Lrlk Wahlberg 11/3/2011

Culz 4 SLudy Culde

ChapLer 3
WhaL we need Lo know (lrom 8eclLaLlon)
l Causes and sympLoms of downs syndrome or ku+ LreaLmenL
ll rocedures and lnLerpreLaLlons of Lwln sLudles and adopLlon sLudles
lll undersLand lmprlnLlng or Lhe egg rolllng behavlor of Lhe goose
a naLure vs nurLure conLroversy
lv ldenLlfy a paLLern of moLor developmenL ls roxlmodlsLal or Cephalocaudal
a roxlmodlsLlal ls growLh from cenLer ouLwards
b Cephalocaudal ls growLh from head down
v AblllLles of a chlld ln Lhe preoperaLlonal sLage from Lhe lageL perspecLlve
vl know asslmllaLlon/accommodaLlon from Lhe lageL perspecLlve and oLher sLages of cognlLlve developmenL
a AsslmllaLlon 1he process of addlng new lnformaLlon
b AccommodaLlon 1he process of addlng lnformaLlon where prevlously exlsLlng lnformaLlon resldes
vll kohlberg's procedures for lnvesLlgaLlng moral developmenL
a Looked for unlversal sLages ln developmenL of moral [udgmenL by presenLlng research parLlclpanLs wlLh
moral dllemmas ln Lhe form of sLorles
l Analyzed answers Lo Lhese quesLlons
vlll Lrlkson's vlew of soclal developmenL
a Ma[or Lask confronLlng Lhe adolescenL ls Lo develop a sense of ldenLlLy
b ldenLlLy crlsls arlses when one ls unsure of one's own ldenLlLy" ln socleLy
c unLll ldenLlLy crlsls ls resolved lndlvldual has no conslsLenL sense of self or seL of lnLernal sLandards for
evaluaLlng hls or her selfworLh ln ma[or areas of llfe
l unsuccessful ouLcome ls Ident|ty Confus|on
lx lfferences beLween gender and sexual developmenL (age 93)
a Cender developmenL lnvolves flndlng a flrm sense of Lhemselves as elLher a male or female Sexual
developmenL ls Lhe caLegorlzaLlon of people by Lhelr appearance or behavlor and ls noL llmlLed Lo only
ldenLlfylng wlLh a speclflc gender
x know some of Lhe crlLlclsms of Lhe lageL perspecLlve
a 1esLlng ls ofLen moLordependenL and languagedependenL
b locuslng on whaL chlldren can and cannoL do durlng sLages
l Chlldren were able Lo do many Lhlngs ln lageL's sLages LhaL he sald were lmposslble
c lageL underesLlmaLed ablllLles of chlldren
d Pe dld noL conslder Lhe posslblllLy LhaL Lhe lnfanL mlghL know LhaL Lhe ob[ecL sLlll exlsLs buL be unable Lo
show Lhls knowledge Lhrough searchlng behavlor
e Cb[ecL ermanence was found Lo occur 43 monLhs earller Lhan lageL Lheory predlcLs (age 81)
l 1esLed Lhls Lhrough Lhe hablLuaLlon evenL followed by Lhe posslble evenL followed by Lhe
lmposslble evenL
1 Lx Shown roLaLlng screen show roLaLlng screen sLops aL book flnally show roLaLlng
screen pass Lhrough book
xl ln whaL sLage of lageLlan developmenL does a chlld demonsLraLe ouL of slghL ouL of mlnd?"
xll ln whaL sLage of lageLlan developmenL does a chlld demonsLraLe an ablllLy Lo engage ln hypoLhesls LesLlng

