Download Learning Objectives

Unit One Review: Child Psychology
Chapter One: Intro/Methods
Vocabulary: linear change, dynamic systems, multidirectional, multicontextual, multicultural,
multidisciplinary, plastic, biosocial, cognitive and psychosocial domains, cohort, SES, ethnic
group, hypothesis, replication, scientific method, variable, validity, generalizability, scientific
observation, experiment, independent variable, dependent variable, survey, case study, crosssectional, longitudinal, cross-sequential
Vocabulary from Appendix B, pages B4-B6: population, subjects, sample, sample size,
representative sample, “blind” experimenting, operational definition, experimental vs.
comparison/control groups
Learning Objectives (Not "DUE", use to guide studying in chapter one)
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Define development, focusing on three elements of its scientific study.
Identify five characteristics of development.
Discuss two aspects of the social context that affect development.
Discuss the multidisciplinary approach to the study of development, focusing on
understanding childhood psychopathology and noting the three domains into which
human development is often separated.
Using the multicontextual approach, discuss the origins of childhood resilience.
List and describe the basic steps of the scientific method.
Describe scientific observation as a research strategy, noting at least one advantage (or
strength) and one disadvantage (or weakness).
Describe the components of an experiment, and discuss the main advantage of this
research method.
Describe surveys and case studies, noting at least one advantage (or strength) and one
disadvantage (or weakness) of each.
Define and differentiate ethnicity, race, and culture.
Describe three basic research designs used by developmental psychologists.
Describe the ecological-systems approach to the study of human development, and
explain how this approach leads to an understanding of the overlapping contexts in which
people develop.
Describe two common mistakes made in the interpretation of research.
Briefly summarize some of the ethical issues involved in conducting research with
humans.
Chapter Two: Theories Learning Objectives & Essay Questions
Note: we will discuss Harlow’s studies in chapter 6 Inf/Soc
Vocabulary: theory, id, ego, superego, fixation, modeling, self-efficacy, cognitive equilibrium,
object permanence, egocentric, conservation, assimilation, accommodation, schemes (ways of
interacting with the world), guided participation/scaffolding, stress factors, facilitating factors,
nature, nurture, the eclectic perspective
Learning Objectives
1. Define developmental theory, and describe how developmental theories help explain
human behavior and development, noting the differences among grand theories,
minitheories, and emergent theories.
2. Discuss the major focus of psychoanalytic theories, and describe the conflicts that occur
during Freud’s psychosexual stages.
3. Describe the crises of Erikson’s theory of psychosocial development, and contrast them
with Freud’s stages.
4. Discuss the major focus of behaviorism, and explain the basic principles of classical and
operant conditioning.
5. Discuss social learning theory as an extension of behaviorism.
6. Identify the primary focus of cognitive theory, and briefly describe Piaget’s periods of
cognitive development.
7. Discuss the central ideas of the information-processing view*
8. Discuss the process that, according to Piaget, guides cognitive development.
9. Discuss the basic ideas of Vygotsky, and the sociocultural theory of development.
10. Discuss the basic ideas of epigenetic theory.
11. Summarize the contributions and criticisms of the major developmental theories, and
describe the eclectic perspective of contemporary developmentalists.
*: elsewhere in the text, please find and review (online)
Chapter Three: Nature/Nurture Learning Objectives & Essay Questions
Vocabulary: gamete, zygote, gene, chromosome, allele, XX, Xy, monozygotic, dizygotic,
infertility, IVF, polygenic, multifactorial, genotype, phenotype, homozygous, hetereozygous,
carrier, additive gene, dominant gene, recessive gene, x-linked (or sex linked) traits, genetic
imprinting, amniocentesis, chorionic villi sampling, ultrasound, sonogram, down syndrome,
Fragile X, klinefelter syndrome, genetic counseling
Learning Objectives
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Identify the mechanisms of heredity.
Describe the process of conception and the first hours of development of the zygote.
Explain how sex is determined.
Differentiate genotype from phenotype, and describe the Human Genome Project.
Describe the processes of duplication, division, and differentiation.
Explain the polygenic and multifactorial nature of human traits.
Describe the additive and nonadditive patterns of genetic interaction, giving examples of
the traits that result from each type of interaction.
Discuss X-linked genes in terms of genotype and phenotype.
Discuss the benefits of genetic diversity.
Distinguish between monozygotic and dizygotic twins and between monozygotic twins
and clones.
Discuss issues related to the use of assisted reproductive technology for infertile couples.
12. Discuss the interaction of genes and environment.
13. Discuss the practical implications of research on nature–nurture interactions.
14. Describe the most common chromosomal abnormalities, focusing on abnormalities
involving the sex chromosomes.
15. Identify two common genetic disorders, and discuss reasons for their relatively low
incidence of occurrence.
16. Describe four situations in which couples should seek genetic testing and counseling
Chapter Four: Prenatal/Birth
Vocabulary: conception, zygote, germinal/embryonic/fetal stage, age of viability, placenta,
teratogens, critical/sensitive periods, threshold effects, interaction effects, LBW, VLBW, ELBW,
SGA, neonate, breech, APGAR, episiotomy, birthing centers, postpartum depression, postpartum
psychosis
Learning Objectives:
1. Describe the significant developments of the germinal period.
2. Describe the significant developments of the embryonic period.
3. Describe the significant developments of the fetal period, noting the importance of the
age of viability.
4. Explain the main goal of teratology, and discuss several factors that determine whether a
specific teratogen will be harmful.
5. Identify at least five teratogens, and describe their effects on the developing embryo or
fetus.
6. Discuss AIDS and alcohol as teratogens, and describe protective steps that may be taken
to prevent their damaging effects.
7. Distinguish the various forms of low birthweight (LBW) babies from preterm and small
for gestational age (SGA) infants, and identify the causes of low birthweight.
8. Describe the birth process, specifying the events of each stage.
9. Describe the test used to assess the newborn’s condition at birth.
10. Explain the causes of cerebral palsy, and discuss the special needs of high-risk infants.
11. Discuss the importance of a strong parental alliance and parent–newborn bonding to a
healthy start for the baby.