Module 3 Study Guide
Chapters 4 and 9
Learning Objective 1
Sections 4.1, 4.2, Humans Develop in Three Key Areas, There Are External Threats to Prenatal Development
- What is developmental psychology? (p. 136)
- What kind of developmental changes fit the physical domain? What kind of developmental changes fit the socio-emotional domain? What kind of developmental changes fit the cognitive domain? (p. 136)
- What is prenatal development? What are the three developmental periods in prenatal development? (pp. 138-140)
- What happens during the germinal period? When does it start and end? (p. 138)
- What happens during the embryonic period? When does it start and end? (p. 138)
- What happens during the fetal period? When does it start and end? (p. 138)
- Why is the embryonic period the most vulnerable of the three? (p. 138)
- What are teratogens? (p. 140)
- How can the behavior of both parents cause teratogenic effects? (pp. 140-141)
- What are some of the long-term effects on children of a mother’s prenatal cannabis use? (pp. 140-141)
- What are other examples of teratogens? (p. 141)
Learning Objective 2
Sections 4.3, 4.4, Infants and Children Change Physically, Infants and Children Change Socially and Emotionally
- What does maturation mean? (p. 142)
- What do we know about the speed and progress of brain growth in childhood (including myelination and neural pruning)? (p. 142)
- What are some consequence of understimulating the brain during infancy and young childhood? (p. 142-143)
- How might poverty affect brain development? (pp. 142-143)
- What are three motor reflexes that babies are genetically hardwired with? (pp. 143-144)
- What is the sequence of motor development as babies learn to move around and eventually to walk on their own? (p. 144)
- How might cultural or parental practices influence motor skills maturation? (p. 144)
- Babies are born with some well-developed senses; which are they? (p. 144-145)
- How well-developed is vision at birth? How long does it take for vision to function the way it does in adults? (p. 145)
- What is attachment? What was the purpose of Harry Harlow’s research? (pp. 145-146 and Harlow synopsis p. 148)
- Which of the competing theories of attachment did Harlow’s research support? What lesson can parents of newborns take away from this? (pp. 145-146 and Harlow synopsis p. 148)
- What are the different types of attachment that are revealed through Mary Ainsworth’s “strange situation”? And how does this “strange situation” test attachment style? (pp. 146-147)
- What is separation anxiety? (p. 146)
Learning Objective 3
Sections 4.5, Infants and Children Change Cognitively
- What is a schema and what are the two processes through which we develop a schema, according to Jean Piaget? How are these two processes different from each other? (p. 149)
- What are the four stages in Piaget’s theory of cognitive development? (pp. 150-152)
- What is special about object permanence? (p. 150)
- How does egocentrism affect thinking? Which stage is characterized by egocentrism? (p. 151)
- What is the law of conservation? How do children differ before and after they grasp conservation? (p. 152)
- What are characteristics of the formal operational stage? (p. 152)
- What did Lev Vygotsky claim about how the social and cultural context affects a child’s cognitive development? What is scaffolding? (pp. 153-154)
- What is a theory of mind, and why is it important for a child’s cognitive development? (p. 154)
Learning Objective 4
Sections 4.6, Language Develops in an Orderly Way
- What is language? What is a language made of? (p. 155)
- What are phonemes? What are morphemes? (p. 155)
- What is syntax? (p. 155)
- Do newborns exhibit any language preferences? Why? (p. 155)
- What is cooing? What is babbling? When do these usually start? (p. 155)
- When do children begin using words? What can a child accomplish using a single word? (p. 155)
- What is telegraphic speech? At what age to children start to use it? (p. 156)
- What is overregularization, and in what stage of language development does it usually occur? (p. 156)
Learning Objective 5
Sections 4.7, 4.8, 4.9, 4.10, Adolescents Develop Physically, Adolescents Develop Socially and Emotionally, What Roles Do Peers Play in Development, Adolescents Develop Cognitively
- What is puberty? When does it typically begin for girls? When does it typically begin for boys? (p. 157)
- What are primary sex characteristics? What are secondary sex characteristics? (p. 157)
- What changes occur in the brain during early adolescence? (pp. 157-158)
- When does the frontal cortex finally get fully developed? What does this mean for adolescent thinking, judgment, and behavior? (p. 158)
- Why is identity an important achievement of adolescence, according to Erik Erikson? (pp. 159)
- What are some ways that race and ethnicity affect adolescent development? (p. 160)
- What are the four main parenting styles? Which one has research identified as producing the most favorable outcomes? (pp .160-161)
- What are the four kinds of bullying described in the textbook? (p. 162)
- What are moral emotions, and what is their connection to moral reasoning? (pp. 163-164)