CuLllne
l evelopmenLal sychology CuLllne
a lnLroducLlon Lo evelopmenLal sychology
l 1he naLurenurLure ConLroversy
1 WhaL plays a hlgher role ln developmenL?
2 8aslcally Lhe dlfferenLlaLlon beLween envlronmenLal lnfluences belng prlmarlly responslble for
developmenL C8 soclal lnfluences belng prlmarlly responslble for developmenL
ll LffecLs of CeneLlc lnherlLance LnvlronmenL
b ercepLual evelopmenL
l vlslon
1 Chlldren sLarL wlLh poor vlslon
2 Lvldence LhaL faclal preference ls lnborn
ll Pearlng
1 leLuses move ln response Lo sharp sound
a PeadLurnlng response dlsappears and does noL reemerge unLll laLer
l AL Lhls Llme lnfanLs also search /w Lhelr eyes for source of sound
2 lnfanLs learn parLlcularly rapldly abouL sounds made ln human speech whlch beglns ln Lhe womb
lll 1asLe and Smell
1 Can dlscrlmlnaLe beLween LasLes shorLly afLer blrLh
a Llke sweeL sLuff haLe sour/blLLer sLuff
l 8lLLer reacLlon elecLs lnborn LralL Lo avold spolled or lnedlble foods
2 Can dlscrlmlnaLe beLween odors
a 1urn Lowards sweeL smells Lurn away from noxlous odors
c evelopmenL of MoLor ConLrol
l MoLor developmenL afLer blrLh lllusLraLes lnLeracLlon beLween geneLlcally programmed maLuraLlon and
envlronmenLal lnfluences
ll vlrLually all chlldren undergo same sequence of moLor behavlors ln Lhe same order 8u1 A1 lllL8Ln1
8A1LS
1 8oll over slL wlLhouL supporL sLandlng whlle holdlng furnlLure crawllng Lhen walklng
2 1 month |y|ng down ||fts head
3 months |y|ng down ||fts chest
4 months s|ts w|thout support
3 months pu||s se|fup to stand
6 months wa|ks ho|d|ng furn|ture
7 11 months stands a|one
8 12 months wa|ks a|one
lll racLlce/LxLra sLlmulaLlon can acceleraLe Lhe appearance of moLor behavlors
d CognlLlve evelopmenL (!ean lageL)
l vlewed chlldren as acLlve parLlclpanLs ln Lhe process raLher Lhan passlve reclplenLs of blologlcal
developmenL or exLernal sLlmull
ll Schemas Lheorles abouL how Lhe physlcal and soclal worlds operaLe
lll AsslmllaLe vs AccommodaLlon ()
lv SLages of CognlLlve evelopmenL
1 SensorlmoLor 8lrLh2 ?ears lnfanLs busy dlscoverlng Lhe relaLlonshlps beLween Lhelr acLlons and
Lhe consequences of Lhose acLlons
a lmporLanL dlscovery ls Cb[ecL ermanence
l 1he awareness LhaL an ob[ecL conLlnues Lo exlsL even when lL ls noL presenL
2 reoperaLlonal 27 ?ears Chlld does noL yeL comprehend cerLaln rules or operaLlons
a CperaLlon a menLal rouLlne for separaLlng comblnlng and oLherwlse Lransformlng
lnformaLlon ln a loglcal manner
b Chlldren ln Lhls sLage PAvL nC1 ?L1 A11AlnL conservaLlon
l eflnlLlon 1he undersLandlng LhaL Lhe amounL of waLer ls conserved
remalns Lhe same when lL ls poured from a Lall glass lnLo a shorL one
c key characLerlsLlc ls LgocenLrlsm
l eflnlLlon 8elng unaware of perspecLlves oLher Lhan Lhelr own
ll lmporLanL** 8ecause young chlldren cannoL appreclaLe Cv oLher Lhan
Lhelr own Lhey cannoL revlse Lhelr schemas Lo Lake lnLo accounL changes ln
Lhe envlronmenL
d 8egln uslng symbols
e Lack serlallzaLlon
| er|a||zat|on 1he capac|ty to order a set of ob[ects a|ong a c|ear|y def|ned
d|mens|on such as order|ng a set of ||nes |n s|ze order
3 ConcreLe CperaLlonal 711 ?ears AlLhough chlldren are uslng absLracL Lerms Lhey are dolng so
only ln relaLlon Lo concreLe ob[ecLs ob[ecLs Lo whlch Lhey have dlrecL sensory access
a Can Lhlnk loglcally abouL ob[ecLs and evenLs
b Achleves conservaLlon of number mass and welghL
c Classlfles ob[ecLs accordlng Lo several feaLures and can order Lhem ln serles along a
slngle dlmenslon such as slze
4 lormal CperaLlonal 11 ?ears + Chlld able Lo reason ln purely symbollc Lerms
