Study Guide and Review for Chapters 1-10

Referencing pages numbers to Laura Berks textbook, ‘Development through the Liefspan’ , 3^rd Edition

Chapter 1 History, Theory, and Research Strategies

Distinguish age-graded, history-graded, and non normative influences on lifespan development. (pp. 10-12)
Know the lifespan perspective, noting four assumptions that make up this broader view of development .(pp.8-12)
Define the concept of stage, and cite an example of behavior change that would fit this definition. (p. 6)
Know the eight periods of the human development covered in your text. (p. 8)
Describe two major contributions of Piaget’s theory and cite two recent challenges to his theory. (p.20)
What is the focus of ethology and evolutionary developmental psychology? (p. 22)
Explain how human development is both multidimensional and multidirectional. (p. 9)
What does imprinting mean? What are the important developmental concept? (p. 22)
What is meant by a sensitive period? (p. 22)
According to Vygotshy, children learn culturally valued skills through the guidance of expert partners. Explain why that is true? (p. 23)
Distinguish between research methods and research designs. (p. 27)
A researcher determines that the correlation between warm, consistent parenting and child delinquency is -.80. Explain what this indicates about the relationship between these two variables. (p. 32)

Chapter 2 Biological and Environmental Foundations

What is the relationship between phenotypes and genotypes? (p. 44)
Explain the function of chromosomes? (p. 44)
Rod like structures in the nucleus of a cell that store and transmit genetic information are called chromosomes. Know what genetic coding make up a chromosome. (p. 45)
Explain how the sex of the new individual is determined. (p. 46)
Identify two types of twins, and explain how each is created. (p.46)
Describe basic patterns of genetic inheritance, and indicate how harmful genes are created. (p.46)
Explain genetic imprinting, noting how it helps researchers understand certain puzzling genetic patterns. (p. 49)
Describe Down syndrome and common abnormalities of sex chromosomes. (pp. 50-52)
What are the reproductive choices available to perspective parents and the controversies surrounding them? (pp. 51-57)
What is the impact of socioeconomic status and poverty on family functioning? (pp. 59-61)
Explain the roles of neighborhoods, towns, and cities in the lives of children and adults. (pp.61-62)
What is the concept that indicates “how” heredity and environment work together to influence complex human characteristics? (pp. 68-71)

Chapter 3 Prenatal Development, Birth, and the Newborn Baby

List the phases of prenatal development, and describe major milestones of each. (pp. 76–81)
Define the term teratogens, and summarize the four factors that affect the impact of teratogens on prenatal development. (pp. 81–82)
List agents known or suspected of being teratogens, and discuss evidence supporting the harmful impact of each. (pp. 82–88)
Know maternal factors other than exposure to teratogens that can affect the developing embryo or fetus. (pp. 88–89)
Describe the three stages of labor. (p. 91)
Know factors about the baby’s adaptation to labor and delivery, and describe the appearance of the newborn baby. (pp. 91–93)
Explain the purpose and main features of the Apgar Scale. (p. 93)
Know circumstances that justify the use of fetal monitoring, labor and delivery medication, and cesarean delivery, and explain any risks associated with each. (pp. 95–96)
Describe the risks associated with preterm, and small-for-date births, and review the developmental outlook for infants born under such circumstances. (pp. 96–97)
Name and describe major newborn reflexes, noting the functions served by each, and discuss the importance of assessing newborn reflexes. (pp. 100–101)
Describe the five infant states of arousal, with particular attention to sleep and crying.
(pp. 102–105)
Describe the newborn baby’s responsiveness to taste, smell, touch, sound, and visual stimulation. (pp. 105–107)
Describe typical changes in the family unit after the birth of a new baby. (p. 108)

