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Midterm |\Exam |- |\PSY |\ 658 |\QUESTIONS |\
WITH |\CORRECT |\ANSWERS
Continuous |\development |- |\CORRECT |\ANSWERS |\✔✔A |\process |\of |
gradually |\augmenting |\of |\skills |\over |\time Discontinuous |\development |- |\CORRECT |\ANSWERS |\✔✔A |\process |\of |
new |\skills |\emerging |\at |\particular |\times; |\stages Age-graded |\influences |- |\CORRECT |\ANSWERS |\✔✔Experiences |\that |\we |\have |\just |\as |\a |\result |\of |\our |\age History-graded |\influences |- |\CORRECT |\ANSWERS |\✔✔Events |
experienced |\by |\a |\particular |\culture |\at |\a |\certain |\period |\of |\time Nonnormative |\influences |- |\CORRECT |\ANSWERS |\✔✔Unique |
experiences |\that |\you |\may |\have |\that |\people |\of |\your |\same |\age |\may |
not |\have |\the |\opportunity |\or |\exposure |\for Major |\periods |\of |\human |\development |- |\CORRECT |\ANSWERS |
✔✔Prenatal |(Conception |\to |\birth) Infancy |\and |\toddlerhood |(0-3) Early |\childhood |(3-6)
Middle |\childhood |(6-12) Adolescence |(12-20) Early |\adulthood |(20-40) Middle |\adulthood |(40-65) Late |\adulthood |(65 |\years-death) Freud's |\psychosexual |\theory |- |\CORRECT |\ANSWERS |\✔✔how |\parents |
manage |\their |\child's |\sexual |\and |\aggressive |\drives |\in |\the |\first |\few |
years |\is |\crucial |\for |\healthy |\personality |\development Freud's |\psychosexual |\stages |- |\CORRECT |\ANSWERS |\✔✔1) |\Oral |(birth- |\year)
- |\Anal |(2-3 |\years)
- |\Phallic |(4-5 |\years)
- |\Latency |(6-12 |\years)
- |\Genital |(adolescence) Freud's |\psychoanalytical |\perspective |- |\CORRECT |\ANSWERS |\✔✔People |\move |\through |\stages |\based |\on |\conflicts |\between |\their |\biological |
drive |\and |\social |\expectation Id |- |\CORRECT |\ANSWERS |\✔✔Source |\of |\biological |\needs |\and |\desires; |
unconscious
- |\Generativity |\vs. |\Stagnation |(40-65 |\years)
- |\Ego |\integrity |\vs. |\despair |(65 |\to |\death) Piaget's |\Stages |\of |\Cognitive |\Development |- |\CORRECT |\ANSWERS |
✔✔1. |\Sensorimotor |(Infancy |\and |\toddlerhood) - |\Preoperational |(Early |\childhood)
- |\Concrete |\operational |(Middle |\childhood)
- |\Formal |\operational |(Adolescence) Sensorimotor |\Stage |- |\CORRECT |\ANSWERS |\✔✔-Birth |\to |\about |\ 2 |\years -Infants |"think" |\by |\acting |\on |\the |\world |\with |\their |\eyes, |\ears, |\hands, |
and |\mouth -Invent |\ways |\of |\solving |\sensorimotor |\problems -Infants |\learn |\object |\permanence -circular |\reaction
-mental |\representation |
-deferred |\imitation -make |\believe |\play Preoperational |\Stage |- |\CORRECT |\ANSWERS |\✔✔-About |\2-7 |\years |
-Preschool |\children |\use |\symbols |\to |\represent |\their |\earlier |
sensorimotor |\discoveries |
-Advances |\in |\mental |\representation -More |\sociodramatic |\play -Dual |\representation -Development |\of |\language -However, |\thinking |\lacks |\the |\logic |\of |\the |\two |\remaining |\stages Concrete |\Operational |\Stage |- |\CORRECT |\ANSWERS |\✔✔-about |\7- -Children's |\reasoning |\becomes |\logical |\and |\better |\organized
-Operant |\conditioning |(Skinner) -Social |\learning |\theory: |\observational |\learning/imitation |(Bandura) Developmental |\Neuroscience |- |\CORRECT |\ANSWERS |\✔✔Studying |\the |
relationship |\between |\changes |\in |\the |\brain |\and |\emotional |\and |\social |\development Information |\processing |- |\CORRECT |\ANSWERS |\✔✔-Continuous |
development -Information |\is |\coded |\and |\organized |\to |\go |\from |\sensory |\input |\to |
the |\behavioral |\response |\or |\output Evolutionary |\Developmental |\Psychology |- |\CORRECT |\ANSWERS |
✔✔Aims |\to |\understand |\the |\person-environment |\system |\throughout |
the |\lifespan Bioecological |\Model |\of |\Development |- |\CORRECT |\ANSWERS |\✔✔- Bronfenbrenner -Proposes |\that |\a |\child's |\biologically |\influenced |\dispositions |\interact |
with |\complex |\systems |\of |\bidirectional |\relationships
-Microsystem, |\mesosystem, |\ecosystem, |\macrosystem Microsystem |- |\CORRECT |\ANSWERS |\✔✔Interactions |\with |\the |
immediate |\environment |(child |\with |\parents, |\including |\how |\parents |
