PSYCHOLOGY

ACTIVITIES TO STUDY PSYCHOLOGY This is the link to the page where you can practice the glossary and chapter questions. [] Good luck!

STUDY GUIDE OUTLINE

=Chapter 1:=

=__ Introduction __=

The scientific study of human development seeks to understand how and why people develop, using several criteria to help guide that study. This chapter outlines the course of human development, from conception through adolescence, and describes the definitions, domains, contexts, methods, and ethics that developmentalists use in their study. As you will discover, each moment of our lives is significant and dynamic, impacting ourselves, our families, and ultimately, the next generation.

Studying the Life Span: Five Characteristics

 * Multidirectional
 * Multicontextual
 * Multicultural
 * Multidisciplinary
 * Plasticity

The Person Within the Context

Developmental Study as a Science

 * The Scientific Method
 * Research Methods

Studying Changes over Time

 * Cross-Sectional Research
 * Longitudinal Research
 * Cross-Sequential Research
 * The Ecological-Systems Approach: A Synthesis

Ethics and Science

 * The Implications of Research
 * What Should We Study?

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=Chapter 2: Theories of Development =

Chapter 2 introduces several major theories that attempt to provide a context for understanding human development. Although there are several hundred theories that pertain to human development, you will focus on three grand theories--psychoanalytic theory, behaviorism, and cognitive theory--and two emergent theories--sociocultural theory and epigenetic systems theory. Each interprets human development somewhat differently, but all seek to explain how behavior and individual experiences change over time. = = = What Theories Do =

= Grand Theories = Psychoanalytic Theory Behaviorism __ THINKING LIKE A SCIENTIST __ : What Is a Mother For? Cognitive Theory = = = Emergent Theories = Sociocultural Theory Epigenetic Theory __ IN PERSON __ : My Beautiful, Hairless Babies

= What Theories Can Contribute = The Nature-Nurture Controversy Theoretical Perspectives on Hyperactivity and Homosexuality

=Chapter 3: Heredity and Environment =

Because genes affect every human trait, from physical characteristics to attitudes and emotions, genetics is of great relevance to the study of human development. Chapter 3 examines the basic facts about genes and explains how they influence a developing person and distinguish that person from other human beings. This chapter also explores the causes of emotional conditions such as shyness, schizophrenia, and alcoholism, and of inherited abnormalities such as Down and Fragile X syndromes.

= The Genetic Code = What Genes Are The Beginnings of Human Life __ CHANGING POLICY __ : Too Many Boys? Too Many Girls? Duplication, Division, and Differentiation Gene-Gene Interactions = Genetic Diversity = __ THINKING LIKE A SCIENTIST __ : The Human Genome Project = = = From Genotype to Phenotype = Behavior Genetics Senility Caused by Alzheimer’s Disease Schizophrenia Alcoholism = = = Chromosomal and Genetic Abnormalities = Chromosomal Abnormalities Genetic Abnormalities __ A CASE TO STUDY __ : What Do People Live to Do? Genetic Testing and Counseling __ CHANGING POLICY __ : Decisions and Values

=Chapter 4: Prenatal Development and Birth =

This chapter focuses on the remarkable biological transformation of a single-cell zygote into a fully developed baby, and outlines the various stages of prenatal development. It also describes the social nature of this event and discusses how an expectant mother’s habits, activities, environment, and experiences can help or harm her baby. Lastly, Chapter 4 examines birth itself, from the appearance and condition of the baby at birth, to the parental reactions and the medical attention the newborn receives.

From Zygote to Newborn
Germinal: The First 14 Days Embryo: From the Third Through the Eighth Week Fetus: From the Ninth Week Until Birth

Risk Reduction
Determining Risk Specific Teratogens __ CHANGING POLICY __ : AIDS and Alcohol as Teratogens Low Birthweight

The Birth Process
The Newborn’s First Minutes Variations Birth Complications Mothers, Fathers, and a Good Start

=Chapter 6: The First Two Years: Cognitive Development =

Chapter 6 discusses infant cognition, that is, how infants make sense of the many images, smells, sounds, and sensations that bombard them from the moment of birth. In this chapter, you will learn about Jean Piaget’s research on infant behavior and his six stages of sensorimotor intelligence. You will then look at more recent research about affordances, categories and concepts, and memory, which raises questions about the validity of Piaget’s work on infant cognition.

Sensorimotor Intelligence
Stages One and Two: Primary Circular Reactions Stages Three and Four: Secondary Circular Reactions __ THINKING LIKE A SCIENTIST __ : Object Permanence Revisited Stages Five and Six: Tertiary Circular Reactions Piaget and Modern Research

Information Processing
Affordances Memory

Language: What Develops in Two Years?
The Universal Sequence of Language Development The Language Explosion and Early Grammar Theories of Language Learning A Note for Caregivers

=Chapter 9: ** The Play Years: Cognitive Development **=

During the play years, children’s thinking is often governed by their own subjective understanding of the world around them, as well as by guidance and direction from parents, teachers, and caregivers. Chapter 9 describes two approaches to understanding the way children think--that of Piaget, who assumed that children are egocentric and “preoperational,” and of Vygotsky, who believed that this notion underestimated children. This chapter explores the theories and known facts about cognitive development during the play years, from the rapid acquisition of language to early-childhood education.

How Children Think: Piaget and Vygotsky
Piaget: Preoperational Thought Vygotsky: Children as Apprentices Theory of Mind

Language
Vocabulary __ IN PERSON __ : Fast Mapping: Mommy the Brat Grammar Learning Two Languages

Early-Childhood Education
Many Types of Programs Research and Applications

=Chapter 12: The School Years: Cognitive Development =

School-age children have the ability to learn almost anything that is not too abstract, and for children from age 7 to 11, each day represents opportunity for advancements in knowledge. Learning reflects both personal motivation and cultural priorities, and consequently, every child has a way of learning that is unique. This chapter begins by comparing and contrasting different approaches to thinking, especially Piaget, Vygotsky, and the information-processing theorists. It then explores such controversial topics as moral development, code-switching, bilingual education, educational standards, reading techniques, and national differences.

Building on Piaget and Vygotsky
Logical Principles Logic and Culture Moral Development

Information Processing
Memory Control Processes The Pragmatics of Language

Teaching and Learning
Which Curriculum? __ THINKING LIKE A SCIENTIST __ : How Does Class Size Affect Learning? The Reading Wars The Math Wars Bilingual Education

=Chapter 15: Adolescence: Cognitive Development =

Because of major advances in cognition, adolescence is marked by increased awareness of the self and of the surrounding world. However, this new sensitivity can make young people vulnerable to ideas and criticism, no matter how obstinately they may behave. Chapter 15 explores the complex nature of adolescents’ thought processes, from their strong and constantly developing analytical powers to their intuitive, or egocentric, way of thinking. As you will discover, this dynamic interplay has a powerful impact on school performance, decision making, and ultimately, social interaction.

Intellectual Advances
More and Better Cognition New Logical Abilities __ THINKING LIKE A SCIENTIST __ : Piaget’s Balance Experiment More Intuitive, Emotional Thought

Adolescent Decision Making
Weighing Risks and Benefits Making Decisions About School, Jobs, and Sex Risk Taking, Decision Making, and Cultures