Study Guide For Final Exam

**UNIT 1** What are the 3 themes of this course? - - - - - - - - What do theories do for us -- what good are they? - - - - - What does it mean if a theory is falsifiable? - Which theory did I give as a great example of a falsifiable theory? - What...

**UNIT 1** What are the 3 themes of this course? - - - - - - - - What do theories do for us -- what good are they? - - - - - What does it mean if a theory is falsifiable? - Which theory did I give as a great example of a falsifiable theory? - What 3 issues/questions do developmental theories have to address? - - - What are the possible "answers" for each developmental issue/question? - - What answer does Behaviorism side with on the question of what causes developmental change? - What is the key feature of experimental research that makes it possible to make causal conclusions from the resulting data? - - - What does an operational definition tell you? - What are confounding variables? Where are you likely to find them? - - - If correlational research can't tell us anything about causation, why do researchers ever use it? - - - - - What does it mean if a correlation is positive? What does it mean if it's negative? - - Which of these correlation coefficients is the [strongest]: -0.8, -0.4, 0.2, 0.7 - Which is the weakest? - If r =.99, what can we say about the **causal** relationship between the variables? - What is a cohort? - Be able to recognize an example of cross-sectional and longitudinal developmental designs. What are the strengths and weaknesses of each design? - - - - - - - What is the sequential design and why is it useful? - - - - - - What can the "diagonals" tell you? - - - - - - Behavioral genetics attempts to address which major question of development? - Explain how twin studies help us answer that question. Studies - - - - - - - - - - - - - - - - - - Twin studies are based on an assumption that turns out not to be true. What is that assumption? Why isn't it completely true? - - Explain how adoption studies work. - - - - - - - - - On my slide I said "Our environments affect our genes." Does that mean that our genes change during our lifetime? - - - What is your epigenome? What does it do? - - - - - - How is the epigenome related to the nature vs nurture question? - How does the research from Sweden provide evidence that we might inherit at least some of our epigenome? END OF UNIT 1 \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ UNIT 2 How is the infant mortality rate in the US compared to other countries? (Be sure you know the operational definition of infant mortality!) - - What are some possible reasons for the difference between the rate in the US versus in other countries? - - - - How has the infant mortality rate in the US changed over the last several decades?  - - - How is NJ doing in terms of infant mortality? - It looks like maternal mortality has been going up in the US. What is actually behind that rise in reported numbers? - What age range is most likely to live in poverty? - - - - What are some of the long-term effects of growing up in poverty? - - - Why can't we do experimental research on the effects of poverty? - - What type of research has been used to try to get closer to finding out if poverty is a causal factor in the effects that are "linked" to poverty? - Explain how this type of research is carried out. - What are developmental milestones and how are they helpful?  - - What can't they tell us?  - - How does Dynamic Systems Theory (DST) describe and explain the development of abilities such as reaching or self-locomotion?   - - - - - - - According to DST, is walking innate?   - What are 2 reasons right-handedness is more prevalent than left-handedness in humans?  - - What are some activities the occupational therapist used in the video to work on gross motor skills?   - - What are some examples of how gross motor skills influence the development of fine motor skills?  - What other important characteristics (not just motor skills) are influenced by gross motor skills (or their absence)?  - - - - - - - - - - How did the boy in the video describe his experiences with sensory processing difficulties?  - Give some examples of how these sensory processing difficulties affected the boy's regular day-to-day experiences (and his mother's).  Know the major development that is the hallmark of preoperational thinking. (What can they do that sensorimotor thinkers cannot?) \[Do you remember whose theory this comes from?\] - - - - What are conservation tasks, and why, according to Piaget, do pre-operational thinkers fail them?  - - - - - What is centration?  - - - What was Vygotsky\'s main criticism of Piaget's theory?  - - What is the zone of proximal development?  - - - - - What are the characteristics of scaffolding? Recognize an example.  - - How did Vygotsky explain why children tend to talk to themselves?   - - - - What was Piaget's explanation?  - What characteristics of cognition does the information processing approach measure?  - What is capacity? How does it change during childhood (know the \#s).  - - - - - What are executive functions? Why are they important to success in school?  - - - - - - - What does ontogenetic adaptation mean?  - - How might poor executive functioning be considered an ontogenetic adaptation?  - - - For Vygotsky, make-believe play is serious and important business rather than an anything-goes free-for-all where children entertain themselves or relax from the demands of schooling. Explain his reasoning.   - According to Vygotsky, what does MPP scaffold?   - Know the details of the study I described that supports Vygotsky's thoughts on MPP. (3 ages; what was the "treatment"; what were the results?)  - Why didn't the MPP scenario "work" for all 3 ages?  From 2.4) What evidence of immature executive functions did the little girl doing the "spindle task" illustrate? - - (From 2.4) What executive function was she attempting to "self scaffold" when she put her hands up to her face? - Which executive function is required to do well in the game Simon Says? - How is mature pretend play different from less mature (toddler-level) mpp? - What kinds of toys (i.e., which of the 2 kitchens) are more likely to support/encourage MPP vs toddler level? Why? - - How many words does a child know by the time they are 6? - What are the major characteristics of Piaget's concrete operational stage? - According to Piaget, why can children at the concrete operational level successfully solve conservation tasks? - What is the major limitation in thinking at the concrete operational level that makes it different from the next stage (formal operational thinking)? - - How do concrete operational thinkers tend to answer the \"feather hits a glass" question? Why? - How can the information processing approach help explain why children pass conservation tasks by about 7 yrs of age? - - About how many words does a child "have", on average, by the time they're 6? - On what main issues of development did Erikson's and Freud's theories agree? - - How is Erikson's theory different from Freud's? - - What did Erikson mean by the term "crisis?" - Erikson's theory was the first major psychosocial theory, which means he emphasized both social interactions and psychological development. According to Erikson, what does a healthy resolution at each stage look like? - What did Erikson mean when he proposed that his theory is universal? - What did Erikson mean when he proposed that his theory is also culturally specific? - What is Erikson's 4th stage? - Why, according to Erikson, do we move into this stage, at this age? - How are children diagnosed with ADHD different, neurologically, from those who are not? - - - - - What are the 3 dimensions of ADHD? - - - Why are children with ADHD less likely to receive "sensitive" parenting (calm, attuned, supportive)? - What was Panksepp's hypothesis about why the prevalence of ADHD has changed so dramatically over the last 100+ years? - How might ADHD have been an evolutionary advantage for human survival? - What evidence did Panksepp point to when arguing that our brains require play to develop normally? (And what kind of play was he referring to?) - - - - What were Panksepp's concerns around using stimulants as a "treatment" for ADHD? - What intervention does Panksepp suggest for "treating" ADHD? - - - What is emotion regulation? - How can caregivers foster healthy emotion regulation? (And what should they avoid?) - What is "emotion coaching"? - Why did I show the "truckasaurus" video (other than because it's cute and makes me smile)? IE what did it provide an illustration of? - - What does "serve and return" refer to? Recognize an example. - What happens when a child does not get enough serve and return? What is the "double whammy" that may result? (What are the 2 parts of the double whammy?) - - - What happened when the mother presented a "still face" to her infant? - - Why did the infant have that reaction (i.e., what message was her nervous system receiving while hermother's face was still)? - What did I emphasize as the most important factor in whether a child will be able to show resilience in the face of a difficult childhood? - - - - END OF UNIT 2 \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ UNIT 3 What are the major structures of the HPG axis? What role does each play? - - - - - - - Why is the hypothalamus sometimes referred to as the "gonadostat"? - (Don't need to know the hormones released by the hypothalamus and the pituitary.) What does it mean that the HPG functions as a negative feedback system? - - What are the 2 main classes of "sex hormones"? - - When does the HPG axis begin functioning? - What change in the HPG axis plays a role in the start of puberty? - - - What are some of the known factors that influence the timing of puberty? - - What does the secular trend refer to? - - - - - How long has the secular trend been happening? Mid-19th century, around 200 years What are the main causes behind the secular trend? - - - - - How did Aristotle describe the period of life we refer to as adolescence? - - - - According to Margaret Mead, why do rites of passage help make the transition into adulthood less stressful? The transition into adulthood is clearly defined and so kids are aware when they're in the transition stage. What are the 3 types of societies Mead described and how did she define them? 1. 