a Can Lhlnk loglcally abouL absLracL proposlLlons and LesL hypoLhesls sysLemaLlcally
b 8ecomes concerned wlLh Lhe hypoLheLlcal Lhe fuLure and ldeologlcal problems
v CrlLlque of lageL's 1heory
1 Many LesLs deslgned Lo LesL sLage Lheory requlres several skllls chlldren may possess ablllLy belng
LesLed buL unable Lo perform Lask because Lhey lack one of Lhe requlred skllls
2 locuslng on whaL chlldren can and cannoL do durlng sLages
a Chlldren were able Lo do many Lhlngs ln lageL's sLages LhaL he sald were lmposslble
3 lageL underesLlmaLed ablllLles of chlldren
4 Pe dld noL conslder Lhe posslblllLy LhaL Lhe lnfanL mlghL know LhaL Lhe ob[ecL sLlll exlsLs buL be
unable Lo show Lhls knowledge Lhrough searchlng behavlor
3 Cb[ecL ermanence was found Lo occur 43 monLhs earller Lhan lageL Lheory predlcLs (age 81)
a 1esLed Lhls Lhrough Lhe hablLuaLlon evenL followed by Lhe posslble evenL followed
by Lhe lmposslble evenL
l Lx Shown roLaLlng screen show roLaLlng screen sLops aL book flnally show
roLaLlng screen pass Lhrough book
e Soclal evelopmenL (Lrlk Lrlkson)
l ldenLlLy Crlsls acLlve process of selfdeflnlLlon
ll ldenLlLy Confuslon unLll ldenLlLy crlsls ls resolved lndlvldual has no conslsLenL sense of self or seL of
lnLernal sLandards for evaluaLlng hls/her selfworLh ln ma[or areas of llfe
lll Ma[or Lask confronLlng Lhe adolescenL ls Lo develop a sense of ldenLlLy
lv ldenLlLy crlsls arlses when one ls unsure of one's own ldenLlLy" ln socleLy
v unLll ldenLlLy crlsls ls resolved lndlvldual has no conslsLenL sense of self or seL of lnLernal sLandards for
evaluaLlng hls or her selfworLh ln ma[or areas of llfe
1 unsuccessful ouLcome ls Ident|ty Confus|on
f Moral evelopmenL (Lawrence kohlberg)
l Level l reconvenLlon MorallLy
1 SLage 1 (Cbeys rules Lo avold punlshmenL)
2 SLage 2 8eward CrlenLaLlon (Conforms Lo obLaln rewards Lo have favors reLurned)
ll Level ll ConvenLlonal MorallLy
1 SLage 3 Cood8oy / CoodClrl CrlenLaLlon (Conforms Lo avold dlsapproval of oLhers)
2 SLage 4 AuLhorlLy CrlenLaLlons (upholds laws and soclal rules Lo avold censure of auLhorlLles and
feellngs of gullL abouL noL 'dolng one's duLy)
lll Level lll osL convenLlonal MorallLy
1 SLage 3 SoclalConLracL CrlenLaLlon (AcLlons gulded by prlnclples commonly agreed on as
essenLlal Lo Lhe publlc welfare prlnclples upheld Lo reLaln respecL of papers and Lhus selfrespecL
2 SLage 6 LLhlcal rlnclple orlenLaLlon ( AcLlons gulded by selfchosen eLhlcal prlnclples whlch
usually value [usLlce dlgnlLy and equallLy prlnclples upheld Lo avold selfcondemnaLlon)
lv
g lnformaLlonrocesslng Approach vlew developmenL as Lhe acqulslLlon of several separaLe speclflc skllls aL
gaLherlng and analyzlng lnformaLlon from Lhe envlronmenL
l lsagree wlLh lageL by sLaLlng LhaL skllls develop smooLhly and conLlnuously raLher Lhan ln a serles of
dlscreLe sLages
h knowledgeacqulslLlon approach
l AfLer lnfancy chlldren and adulLs have essenLlally Lhe same cognlLlve processes and capaclLles and LhaL
Lhe prlmary dlfference beLween Lhem ls adulL's more exLenslve knowledge base
l SocloculLural Approaches
l CulLure can lnfluence chlldren's developmenL ln 4 ways
1 rovldlng opporLunlLy for speclflc acLlvlLles chlldren learn by observaLlon experlence or aL leasL
hearlng abouL an acLlvlLy
2 8y deLermlnlng Lhe frequency of cerLaln acLlvlLles
a Lx 1radlLlonal danclng ls lmporLanL ln 8allnese culLure so chlldren growlng up ln
8all become skllled dancers
3 8y how Lhey relaLe dlfferenL acLlvlLles
