Exam notes
Chapter 1 potential short answer questions

 

• Describe the life-span perspective
  • The life-span perspective is a balanced view of development that believes in multidimensional, multidirectional, and pastic development.
• Discuss 2 methods for studying human development
  • One method is a logitudinal study following several people throughout their lives. Another method of study is the clinical interview, where a person has a discussion with a clinician in a structured or unstructured method
• Half-page per response -- make it clear you understand
• Explain in a technical way -- proper vocabulary etc

Chapter 3 Short Answer

 

 

• Describe two periods of newborn development
• Prenatal - zygote (blastocyst from zygote) - May burrow into uterine lining - amnion, chorion, yolk sac forms etc -- relatively safe from teratogens, embryo, fetus.  Age of viability, teratogens - Accutane, FAS, malnutrition.
• Discuss the newborn baby's capacities (chapter heading)
•  

Non-essential topics: (NOT responsible for these sections)

 

 

• 1. History of human development
• 1. Scientific beginnings (p14-15)
• 1. Mid-20th Century Theories (p15-20)
• 1. Recent Theoretical Perspectives (p20-26)

 

• 2. ALL

• 3. Approaches to Childbirth (p98-100)
• 3. Medical Interventions (p100-101)

• 4. All

• 5. Individual Differences in Early Mental Development (169-174)

• 7. No motor development (223-226)
• 7. Language Development (248-251)

• 8. All

• 9. All

Week 1: Day 1

 

• Syllabus digital (office room 209)
• Skipping chapters 2, 4, 8, 9 (note syllabus)

Assignments

 

 

• Do 2/3 assignments (all 3 drops lowest grade)

Chapter 1 Notes

 

 

• Lifespan Development
• * Patterns of growth from womb to tomb
• * How people change and don't change over time
• Basic Issues
• * Nature v Nurture

Week 1: Day 2
Pop Quizzes

 

 

• Discuss what scenes from a tv show explain human development to class (replace pop quiz score)

Chapter 1 Notes, continued

 

 

• Homosexuality related to number of siblings for males
• MAOA levels (enzyme) directly correlates to violent crime: low levels = higher incidence
• Periods of development
•  |Prenatal - conception to birth
•  |Infancy/toddler - birth to 2
•  |Early childhood - 2-6
•  |Middle childhood - 6-11
•  |Adolescence - 11-18
•  |Early adulthood - 18-40
•  |Middle adulthood - 40-65
•  |Late adulthood - 65-death
• Longitudinal - same group over different ages (different time)
• Cross-sectional - different groups at same time
• Sequential - Several similar cross/long at varying times
• Cohorts

Chapter 3 Notes

 

 

• Conception and Implantation
• Periods of Prenatal Development
•  |Zygote - 2 weeks - Fertilization, impantation, start of placenta
•  |Embryo - 6 weeks - Arms, legs, face, organs, muscles all develop, heart begins beating
•  |Fetus - 30 weeks - Growth and finishing

Week 1: Day 3

 

 

• First out of class assignment details
• Use APA (he doesn't care though)
• At least 2 pages typed (double space ok)
• Professional language (avoid first person)
•  | Address this question: friend comes to you looking for recommendations for where they can find information; more about pregnancy or newborn (any category; physical, cognitive, etc) -- UP TO A YEAR OF AGE
•  | How would you answer their question; what websites or books should they read; explain why recommendation is good
•   | example: teratogens list on Purdue; explaining why impossible to be complete master
•   | example: march of dimes and thalidomide
•   | CDC on effects/treatment
•   ||| Recommendation of 3 different sources to help them; 3 sources, and why you would recommend that source -- and works cited
•   ||| Physical or digital file is acceptable (email) -- JUNE 29

Chapter 3 Notes, Continued

 

 

• Factors affecting teratogens and harm
• Dose
• Heredity
• Age during exposure
• Birth weight vs. adult breast cancer risk -- positive correlation
• Complications and maternal age -- later age, more problems
• Pregnancy length -- longer is better
• Recommended gain: 25-35 pounds
• Father age - indicates autism, current focus of study (was largely ignored)

Chapter 5 Notes

 

 

• Becomes theoretical, not just factual any more
• Piaget
• | first published in mollusks journal at 11 years old

Week 1: Day 4

Chapter 5 Notes

 

 

• Piaget
• |Constructivism
• ||Children are active in learning, not just passive learners (curious)
• |Influenced US schools
• Schemes
• |Psychological structures
• |Change with experience
• ||What's a snack?
• Building Schemes
• |Adaptation, building through interaction
• |Assimilation, use scheme to interpret
• |Accommodation, change old scheme, create new
• First stage (sensorimotor)
• | Birth - 2 years
• | Sensory and motor exploration
• | Baby can't tell difference between self and environment
• Need for organization
• If confused, we experience disequilibrium (unbalance)
• Use assimilation during equilibrium
• Disequilibrium prompts accommodation
• Substages of sensorimotor (underestimated by Piaget)