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Child Development 3
Study Guide 3
Question | Answer |
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1. What two important human interests must be reconciled during social development? | |
2. Define personality, socialization, norms and roles. | |
3. How is the social role associated with a job different from the technical knowledge or skill necessary to perform a job? | |
4. How is gender different form sex? | |
5. What does it mean to say that male and female genders are independent dimensions as opposed to mutually exclusive values of a single dimension? | |
6. How do we know that hormonal regulation can influence sexual preferences? | |
7. Identify organizational and activational hormonal effects associated with masculinizing female rats. | |
8. Identify evidence that human sexual orientation may be influenced by biology. | |
9. Identify 4 principles of social learning. | |
10. Explain why gendered behavior is liable to social learning? | |
11. Explain how operant conditioning might gendered behavior? | |
12. Explain how a gender schema might influence the development of gendered behavior. | |
13. Explain why violent behavior portrayed in TV might be liable to social learning. | |
14. What is the catharsis theory of how TV violence might influence the aggressive tendencies of viewers? | |
15. What does the available evidence suggest about TV as a catharsis for violent or aggressive behavior? | |
16. What influence did the introduction of TV to a remote Canadian town have on the playground aggression of children in that town? | |
17. Why might scenes depicted on TV be particularly disturbing to early children? | |
18. Explain why TV viewing (aside from providing a model for violent behavior) might negatively influence children and adults. | |
19. Define punishment as an operant behavior-outcome relationship. | |
20. What is the relationship between punishment and children’s aggression? | |
21. Provide a biological explanation for the relationship identified in item 20. | |
22. Provide a social learning explanation for the relationship identified in item 20. | |
23. Explain how the experience of punishment may influence children’s cognitive attributions and aggression. | |
24. Identify 7 unintended negative consequences of using punishment to control children’s behavior. | |
25. Identify the 4 operant behavior outcomes relationships and the effects that these contingencies have on behavior. | |
26. What is necessary before effectively applying operant extinction to eliminate behavior? | |
27. Identify an important insight that can be gained from how punishment is studied in the operant laboratory. | |
28. Provide three alternatives to punishment as a means for discouraging an undesired behavior. | |
29. Define parental demandingness and responsiveness. | |
30. Define four categories of parenting with the two dimensions of demandingness and responsiveness. | |
31. Describe the characteristics of children that Diana Baumrind found to be associated with authoritative, authoritarian and permissive parents. | |
32. What are the characteristics of children associated with neglectful parenting. | |
33. Identify a cultural context in which the characteristics of children associated with authoritative parenting my not be desirable. | |
34. Identify two changes in family structure that has occurred in the last 30 years to make pre-school increasingly necessary. | |
35. Identify six curricular areas that a high quality preschool should address. | |
36. Identify the age appropriate way to deliver curricular material to children of preschool age. | |
37. Identify two positive effects that have been associated with children who have attended high quality preschool. | |
38. Identify 6 positive effects that have been associated with at-risk children who attended high quality compensatory preschool (i.e., Headstart). | |
39. Describe how the transition to middle childhood effects changes in physical strength and coordination, cognitive capacity, social functioning and language. | |
40. In what region of the brain is myelination most concentrated during middle childhood. | |
41. Explain why myelination of the brain might contribute to increased working memory capacity in middle childhood. | |
42. Describe how the dominant awake and relaxed EEG pattern changes from early to middle childhood. | |
43. How does the coherence of EEG frequencies measured from different cortical regions change from early to middle childhood. | |
44. How are changes in dominant EEG frequency and EEG coherence associated with performance on Piagetian conservation problems. | |
45. Identify the cognitive characteristics of the concrete operational thinker. | |
46. Identify a major limitation on the logical reasoning of the concrete operational thinker. | |
47. Identify three logical justifications that middle children provide to justify their correct answers on Piagetian conservation problems. | |
48. How does categorical reasoning change during middle childhood? | |
49. How might middle childhood capacities for categorical reasoning affect the capacity of working memory? | |
50. How do the creative expression of children change form kindergarten to grade school? | |
51. Identify the kind of thinking that is stressed in kindergarten and grade school that might account for the change identified in item 22. | |
52. Identify and define two dimensions of creativity that are measured in tests of creativity. | |
53. What do twin studies suggest about the heritability of creativity? | |
