Chapter Eleven: MC/Bio Learning Objectives & Essay Questions

Vocabulary: overweight, obesity, asthma, automatization, IEP, developmental psychopathology, DSM, pervasive developmental disorders, autism, Asperger syndrome, mentally retarded, learning-disabled, aptitude, IQ tests, achievement tests, norm-referenced, criterion-referenced, WISC, dyslexia, dyscalculia, comorbidity, ADHD/ADD, mainstreaming, LRE, resource room, inclusion

Learning Objectives:

  1. Describe normal physical growth and development during middle childhood, and account for the usual variations among children.
  2. Discuss the problems of obese children in middle childhood, and describe possible causes.
  3. Discuss the physical and psychological impact of chronic illness, especially asthma, during middle childhood.
  4. Discuss the role of brain maturation in motor and cognitive development during middle childhood.
  5. Describe motor-skill development during the school years, focusing on variations due to culture, practice, motivation, and genetics.
  6. Discuss the benefits and hazards of play activity and physical exercise of 6- to 11-year-olds.
  7. Explain how achievement and aptitude tests are used in evaluating individual differences in cognitive growth, and discuss why use of such tests is controversial.
  8. Describe Sternberg’s and Gardner’s theories of multiple intelligences, and explain the significance of these theories.
  9. Explain the new developmental psychopathology perspective, and discuss its value in treating children with special needs.
  10. Identify the symptoms and possible causes of autism, and describe its most effective treatment.
  11. Discuss the characteristics of learning disabilities.
  12. Describe the symptoms and possible causes of attention-deficit disorder (ADD) and attention-deficit hyperactivity disorder (ADHD).
  13. Discuss the types of treatment available for children with attention-deficit disorders.
  14. Describe techniques that have been tried in efforts to educate children with special needs.

Chapter Twelve: MC/Cog Learning Objectives & Essay Questions

Vocabulary: concrete operational thought, classification, identity, reversibility, conservation, sensory register, working memory (short term memory), long-term memory, knowledge base, control processes, selective attention, emotional regulation, metacognition, nuance, code-switching, formal code, informal code, preconventional moral reasoning, conventional moral reasoning, postconventional moral reasoning, morality of care, morality of justice, phonics approach, whole-language approach, total immersion, hidden curriculum

Learning Objectives:

  1. Identify and discuss the logical operations of concrete operational thought, and give examples of how these operations are demonstrated by schoolchildren.
  2. Discuss Vygotsky’s views regarding the influence of the sociocultural context on learning during middle childhood.
  3. Outline Kohlberg’s stage theory of moral development.
  4. Identify and evaluate several criticisms of Kohlberg’s theory, and discuss sociocultural effects on moral development.
  5. Describe the components of the information-processing system, noting how they interact.
  6. Explain how processing speed increases in middle childhood as the result of advances in myelination and brain connections and a larger knowledge base.
  7. Discuss advances in the control processes, especially selective attention and metacognition, during middle childhood.
  8. Describe the development of language during the school years, noting changing abilities in vocabulary and pragmatics.
  9. Discuss the relationship between language development and socioeconomic status.
  10. Describe the concept of a hidden curriculum.
  11. Discuss different approaches to the objective assessment of what children have learned, and describe differences between the American and Japanese educational systems.
  12. Differentiate several approaches to teaching reading and math, and discuss evidence regarding the effectiveness of these methods.
  13. Discuss the merits of small class size.
  14. Identify several conditions that foster the learning of a second language, and describe the best approaches to bilingual education.

Chapter Thirteen: MC/Soc Learning Objectives & Essay Questions

Vocabulary: latency, industry vs. inferiority, social cognitive theory, social cognition, social comparison, learned helplessness, self esteem, self efficacy, peer group, society of children, aggressive-rejected, withdrawn-rejected, bullying, relational aggression, family function, family structure, nuclear family, extended family, single-parent family, blended family, grandparent family, foster family

Learning Objectives:

  1. Discuss the importance of peer groups to the development of school-age children, focusing on how the culture of children separates itself from adult society.
  2. Discuss the plight of two types of rejected children.
  3. Discuss how friendship circles change during the school years.
  4. Discuss the special problems of bullies and their victims, and describe possible ways of helping such children.
  5. Identify the essential ways in which functional families nurture school-age children.
  6. Differentiate eleven family structures.
  7. Discuss family factors that affect the child’s development.
  8. Discuss the impact of blended families and other family structures on the psychosocial development of the school-age child.
  9. Explain how low income and high conflict can interfere with good family functioning, noting the effects on children of divorce and remarriage.
  10. Identify the themes of different theoretical views of the psychosocial development of school-age children.
  11. Describe the development of the self-concept during middle childhood and its implications for children’s self-esteem.
  12. Discuss the concept of resilience, and identify the variables that influence the impact of stresses on schoolchildren.
  13. Discuss several factors that seem especially important in helping children cope with stress.