interact |\with |\each |\other) Mesosystem |- |\CORRECT |\ANSWERS |\✔✔Interaction |\between |
Microsystems |(family, |\school) Exosystem |- |\CORRECT |\ANSWERS |\✔✔Do |\not |\contain |\developing |
persons, |\but |\affect |\their |\experiences |\in |\the |\immediate |\setting |
(parent's |\workplace, |\neighbors, |\etc.) Macrosystem |- |\CORRECT |\ANSWERS |\✔✔Cultural |\values, |\laws, |
customs, |\and |\resources Cognitive |\Development |\Theory |- |\CORRECT |\ANSWERS |\✔✔Piaget's |
theory |\that |\children |\actively |\construct |\knowledge |\as |\they |
manipulate |\and |\explore |\their |\world Adaptation |- |\mind |\adjusts |\to |\fit |\environment Resilience |(protective |\factors) |- |\CORRECT |\ANSWERS |\✔✔-the |\ability |\to |\adapt |\effectively |\after |\threat |\across |\one's |\lifespan
- |\regular |\sleep
- |\irregular |\sleep
- |\drowsiness Infant |\crying |- |\CORRECT |\ANSWERS |\✔✔-first |\way |\that |\babies |
communicate -high |\pitched |\cry |\usually |\indicates |\pain Preterm |\babies |- |\CORRECT |\ANSWERS |\✔✔-born |\weeks |\before |\their |
due |\date -increased |\risk |\for |\death, |\infection, |\and |\brain |\damage |\at |\birth -later |\in |\childhood |\at |\increased |\risk |\for |\social |\immaturity, |\smaller |
stature, |\and |\academic |\difficulties Small |\for |\date |\infants |- |\CORRECT |\ANSWERS |\✔✔babies |\born |\below |
their |\expected |\weight |\considering |\the |\length |\of |\pregnancy Preterm |\babies |- |\possible |\contributing |\factors |- |\CORRECT |\ANSWERS |
✔✔-poor |\maternal |\nutritional |\intake -poorly |\functioning |\placenta
-babies |\with |\defects |\that |\prevented |\prenatal |\growth Interventions |\for |\preterm |\babies |- |\CORRECT |\ANSWERS |\✔✔-isolette -tube |\feeding, |\respirator, |\and |\medication -stimulation -parent |\training |\to |\recognize |\and |\address |\baby's |\need Early |\childhood: |\TV |\time |- |\CORRECT |\ANSWERS |\✔✔-increased |\tv |
watching |\is |\associated |\with |\negative |\language |\progress, |\attention, |
memory, |\and |\reading |\difficulties |\in |\early |\school |\years |
-TV |\and |\videos |\that |\are |\effective |\teaching |\tools |\have |\closeup |
characters |\who |\look |\directly |\at |\camera, |\address |\questions |\to |
viewers, |\and |\pause |\for |\response TV |\deficit |\effect |- |\CORRECT |\ANSWERS |\✔✔-early |\childhood |
-poorer |\performance |\after |\viewing |\a |\video |\than |\a |\live |
demonstration Bowlby's |\Ethological |\Theory |\of |\Attachment |- |\CORRECT |\ANSWERS |
✔✔recognizes |\infant's |\emotional |\tie |\to |\the |\caregiver |\as |\an |\evolved |
response |\that |\promotes |\survival
-these |\infants |\are |\unresponsive |\to |\parent |\when |\she |\is |\present -when |\she |\leaves, |\they |\are |\usually |\not |\distressed |\and |\they |\react |\to |
the |\stranger |\in |\much |\the |\same |\way |\as |\to |\the |\parent -during |\return, |\they |\avoid |\or |\are |\slow |\to |\greet |\parent |\and |\often |\fail |\to |\cling |\when |\picked |\up Insecure-resistant |\attachment |- |\CORRECT |\ANSWERS |\✔✔baby |\seeks |
closeness |\to |\parent |\and |\often |\fail |\to |\explore; |\distressed |\or |\angry |
when |\parent |\returns Disorganized/disoriented |\attachment |- |\CORRECT |\ANSWERS |\✔✔Their |
behavior |\is |\often |\confused |\or |\even |\contradictory, |\and |\they |\often |
appear |\dazed |\or |\disoriented This |\pattern |\reflects |\the |\greatest |\insecurity Zone |\of |\proximal |\development |- |\CORRECT |\ANSWERS |\✔✔In |
Vygotsky's |\theory, |\activities |\that |\child |\cannot |\do |\alone |\but |\can |\do |
with |\assistance |\of |\others Supporting |\language |\development |\in |\infancy |- |\CORRECT |\ANSWERS |
✔✔-Infant-directed |\speech
-respond |\to |\coos |\and |\babbles |\with |\words -establish |\joint |\attention |\and |\comment |\on |\what |\child |\sees |
-play |\social |\games -engage |\in |\conversation -read |\and |\engage |\in |\dialogue |\about |\picture |\books `Difference |\in |\play |\between |\mothers |\and |\fathers |- |\CORRECT |
ANSWERS |\✔✔Mothers |\tend |\to |\play |\by |\providing |\toys, |\talking |\to |