Chapter 4 Physical Development in Infancy and Toddlerhood

Describe changes in body size, body proportions, and muscle–fat makeup during the first 2 years of life. (pp. 114–116)
Describe the development and functions of neurons and glial cells. (pp. 116–117)
Describe the development of the cerebral cortex, and explain the concepts of brain lateralization and brain plasticity. (pp. 117–119)
Describe research findings related to the existence of sensitive periods in brain development, and note the evidence of brain growth spurts and the need for appropriate stimulation.
(pp. 119–120)
Know the changes in the organization of sleep and wakefulness between birth and 2 years of age. (p. 120–123)
Know the impact of heredity on early physical growth. (p. 123)
Know the nutritional needs of infants and toddlers, the advantages of breastfeeding, and the extent to which chubby babies are at risk for later overweight and obesity. (pp. 123–125)
Know the impact of severe malnutrition on the development of infants and toddlers, and cite two dietary diseases associated with this condition. (pp. 125–126)
Know the facts on the growth disorder known as nonorganic failure to thrive, noting common symptoms and family circumstances surrounding the disorder. (p. 126)
Explain how infants learn through classical conditioning, operant conditioning, habituation, and imitation. (pp. 126–129)
Describe the sequence of motor development during the first 2 years of life. (pp. 129–130)
Describe the development of reaching and grasping, and explain how early experiences affect these skills. (pp. 132–133)
Know the development of hearing in infancy, and why special attention is given to speech perception. (p. 133)
Summarize the development of vision in infancy, including depth perception, pattern perception, and face perception. (pp. 133–138)
Explain the concept of intermodal perception. (pp. 138–139)
Explain the differentiation theory of perceptual development. (p. 139)

Chapter 5 Cognitive Development in Infancy and Toddlerhood

Describe how schemes change over the course of development. (p. 144)
Identify Piaget’s six sensorimotor substages, and describe the major cognitive achievements in each. (p. 145)
Describe the information-processing view of cognitive development and the general structure of the information-processing system. (p. 153)
Know the changes in attention, memory, and categorization during the first 2 years. (pp. 153–157)
Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development. (pp. 157–159)
Describe the mental testing approach, the meaning of intelligence test scores, and the extent to which infant tests predict later performance. (pp. 160–161)
Know the environmental influences on early mental development, including home, childcare, and early intervention for at-risk infants and toddlers. (pp. 161–164)
Know the three theories of language development, and indicate the emphasis each places on innate abilities and environmental influences. (pp. 164–165)
Describe major milestones of language development in the first 2 years, individual differences, and ways adults can support infants and toddlers’ emerging capacities. (pp. 165–169)

Chapter 6 Emotional and Social Development in Infancy and Toddlerhood

Know the first two stages of Erikson’s psychosocial theory, noting the psychological conflict at each stage, as well as how each conflict can be positively resolved. (pp. 174–175)
Describe changes in the expression of happiness, sadness, and fear across infancy and

toddlerhood. (pp. 175–178)

Know the changes in infants’ ability to understand and respond to the emotions of others, with particular attention to the emergence of social referencing. (p. 178)
Explain the nature of self-conscious emotions, noting why they emerge during the second year and indicating their role in development. (p. 179)
Describe the development of emotional self-regulation during the first 2 years. (pp. 179–180)
Know the four underlying components of temperament, and identify the three temperamental styles elaborated by Thomas and Chess. (pp. 180–181)
Compare and contrast Thomas and Chess’s model of temperament with that of Rothbart. (p. 181)
Explain how temperament is measured, and discuss the stability of temperament over time. (pp. 181–183)
What are the genetic and environmental influences on temperament? Describe the goodness-of- fit model. (pp. 183–185)
Describe the differences between the psychoanalytic, behavioral, and ethological theories of attachment. (pp. 185–187)
Describe the Strange Situation procedure for measuring attachment, and discuss the four patterns of attachment that have been identified using this technique. (pp. 187–188)
Know the research on the stability of attachment, and summarize cultural variations in attachment patterns. (p. 188)
Know the factors that affect attachment security, including opportunity for attachment, quality of caregiving, and family circumstances. (pp. 188–192)
Understand infants’ attachment relationships with fathers and siblings, noting factors that impact these relationships. (pp. 192–193)
Describe the link between early attachment and later cognitive, emotional, and social development, and explain how continuity of caregiving affects this link. (pp. 193–194)
Know the emergence of self-awareness, and explain how it influences early emotional and social development, categorization of the self, and development of self-control. (pp. 195–197)4

Chapter 7 Physical and Cognitive Development in Early Childhood

Describe changes in body size, proportions, and skeletal maturity during early childhood, and discuss asynchronies in physical growth. (pp. 204–205)
Know how the brain develops in early childhood, including lateralization and handedness and myelination of the cerebellum, reticular formation, and corpus callosum. (pp. 206–207)
Explain how heredity and hormones, emotional well-being, nutrition, infectious disease, and malnutrition impact early childhood growth. (pp. 208–209)
What are the factors related to childhood injuries, and cite preventive measures? (pp. 210–212)
What are the advances in gross and fine motor development in early childhood, including individual and sex differences? (pp. 213–215)
Describe advances in mental representation during the preschool years, including the changes in and benefits of make-believe play. (pp. 216–217)
Describe three educational principles derived from Piaget’s theory. (pp. 222–223)
Explain differences in Piaget and Vygotsky’s views on the development and significance of children’s private speech. (p. 223)
Explain Vygotsky’s position on the social origins of cognitive development. (pp. 223–224)
Describe the development of attention and memory during early childhood. (pp. 225–228)
Discuss preschoolers’ awareness of an inner mental life, factors that support their early understanding, and limitations of theory of mind. (pp. 228–230)
Describe the impact of home environment, preschool, kindergarten, and childcare, and educational television on mental development in early childhood. (pp. 232–235)