54. Identify the characteristics of parents that are associated with creative children. | |
55. How much time do middle children spend in the company of peers in comparison to early children? | |
56. At what stage of development do true friendships first emerge? | |
57. How did Piaget characterize the moral thinking of early children? | |
58. How did Piaget characterize the changes in moral thinking that emerge during middle childhood? | |
59. Define heteronomous and autonomous moral thinking. | |
60. Identify two variables that influence an individuals social status in middle childhood. | |
61. Define dominance. | |
62. How is dominance attained? | |
63. Identify two variables that influence social acceptance. | |
64. Identify two methods that are used to measure social status in middle childhood. | |
65. What is a map of the social relationships between a group of individuals called? | |
66. Identify 5 characteristics associated with social competence. | |
67. Define popular, rejected, neglected, controversial and average status children in terms of dimensions of aggression and social competence. | |
68. Identify the forms of aggression that characterize rejected aggressive and withdrawn children. | |
69. What form of aggression is more commonly associated with boys than with girls? | |
70. Define relational, instrumental, hostile and reactive forms of aggression. | |
71. Explain the cascade effect and relate the cascade effect to the concept of developmental primacy. | |
72. What are the characteristics of individuals that influence friendship selection? | |
73. Identify three developmental functions of friendships in middle childhood. | |
74. Describe evidence that suggests that peer relationships in middle childhood influence the development of social cognitive capacities. | |
75. What is the function of the adolescent stage of development? | |
76. How is the duration of the adolescent stage influenced by societal/cultural differences in the knowledge, skills and abilities necessary to function as an independent adult? | |
77. Identify 5 characteristics associated with the adolescent transition. | |
78. To what does the term puberty refer? | |
79. What regulates the emergence of puberty? | |
80. What are secondary sexual characteristics? | |
81. Distinguish organizational and activational hormonal effects associated with the emergence of sexual maturity. | |
82. How is brain development during early adolescence similar to and different from that of infancy? | |
83. Where is brain development concentrated during adolescence? | |
84. What evidence suggests that the brain becomes less plastic and more specialized in regional function during adolescence? | |
85. Identify the cognitive characteristics for formal operational thought. | |
86. How is adolescent idealism and the identity crisis related to an important cognitive capacity that emerges in adolescence? | |
87. Why is systematic though associated with capacities for reasoning in the abstract or hypothetical? | |
88. Identify two procedures that Piaget used to identify the emergence of formal operational thinking. | |
89. What are two major weaknesses of the Piagetian tests of formal operational thinking? | |
90. What is the relationship between experience on formal operations problems and performance on formal operational problems? | |
91. How does experience on formal operational problems influence the performance middle children verses adolescents on formal operational problems? | |
92. How does experience in applying formal operational thinking to one domain of knowledge generalize to applying formal operational thought to very different knowledge domains? | |
93. Explain the evidence on the emergence of formal operational thinking both supports and conflicts with Paiget’s ideas about the development of formal operations. | |
94. How did Eric Erickson characterize the adolescent identity crisis? | |
95. Are changes in identity and social role adoption restricted to adolescence, explain? | |
96. How does peer orientation change from middle childhood to adolescence? | |
97. Identify three characteristic that distinguish adolescent peer relationships from those in middle childhood. | |
98. What are the advantages and disadvantages of the social support that adolescents receive from peers? | |
99. Contrast the term “peer pressure” with the course theme that development is a process in which the developing individual plays an active role in the own development. | |
100. What is the relationship between adolescent involvement with delinquent peers and future development? | |
101. Identify the two expressions of adolescent egocentrism identified by David Elkind? | |
102. How have levels of US adolescent sexual activity changed since the 1960s? | |
103. How do levels of US adolescent sexual activity compare with levels of adolescent sexual activity in other western industrial nations? | |
104. How do levels of US adolescent births and abortions compare with other western industrial nations? | |
105. What might account the relatively high levels of adolescent births and abortions in the US? | |
106. Identify an essential conflict that exists in the social status of the adolescent in western industrial societies. | |
107. How are levels of adolescent peer verses parental orientation associated with deviance? | |
108.What parenting style is associated with adolescents who relatively more parentally oriented? | |
109.What evidence supports the view that experiences in early childhood might effect social functioning in adolescence and beyond? |