infants, |\and |\conventional |\games; |\make |\believe |\play Fathers |\tend |\to |\play |\more |\physical |\games |\with |\bursts |\of |
excitement; |\more |\aggression |\and |\rough |\play limitations |\of |\preoperational |\stage |- |\CORRECT |\ANSWERS |
✔✔egocentrism |
centration irreversibility challenges |\with |\conservation challenges |\with |\hierarchical |\classification gender |\stereotyping |\in |\early |\childhood |- |\CORRECT |\ANSWERS |\✔✔- preschoolers |\apply |\gender |\stereotypes
-Teaches |\children |\to |\attribute |\success |\to |\effort |\and |\strategy |\use. -Encourages |\children |\to |\focus |\on |\individual |\improvement |\more |\than |\grades. -Is |\best |\begun |\in |\middle |\childhood. Prevention |\of |\learned |\helplessness: -Provision |\of |\meaningful |\tasks -Parent |\and |\teacher |\encouragement -Private |\performance |\evaluations, |\providing |\constructive |\feedback -Small |\classes, |\providing |\individualized |\support |\for |\mastery |\and |
accommodation |\for |\differences |\in |\learning |\styles peer |\relationships |\in |\middle |\childhood |- |\CORRECT |\ANSWERS |\✔✔- popular |\prosocial |\children -popular |\antisocial |\children -rejected |\aggressive |\children -rejected |\withdrawn |\children school |\refusal |(school |\phobia) |- |\CORRECT |\ANSWERS |
✔✔Characterized |\by |\an |\extreme |\reluctance |\to |\go |\to |\school |\and |\is |
accompanied |\by |\various |\symptoms |\of |\anxiety, |\such |\as |\stomach |
aches |\and |\headaches
effective |\interventions |\for |\childhood |\obesity |\and |\diabetes |- |
CORRECT |\ANSWERS |\✔✔family-based |\interventions |\most |\effective schools |\assist |\by |\serving |\healthier |\heals |\and |\ensuring |\physical |
activity traditional |\classrooms |- |\CORRECT |\ANSWERS |\✔✔the |\teacher |\is |\the |
sole |\authority |\for |\knowledge, |\rules, |\and |\decision |\making students |\are |\passive benefit |\academic |\achievement constructivist |\classroom |- |\CORRECT |\ANSWERS |\✔✔encourages |
students |\to |\construct |\their |\own |\knowledge benefit |\in |\teaching |\critical |\thinking, |\social, |\and |\moral |\maturity benefit |\from |\working |\collaboratively |\and |\from |\teaching |\adapted |\to |
each |\child promotes |\complex |\reasoning |\and |\achievement
boys |\identify |\with |\more |\masculine |\traits |\while |\girls |\are |\more |\open |
to |\experimenting |\with |\various |\traits In-group |\favoritism |- |\CORRECT |\ANSWERS |\✔✔emerges |\first; |\children |
simply |\prefer |\their |\own |\group, |\generalizing |\from |\self |\to |\similar |
others out-group |\prejudice |- |\CORRECT |\ANSWERS |\✔✔White |\children |\acquire |\negative |\attitudes |\toward |\ethnic |\minority |\out-groups |\when |\such |
attitudes |\are |\encouraged |\by |\circumstances |\in |\their |\environment out-group |\favoritism |- |\CORRECT |\ANSWERS |\✔✔minorities |\view |
majority |\more |\favorably |\than |\own |\group childhood |\sexual |\abuse |- |\CORRECT |\ANSWERS |\✔✔most |\cases |
reported |\in |\middle |\childhood risk |\factors |\include: |\low |\SES, |\marital |\instability, |\and |\weakening |\of |
family |\ties emotional |\development |\in |\middle |\childhood |- |\CORRECT |\ANSWERS |
✔✔-Self-conscious |\emotions |\more |\governed |\by |\personal |
responsibility: |
pride |\and |\guilt
-Emotional |\understanding: |\explain |\emotion |\using |\internal |\states, |\understand |\mixed |\emotions, |\rise |\in |\empathy, |\supported |\by |\cognitive |\development |\and |\social |
experience -Emotional |\self-regulation: |\motivated |\by |\self-esteem |\and |\peer |\approval emotional |\self-efficacy helping |\children |\through |\divorce |- |\CORRECT |\ANSWERS |\✔✔-shield |
children |\from |\conflict -provide |\as |\much |\continuity |\as |\possible -explain |\the |\divorce |\and |\tell |\children |\what |\to |\expect -emphasize |\the |\permanence |\of |\divorce -respond |\sympathetically |\to |\children's |\feelings -promote |\continuing |\relationship |\with |\both |\parents -authoritative |\parenting Peer |\grouping |\types |- |\CORRECT |\ANSWERS |\✔✔popular |\children rejected |\children controversial |\children neglected |\children average |\children