2. a. 3. b. Why do they differ in terms of how stressful the transition to young adulthood is? - What societal factors reflect the fact that adolescence was beginning to be treated as a separate period of the lifespan in the US? About when was this? - - - - What kind of conflicts do adolescents and their parents tend to engage in (what do they argue about)? - - Why are adolescents and their parents so emotionally invested in "winning" these arguments? - - What's the \#1 killer (general category) of adolescents in the US? - How knowledgeable are adolescents about common risky behaviors (eg unprotected sex, driving while drunk/buzzed or high)? - - - - What developmental changes are going on in the brains of adolescents? (What major processes does brain development consists of?) - - What does it mean that brain development is asynchronous? - - How can this asynchrony help us explain adolescent risk-taking? - - Newer research indicates that adolescent risk-taking and impulsivity are not indiscriminate (ie there are certain factors that make risk taking more likely -- what are they?). Explain. - - Know the outcomes of the driving simulation research. - - - - From an evolutionary standpoint, why might it make sense that we are motivated to take risks and tolerate ambiguity during our adolescent years? - - - - How are risk-taking and learning similar? - - What is the major difference between concrete operational thinking and formal operational - - How do concrete and formal operational thinkers differ in their responses to the "third eye" and "feather and glass" questions? - - - - - - - Our thinking becomes more internal as we move through Piaget's stages. What does this mean? - - - What are some ways that formal operational thinking influences other areas of the adolescent's life? - - - - - What are Kohlberg's 3 levels (and what are they levels of -- what is his theory about)? 1. 2. 3. This theory is about levels of morality \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ The following part isnt *actually* on a study guide or anything, I\'m just compiling the notes from 3.4 and 3.5 sinc she hasn't releasd the study guide for that yet and we're probably going to need to know it! It may or may not be updated once the actual study guide for it drops lol 3.4 Critisims and LImitations of Kohlbegrs Theory of Moral Reasoning - - - - - Erikson (1902-1994) - - - - - Idnentiy Vs Role Confsuion - - - - - - - - - - - - - - - Identity Statuses By Erikson/Marcia - - - - - - - - - - - - - - - - - - - - - - - - - 3.5 - - - - - - - - - **[3.4 and 3.5 study guide]** - 1. 2. 3. - - - - - - - - - - - - - - 1. - 2. - 3. - 4. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - **[Study guide for 3.6]** - - - - - 1. 2. 3. 4. - 1. - - - - - 2. - - 3. - - - - - - How is anger related to the success or failure of a marriage? - - See last slide of class 3.6 for additional questions from the film. Film from class 3.6: (or search RU libraries) "Lovers" begins at about 1:15:00 What is the key to a long-lasting relationship? - What do happy couples do when they are arguing? - - - According to Dr. Aron, what 2 things help keep relationships vibrant and happy? - - Why does he have couples complete silly, challenging tasks together? - What's the number 1 reason people seek counseling in the US? - What is it about counseling that makes it work? - According to Dr. Gottman, we are the most successful animal because we are the most \_\_\_\_\_ - END OF UNIT 3 \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ UNIT 4 4.1-4.2 What do cross-sectional studies typically show regarding changes in intelligence as we move from early to late adulthood? - - - - - - What do longitudinal studies typically show regarding changes in intelligence as we move from early to late adulthood? - - - - - Why is there a difference between the results of these two types of studies? - - - - - - - - - Why do cross-sectional studies probably underestimate intelligence at older ages? - - - - - Why do longitudinal studies probably overestimate intelligence at older ages? - - - - Know the difference between crystallized and fluid intelligence. - - - Recognize examples of the measurement of fluid intelligence. - - - - - How does crystallized intelligence change over the lifespan? - How does fluid intelligence change over the lifespan? - How has research on the "Big 5" personality traits provided evidence