occur?
6. What is telegraphic speech, and why is it called this?
7. By what age is grammatical acquisition mostly complete?
Learning Objective 10 (pp. 249-251): Infancy and Childhood: Social and Emotional
Development, Individual Temperament
1. If early mother-infant bonding is not possible, what effect might this have on their later
relationship?
2. What is social referencing, and what are some examples?
3. What is temperament? What factors help determine an infant’s temperament?
4. What are the characteristics of easy babies, difficult babies, and slow-to-warm-up babies?
Unit
6:
Developmental
Psychology
Learning Objective 12 (pp. 254-256): Parenting Styles, Parenting Styles and Culture
1. What is socialization?
2. How do authoritarian parents interact with their children?
3. What are the characteristics of permissive parents?
4. How do authoritative parents interact with their children?
5. What are the characteristics of uninvolved parents?
6. How are parenting styles linked to children’s social and emotional development?
7. How do the consequences of the authoritarian parenting style differ among cultures?
Learning Objective 13 (pp. 256-258): Peer Friendships and Popularity, Social Skills and
Understanding, Risk and Resilience
1. In what ways are friendships important for development?
2. What is one very important factor a child needs to develop friendships?
3. How can parents and others help children develop social skills?
4. What is self-regulation? Why is it important?
5. How do divorce and marital conflict affect a child’s development and later outcomes?
6. What is resilience? What factors are associated with resilience?
PSY
101
Study
Guide
Learning Objective 14 (pp. 258-261): Gender Roles, Biological Factors in Gender Roles,
Socialization of Gender Roles, Cognitive Factors in Gender Roles
1. What are gender roles?
2. What are some common physical and behavioral differences between young boys and girls?
3. What evidence supports biological influences on gender roles?
4. What evidence supports social and environmental influences on gender roles?
5. What evidence supports cognitive influences on gender roles?
Learning Objective 17 (pp. 265-267): Identity and Development of the Self, Emerging
Adulthood, Facing the Identity Crisis
1. What is ethnic identity? How does a positive ethnic identity relate to development?
2. What is emerging adulthood?
3. What is an identity crisis? How and when does the identity crisis tend to get resolved?
Unit
6:
Developmental
Psychology
Learning Objective 19 (pp. 270-274): Social Changes, Early Adulthood: Work, Marriage,
Parenthood, Middle Adulthood: Reappraising Priorities, Late Adulthood: Retirement
and Restriction
1. How do early attachment patterns affect relationships in young adulthood?
2. How does working motherhood affect women, men, and children?
3. What does research on gay and lesbian parents reveal?
4. What are the effects of divorce on adults?
5. What is the midlife transition?
6. How does retirement affect older adults? How do the effects of voluntary retirement differ
from the effects of involuntary retirement?
7. What coping strategies do older adults tend to employ?