a CulLure values lmporLanL chlld becomes prone Lo Lhose values skllls
b CulLure values lnslgnlflcanL chlld may vlew value as unlmporLanL
4 8y conLrolllng Lhe chlld's role ln Lhe acLlvlLy
a MeaL obLalned by supermarkeL no role ln Lrapplng or obLalnlng food
b CLher culLures chlldren learn from young age how Lo hunL for Lhelr food
ll Lev vygoLsky
1 Chlld should be seen noL as a physlcal sclenLlsL seeklng Lrue knowledge buL as a newcomer Lo a
culLure who seeks Lo become a naLlve by learnlng how Lo look aL soclal reallLy Lhough Lhe lens of
LhaL culLure
2 1wo levels of cognlLlve developmenL
a Chllds acLual level of developmenL as expressed ln problemsolvlng ablllLy
b Chllds level of poLenLlal developmenL whlch ls deLermlned by Lhe klnd of problem
solvlng Lhe chlld can do when gulded by an adulL or more knowledgeable peer
c vlewed language as cenLral Lo cognlLlve developmenL
[ Cender Schema 1heory
l 1he chlld ls encouraged Lo look aL Lhe world Lhrough Lhe lens of gender AkA ln Lerms of Lhe gender
schema
1 Cender schema seL of bellefs abouL gender
ll Lessons abouL gender are embedded ln dally pracLlces of culLure
lll Chlldren also apply gender schema Lo Lhemselves Lo organlze Lhelr selfconcepLs around Lhelr gender
and Lo [udge Lhelr selfworLh ln Lerms of gender
lv lL posslbly answers why chlldren organlze Lhelr selfconcepLs around Lhelr maleness / femaleness
k Sexual evelopmenL
l uberLy perlod of sexual maLuraLlon LhaL Lransforms a chlld lnLo a blologlcally maLure adulL capable of
sexual reproducLlon



vocabulary LlsL
1 CuallLaLlve vs quanLlLaLlve
2 Cephalocaudal lnfanL growLh from head down
3 AccommodaLlon 1he process of addlng new lnformaLlon where preexlsLlng lnformaLlon exlsLs
4 roxlmodlsLal lnfanL developmenL from cenLer ouL
3 CognlLlve dlsequlllbrlum
6 lmprlnLlng
7 ZygoLe
8 1wln sLudles
9 1eraLogens LnvlronmenLal lnfluences LhaL harm Lhe blrLh process
10 PypoLheLlcal moral dllemma
11 Chromosomal abnormallLles
12 henylkeLonurla
13 1rlsomy21
14 AsslmllaLlon 1he process of addlng new lnformaLlon
13 8aslc 1rusL vs MlsLrusL
16 CrlLlcal erlods cruclal Llme perlods ln a person's llfe when speclflc evenLs occur lf developmenL ls Lo proceed
normally
17 SenslLlve perlods perlods LhaL are opLlmal for a parLlcular klnd of developmenL
18 Moral !udgmenL Chllds undersLandlng of moral rules and soclal convenLlons
19 1emperamenL moodrelaLed personallLy characLerlsLlcs
a Lasy layful regular ln sleeplng/eaLlng paLLerns adapLed readlly Lo new slLuaLlons
b lfflculL lrrlLable lrregular sleeplng and eaLlng paLLerns responded lnLensely and negaLlvely Lo new
slLuaLlons
c Slow Lo Warm up 8elaLlvely lnacLlve Lend Lo wlLhdraw from new slLuaLlons and requlre more Llme Lhan
easy lnfanLs Lo adapL Lo new slLuaLlons
20 SeparaLlon anxleLy Chllds dlsLress when a careLaker ls noL nearby
21 ALLachmenL lnfanLs Lendency Lo seek closeness Lo parLlcular people and feel more secure ln Lhelr presence
a Secure Seek Lo lnLeracL wlLh moLher upon reLurn
b lnsecure / AvoldanL Avold lnLeracLlng wlLh moLher upon reLurn
l no dlsLress when she leaves
1 lf dlsLressed sLranger/moLher comforL ls equal
c lnsecure / AmblvalenL Show dlsLress durlng reunlon
l SlmulLaneously seek and reslsL physlcal conLacL
d lsorganlzed Show conLradlcLory behavlors
22 SLrange slLuaLlons serles of eplsodes ln whlch a chlld ls observed as Lhe prlmary careglver leaves and reLurns Lo Lhe
room
23 Cender Schema seL of bellefs abouL gender
24 Sex Lyplng Lhe acqulslLlon of behavlors and characLerlsLlcs LhaL a culLure conslders approprlaLe Lo one's sex