for both stability and change? - - What example did I give of cohort effects in relationship between a particular trait and a behavior/attitude? - How can behavior genetics help us understand the role of environment in the stability of the big 5 personality traits? Does the Big 5 describe personality equally well for all people? - - - What is Erikson's 7th stage? When does it occur and what is the "crisis"? Recognize examples of positive and less healthy resolutions. - - What kind of happiness do older adults who are highly generative tend to enjoy? (Know the definition of this kind of happiness.) - - - What did Erikson mean by cogwheeling? Recognize examples. - - - - - - What is ecological validity? What does it have to do with what we know (or think we know) about cognition in adulthood? - - - - What does Labouvie-Vief mean by pragmatic thought? - - - How are the types of problems/questions Labouvie-Vief uses in her research different from Piagetian tasks? - - - - - Describe the responses adolescents and young adults gave to L-V's problems. - How were the young adults' answers different? - What does Labouvie-Vief mean by cognitive-affective complexity? - - - How does she characterize wisdom? - - - - What do wear & tear theories attribute the causes of aging to? - - What is a criticism/limitation of wear & tear theories? (What evidence is there that is contrary to wear & tear theories?) - What example did I provide for the fact that apoptosis is an important part of normal Development? - What does the Hayflick limit refer to? - What are telomeres and what role do they play in the lifespan of a cell? - - What is telomerase? What kinds of cells tend to have an abundance of it? - - - - What are free radicals and what do they have to do with aging? - - - - What are antioxidants and what role are they thought to play in slowing the aging process in our cells? - In what ways is the human lifespan unusual? - - - What anthropological evidence did I discuss that supports the idea that living past the reproductive years might actually be adaptive for the human species? - Why did the young males in the group of young elephants relocated to Pilanesberg National Park behave so terribly? - How did introducing older elephants into the group help the situation? (What did the older adults do and why did that stop the negative behaviors of the young males?) - - Why did the elephant calves in herds with the oldest females have the highest survival rate during a severe drought? - When did we begin to consider "Middle Adulthood" a distinct period of the lifespan? - - What is a population pyramid -- what does it show? - What phenomenon does the "rectangularization" of the population age distribution describe? - - How is average life expectancy defined? - How does the life expectancy in the US compare with other wealthy countries?' - - How has life expectancy changed in the US over the last century? What happened to this trend in 2015? - - What are "deaths of despair"? - What part of the population has the highest rate of deaths of despair? - How has the US done in terms of \# of deaths from COVID-19 compared to other wealthy countries? - What are some reasons for this difference? - Which ethnicity in the US incurred the greatest loss in life expectancy during the COVID pandemic? What are some of the possible reasons behind the gender gap in life expectancy? - When it comes to the aging brain a good rule of thumb is: \_\_\_\_\_\_ in \_\_\_\_\_ out; \_\_\_\_ in \_\_\_\_\_out. - Know how the above "rule" applies to the 3 major areas of the brain I discussed in Class. - - Research has found differences in brain scans among older adults as they solve certain cognitive tasks. What are those differences? How do they relate to performance on those tasks? - - - What is the relationship between bodyweight and brain size in older adults according to the research I cited in class (video)? - - - What might possible causal mechanisms can explain this association? - - - Know the details of the research I described by Erickson et al (treatment, control, general age-range) What were the results of this research? What are the two components of Dr. Shors' MAP training (the "M" and the "P")? - - What is the reasoning behind combing the M and the P? - What are the main characteristics of the socioemotional selectivity theory and what does it describe? - - - - - - - How does life satisfaction change over the lifespan? - - - How do younger and older people differ in terms of how happy they expect to be in the near future (e.g. 5 yrs from now)? - - What is the "double whammy" of midlife in terms of factors that relate to life satisfaction at different ages? - - What is the paradox of well-being? - \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ END OF UNIT 4 Hey! If you have any resources to help prep for the final EX) Quizlets, handy vidoes, etc drop em here! This will be a community resource kinda a thing