CHILD PSYCH QUIZ REVIEW SHEET
PSY 102 (CHILD PSYCH) QUIZ 1 REVIEW SHEET
**Please Arrive on Time on the Quiz day & Bring T&E form 0200, a good eraser, and #2 Pencils**
Quiz 1 will cover: Chapters 1 & 2 and all related lectures. The review sheet does not cover all material to be included on the quiz; however, it is a very strong review sheet that highlights major areas that you want to be sure to understand. Questions will be based on any aspect of chapters 1 & 2 and the related lectures. There will be 25 multiple-choice questions on the quiz. Quiz 1 is closed book and notes are NOT allowed.
I. Terms/concepts. When studying terms and concepts, know the meaning of terms, how they work, and be able to recognize examples. It is good practice to review the meaning of bolded terms in the textbook and definition of terms given along the margins of the book as well as the meaning of terms introduced in class. Note that there is a glossary of terms at the end of the textbook. Some basic terms/concepts to know include the following:
Independent & Dependent Variable, Subject Attrition, Cohort Effect, Ecological Validity, Normative and Individual Development, Zone of Proximal Development (ZPD), Functional Equivalence, Canalization, Experiential Canalization, Bidirectional Effects, Transactional Model, Socialization, Culture, and Subculture.
II. Some key names to know: Locke, Rousseau, Darwin, G.S. Hall, Watson, Freud, Piaget, Bandura, Vygotsky, Bronfenbrenner, Bowlby. Be able to connect the names of individuals with the terms & concepts with which they are associated (for example, Piaget is associated with the study of normative development (normative, age-related change)).
III. General Introductory & Theoretical Issues:
(1)What are some basic goals of developmental psychology noted in class?
(2)What are the basic characteristics of “Development” (e.g., directional, cumulative, etc.)?
(3)Describe each of the 5 controversies or debates that many theories disagree on when they explain development discussed in class: (a) biology/environment (same as nature/nurture); (b) active/passive; (c) continuity/discontinuity (same as quantitative/qualitative & gradual/stages); (d) stability over time; and (e) consistency across situations. Also, know the issues that the textbook explains many theories often disagree on: (a) gradual development versus stages, (b) early versus current experiences, and (c) specificity versus generality.
(4)Know the general emphasis of various theories and theorists as they relate to their interest in such issues as: “individual differences” and “normative, age-related change”, “quantitative or qualitative” aspects of development, “active or passive” view of the person, etc. For help with keeping track of this information see Table 1.3 (p. 22) of your textbook and the “General Orientation of Selected Theories” chart provided at the end of this review sheet. Among other things, the chart at the end of this review sheet lists helpful key interests of the selected theories.
(5)Explain some of the relatively controversial assumptions about the technical meaning of the concept of “stages” – i.e., universality, invariance (changes occur in a specific order), and consistency (that we act or behave in a way that is consistent with how we think about an issue).
(6)Review the three “world views” or general philosophies of development discussed in class – mechanistic, organismic, and contextualistic. Describe each “world view” and know individual persons/theories associated with certain “world views”.
(7)In terms of the “contextualistic” world view, describe the specific meaning of “context”.
(8)Describe Urie Bronfenbrenner’s model of “human ecology” or “concentric rings”. Know the name/label of each level (“ring”) of his model. Know examples of the content/events occurring at different levels (“rings”) of his model.
(9)Describe “direct” and “indirect” influences. Be able to recognize examples of each.
(10)Describe the idea of the “family-as-a-system” (review pp. 51-56).
IV. General Scientific Method/Design Issues:
(1)Be able to compare and contrast different research methods for studying development (e.g., experiment, natural experiment, naturalistic observation).
(2)Describe cross-sectional, longitudinal, and accelerated longitudinal research designs. Also, know whether some research designs are believed to be better than others in their ability to describe the process of development and why.
(3)Know the strengths (advantages) and weaknesses (limitations, problems or disadvantages) of each research method/design
(4)If given an example of a procedure being used in a hypothetical research study, could you identify the method and research design being described?
V. General Orientation of Selected Theories Chart:
Theory Active/Passive Continuous/Discontinuous Key Interest
Sociocultural Active Both (but mostly discontinuous) (a)normative,
(Vygotsky) age-related
change
(b) individual
differences
(c) qualitative
Social Learning Active Continuous (a)individual
(due to work of differences
Albert Bandura) (b) quantitative
Piaget Active Discontinuous (a)normative,
age-related
change
(b) qualitative
Information Active Continuous (a)normative,
Processing age-related
change
(b)individual
differences
(c)quantitative
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