Study Guide 3 Dr. Nowatka
Child Development (PSY240)
Names to know:Bowlby, Ainsworth, Gilligan, Kohlberg, Harlow, Thomas & Chess
& Birch, Buss & Plomin, Cooley, Erikson, Marcia
Chapter 11 - Emotion
1.When do babies first show basic emotions? What are those emotions? What is meant by “self-conscious emotions” and which feelings are these?
2.Define temperament and describe the three major dimensions, according to Thomas, Chess, and Birch. How does the classification system of Buss and Plomin differ? According to behavioral geneticists, what are shared and nonshared environmental influences on temperament, and which appears to be most important?
4.How stable is temperament? Over what period of time? What aspects of temperament are most stable?
5.Explain the reciprocal interactions between parent and child with respect to the child’s temperament. What is meant by “goodness of fit”?
6.Describe the four phases of attachment detailed in your textbook, and the ages at which these phases typically occur. What was learned about the relative importance of touch versus feeding from Harlow’s studies with infant monkeys?
7.What are stranger anxiety and separation anxiety? How does ethological theory explain the decline in these phenomena during the second year of life?
8.Know who Bowlby is. Know who Ainsworth is and the four attachment styles she and later researchers discovered. What kind of parenting may lead to the different styles?
9.Compare and contrast the Freudian, ethological, and learning perspectives on attachment.
Chapter 12 - Social Cognition
1.What is the “looking glass self” according to Cooley? How do researchers know when young children recognize their own images? When does this ability appear?
2.What types of information are contained in the self-descriptions of young children, compared to more mature individuals?
3.What are the stages of self-evaluation proposed by Stipek, Recchia, and McClintic, as discussed in class?
4.According to Harter, how do children age 7 and below versus those age 8 and above differ in terms of their self-esteem? What are the determinants of global self-worth, as discussed in class?
5.What positive outcomes are associated with an ability to delay gratification?
6.What are mastery and helpless orientations? How do children with each of these explain their successes and their failures? Relate the orientations to learning and performance goals.
8.Compare and contrast Erikson’s and Marcia’s views of self-concept and identity during adolescence. How did Erikson believe that adolescents form their identities? Describe the current views of identity. Also, how might parenting affect identity development?
Chapter 13 - Sex
1.What do we know about psychological functioning in androgynous individuals?
2.Describe the masculine and feminine stereotypes, including instrumental and expressive behavior. Explain the cognitive biases that promote and maintain these stereotypes.
3.What general conclusions can be drawn from the research on sex differences in psychological characteristics?
4.How do children’s knowledge of and adherence to gender roles change with age? What are gender identity, sex-typed behavior, and sex-role stereotyping? Explain the steps in the development of gender identity.
5.How do parents and teachers contribute to children’s beliefs in sex stereotypes about abilities?
6.When and why do children prefer same-sex playmates?
7.Which sex appears more constrained to adhere to behavior typed for that sex? Why?
8.What theories are included in the current, integrated approach to sex-role development and what contribution does each make?
Chapter 16 - Peers
1.Describe the 5 categories of social status. Which has the worst outcome later in life and why? What are those negative outcomes?
2.Describe the major types of play children engage in from toddlerhood through adolescence. How do parents influence children’s interactions?
3.What is sociability? What determines sociability and by what age is it stable?
4.How do friendships change over the school years? Whom do children choose as their friends?
5.What factors make a child liked or disliked by other children?
8.What are the effects of watching televised violence? Include an explanation of desensitization and mean-world beliefs.
9.What are the effects of prosocial television shows? Under what circumstances do these shows have the most beneficial effects?
10.Describe the benefits of computer-assisted learning and of other uses of computers.
11.List the factors that lead to effective versus ineffective schooling.
12.Explain self-fulfilling prophecies and how they may function negatively the classroom.
Chapter 15 - Family
Names to know: Baumrind
1.What is socialization? What is similar and what is different across cultures?
2.Describe the four different ways parents control their children’s behavior. For which goals do which methods work best? What factors render punishment particularly ineffective?
3.Define shaping and reciprocal influence.
4.Describe the 4 styles of parenting and the developmental outcomes associated with each. What are the two primary dimensions of parenting?
5.What are the factors associated with divorce that cause maladjustment of parents and children? Which is the worst? Explain whether boys or girls are likely to show ill effects of divorce and why. What are common, immediate effects of divorce?
6.Describe sibling relationships, especially as they compare to friendships. What functions (positive aspects) do older siblings serve?
7.How has the “typical family” changed in the U.S.?
8.What are the findings concerning the adjustment of only children?
9.Which children are more likely to be targets of abuse?
Chapter 14 - Moral
1.Explain these prosocial skills: Perspective-taking, empathy, and moral reasoning. Describe the factors influencing prosocial behavior.
2.How does aggression change from infancy to adolescence?
3.Explain which methods are effective and ineffective for controlling aggression.
4.What factors appear to explain why a few children are highly aggressive?
5.What are the probable sources of aggression?
6.Describe the mechanisms by which children learn self-control. What is known about the long-term consequences of being able to delay gratification?
7.Compare and contrast Lawrence Kohlberg’s and Carol Gilligan’s approaches to moral development, explaining the levels of morality in each approach. What are the primary criticisms of Kohlberg’s theory? What support has been shown for this theory?