- According to Lawrence Kohlberg, what are the three main levels of moral reasoning? (p. 164)
Learning Objective 6
Sections 4.12, 4.13, Bodies and Minds Change in Adulthood, Adults Develop Lifelong Social and Emotional Bonds
- What kinds of physical changes begin early in adulthood? (p. 167)
- What area of the brain shrinks proportionally more than other areas, starting around age 50? (pp. 167-168)
- What changes to vision, hearing, mental processing speed, and memory occur as adults age? (p. 168)
- What is dementia? What is the most common kind of dementia? Is there anything that might reduce a person’s risk of dementia? (pp. 168-169)
- Why is marriage (assuming it’s a happy marriage) good for people? What are some of the ways it makes people’s lives better? (p. 171)
- Among heterosexual married couples, which person usually benefits more from marriage, and why? (p. 171)
- How do children affect a couple’s relationship (for better and for worse)? (pp. 172-173)
- As people get old, how does an awareness of their own mortality affect the choices they make? (p. 173)
Learning Objective 7
Sections 9.1, 9.2, Many Factors Influence Motivation, Some Behaviors Are Motivated for Their Own Sake
- What is motivation? What four basic qualities are emphasized in most theories of motivation? (p. 344)
- What is a need? How are needs related to drives? (pp. 344-346)
- How do equilibrium and homeostasis apply to drive states? (pp. 346-347)
- What is physiological arousal? How is arousal related to drives? (p. 347)
- What does the Yerkes-Dodson law tell us about the relationship between arousal and performance on a task? (p. 348)
- According to Sigmund Freud, what is the pleasure principle, and how is it related to motivations? (pp. 348-349)
- What are incentives? Where might they come from? How do incentives differ from drives? (p. 349)
- What is intrinsic motivation? What are some examples? How is it different from extrinsic motivation? (pp. 349-350)
- How can extrinsic rewards sometimes end up reducing motivation? (p. 350)
- According to self-determination theory, what inspires people to work hard? (p. 350)
- What does self-perception theory say about how we explain our motives? (pp. 350-352)
Learning Objective 8
Sections 9.3, 9.4, 9.5, Motivation to Eat Is Affected by Biology, Motivation to Eat Is Also Influenced by Learning, People Have a Need to Belong
- How big a role does your stomach play in your feeling hunger? (p. 353)
- What do glucose, insulin, ghrelin, and leptin levels mean for hunger? (pp. 353-354)
- What roles do the ventromedial (mid-) and the lateral (outer side-) regions of the hypothalamus play in our experience of hunger? (p. 354)
- How does classical conditioning play a role in hunger and eating? (p. 355)
- How does the familiarity preference for certain foods relate to evolution? (p. 355)
- How does culture influence our food preferences? (p. 356)
- What role does flavor play in eating? (p. 356)
- What is motivated by the need to belong? What social cues might we become sensitive to when this need is active? (pp. 357)
- What is “belonging uncertainty”? Who is more at risk for this? (p. 358)
Learning Objective 9
Sections 9.8, 9.9, 9.10, Three Major Theories Explain Your Emotions, Your Body and Your Brain Influence Your Emotions, Most People Try to Regulate Their Emotions
- What is an emotion? (pp. 362-364)
- How does the James-Lange theory explain an emotion? (pp. 364-365)
- How does the Cannon-Bard theory explain an emotion? (pp. 365-366)
- What is the Two-Factor theory, and how does it explain emotion? (pp. 366-367)
- Do different emotions share the same bodily responses? What does the research on body maps (by Nummenmaa) claim about specific emotions and different bodily responses? (pp. 369-370)
- What roles does the amygdala play in processing emotion? How do “fast path” and “slow path” processing differ from each other? (pp. 371-372)
- What is thought suppression? What is a rebound effect? What is rumination? (p. 374)
- What is positive reappraisal? In what kinds of situations might positive reappraisal be helpful? (p. 374)
- What is the influence of humor and laughter on our hormones, our circulatory systems, and our perceptions of pain? (p. 374)
- How does distraction function as a strategy for managing intense negative emotions? Does it work? Does it seem similar to thought suppression? (p. 374-375)
Learning Objective 10
Sections 9.11, 9.12, You Use Facial Expressions to Interpret Emotions, Emotions Strengthen Your Interpersonal Relations
- Which parts of your face combine to deliver the most information about your emotions? (pp. 375-376)
- What has cross-cultural research shown about our ability to identify emotion through facial expressions? (pp. 376-377)
- Which facial expression is most readily identified across cultures? Which ones are least likely to be correctly identified across cultures? (p. 377)
- What evidence suggests that the physical expression of pride is innate rather than learned? (p. 377)
- What are display rules of emotion? What is an example from your culture? (pp. 377-378)
- How do emotion display rules vary by gender? (p. 378)