Chapter 8 Emotional and Social Development in Early Childhood

Describe Erikson’s initiative versus guilt stage, noting how this psychological conflict impacts children’s emotional and social development. (p. 244)
Know preschool children’s self-understanding, including characteristics of self-concept and emergence of self-esteem. (pp. 245–246)
Describe changes in the understanding of emotion during early childhood, noting achievements and limitations. (pp. 247–248)
Explain how language and temperament contribute to the development of emotional self-regulation during the preschool years, and discuss ways in which adults can help young children manage common fears of early childhood. (p. 248)
Understand the development of self-conscious emotions, empathy, and sympathy during early childhood, noting how various parenting styles affect emotional development in these areas.
(pp. 248–249)
Describe advances in peer sociability over the preschool years, with particular attention to the types of play and know cultural variations in peer sociability.
(p. 249–251)
Understand the psychoanalytic, social learning, and cognitive-developmental approaches to moral development, and trace milestones of morality during early childhood, noting child-rearing practices that support or undermine them. (pp. 252–256)
Know the development of aggression in early childhood, noting the influences of family and television, and cite ways to control aggressive behavior. (pp. 257–259)
Know preschoolers’ gender-stereotyped beliefs and behaviors, and discuss genetic and environmental influences on gender-role development. (pp. 260–263)
Describe and evaluate the major theories of gender identity development, and cite ways to reduce gender stereotyping in young children. (pp. 263–264)
Know the four styles of child rearing, indicating which is most effective, and discuss cultural variations in child- rearing beliefs and practices. (pp. 265–267)
Know the five forms of child maltreatment, and discuss factors associated with child maltreatment, consequences of child maltreatment, and strategies for the prevention of child maltreatment. (pp. 267–269)

Chapter 9 Physical and Cognitive Development in Middle Childhood

Describe major trends in body growth during middle childhood. (p.290)
Identify common vision and hearing problems in middle childhood (p.291)
Describe the causes and consequences of serious nutritional problems in middle-childhood, giving special attention to obesity. (pp.291-293)
Identify factors that contribute to illness during the school years, and describe ways to reduce these health problems. (pp. 293-294)
What are the changes in unintentional injuries in middle childhood? (p. 294)
What are the major changes in motor development and play during middle childhood, including sex differences and the importance of physical education? (pp. 294-298)
Describe major characteristics of concrete operational thought. (pp.2998-300)
What are the basic changes in information processing and describe the development of attention and memory in middle childhood? (pp.302-304)
What is the school-age child's theory of mind, and what is the importance of mental inferences and understand of false belief and capacity to engage in self-regulation? (pp. 304-306)
What are the major approaches to defining and measuring intelligence? (pp. 308-311)
What is the evidence indicating that both heredity and environment contribute to intelligence? (pp. 311-313)

Chapter 10 Social and Emotional Development in Middle Childhood

Describe Erikson's stage of industry versus inferiority, noting major personality changes in middle childhood. (p. 330)
Describe school-age children's self-concept and self-esteem, and discuss factors that affect their achievement-related attributions. (pp.330-334)
What are the changes in understanding and expression of emotion in middle childhood, including the important of problem-centered coping and emotion-centered coping for managing emotion. (pp.334-336)
What are the changed in moral understanding during middle childhood, and to what extent do children hold racial and ethnic biases? (pp.336-339)
What are the changes in peer sociability during middle childhood, including characteristics of peer groups and friendships> (pp. 339-340)
Describe four categories of peer acceptance, noting how each is related to social behavior, and discuss ways to help rejected children. (pp.340-342)
Describe changes in gender-stereotyped beliefs and gender identity during middle childhood, including sex differences and cultural influences. (pp.343-344)
What are the changes in parent-child communication and sibling relationships in middle childhood, and describe the adjustment of only children? (pp. 344-345)
What are the factors that influence children's adjustment to divorce and blended families? (345-346)
What are common fears and anxieties in middle childhood, and what phobias do they have? (p.351)
What are the factories related to child sexual abuse, and describe consequences for children's development? (pp.351-353)