STUDY GUIDE
EXAM 2 HDFS 210

CHAPTER 6: THEORIES AND METHODS

1. Piaget a. Concrete operations i. What defines this stage? ii. How do children in concrete operations differ from the preoperational stage in terms of conservation tasks and overall thinking? b. Formal operations i. What defines this stage? ii. How do children in this stage differ from concrete operations?

2. Information Processing Theory a. How does this theory view cognitive development? What do these theorists focus on? b. What is metacognition and why is it useful/important? c. How do memory strategies develop with age? What types of strategies do children use?

3. Types of intelligence a. Gardner’s Theory of Multiple Intelligences (9 types) b. Other non-traditional aspects of intelligence (i.e. emotional intelligence) c. IQ—what is it? How is it traditionally measured? Why is it a useful measure? i. How does heredity and environment affect IQ? d. Horizon video on multiple intelligences as examples of the above….

4. Academic Skills a. What are the components of skilled reading? b. As children develop how do their writing skills improve?

Key words:
Mental operations Conservation tasks Deductive reasoning
Metacognition Organization Elaboration
Metamemory Intelligence quotient (IQ) Emotional Intelligence
Analytic Intelligence Creative Ability Practical Ability
Phonological awareness knowledge-telling strategy knowledge-transforming strategy

CHAPTER 7: Socioemotional development in middle childhood and adolescence

1. Family Relationships a. What is a family? What changes have occurred in how family is defined? b. How does a family systems perspective look at families? What are the characteristics of a family system? c. Dimensions and styles of parenting i. What are the dimensions of parenting? ii. How do the following styles of parenting differ? Authoritative, authoritarian, permissive, uninvolved iii. How do these styles relate to children’s development? iv. What ethnic and class differences are there in parenting styles? Do children’s outcomes differ or stay the same? d. Family Stress Model— i. what does it hypothesize? ii. How does economic stress affect the functioning of the family? iii. What factors help protect families from the negative affects of family stress? e. Marital Relationship i. What are the effects of marital conflict on children’s development? ii. How does family systems explain this? iii. What are the effects of divorce on children’s development? iv. What are the effects of remarriage on children’s development? f. Single Parent Families i. How are children affected by growing up in single parent households? ii. What explains most of the poor adjustment in children from single parent households? iii. How do children in single parent households differ from children living in conflicted households? g. Gay and Lesbian Families i. What are the effects of growing up in a gay or lesbian family? h. Child Abuse i. Types of abuse ii. Parental characteristics iii. Child characteristics iv. What are the development outcomes of child abuse? v. What factors help children who have been abused?

2. Sibling Relationships (book and guest lecture) a. Book: i. Why are sibling relationships complicated? ii. What is the impact of birth order? iii. How do only children develop? b. Guest Lecture i. Why is the sibling relationship important? ii. What makes the sibling relationship unique? 1. Emotional intensity/role structure iii. What moderates the sibling relationship? iv. How does sibling intimacy change over adolescence? Why? v. How does sibling conflict change over the course of development? vi. How does family systems contribute to sibling relationships? vii. How does sibling relationships contribute to children’s competence? Delinquent behavior? viii. What makes siblings so similar and so different?

3. Peers a. Why are peers important? What is a peer? b. How do peer relationships change over the course of middle childhood and into adolescence? c. What are the characteristics of friendships? d. What are the benefits of friends? What are some of the negative consequences? e. What is peer pressure? f. How do peer groups change as children enter into adolescence? g. Popularity and Rejection i. Five categories: Popular/rejected/controversial/average/neglected children ii. What are the differences between these groups of children? iii. How do these children differ in terms of their developmental adjustment? iv. What are the differences between rejected and neglected children? v. What are the two types of rejected children? How do they differ? vi. Why are children rejected by their peers? vii. What types of aggression are there? viii. Who are more likely to be bully? To be bullied?

Key words:
Nuclear family Family Family Social System
Authoritative parenting Authoritarian parenting Permissive parenting
Uninvolved parenting Socialization ‘Goodness of fit’
Spill-over effect Ownness effect Blended family
Child abuse Social Learning Sibling Deidentification
Peer Friendship Co-rumination
Clique Crowd Peer pressure
Instrumental aggression Relational aggression Hostile aggression

CHAPTER 8: ADOLESCENT PHYSICAL DEVELOPMENT

1. Puberty a. What physical changes happen during puberty? i. How do these changes affect boys and girls? b. What are primary and secondary sexual characteristics i. When do they develop? c. What hormones control sexual maturation i. Where in the body do they come from? ii. What do they do? d. What influences the timing of puberty? i. What are the implications for developing early/late in boys and girls? e. How have different cultures recognized puberty?

2. Eating disorders a. Types and definitions i. What are the key diagnostic criteria? b. What are the prevalence rates in the population; rates in adolescence? c. What are the principle biological, psychological, social, and cultural risk factors for eating disorders?

Key words:
Menarche
Spermarche
Primary sex characteristics
Gonadotropin-releasing hormone
Testosterone
Secondary sex characteristics
Follicle-stimulating hormone
Estradiol
Luteinizing hormone
Leptin
Bulimia nervosa
Anorexia nervosa

CHAPTER 8: ADOLESCENT COGNITIVE DEVELOPMENT

1. Brain development a. How mature is the brain in adolescence? i. Which parts are fully mature, and which are still developing? 2. Cognitive abilities a. How do specific aspects of adolescent cognition compare to adult levels? i. Information processing ability; speed ii. Reasoning abilities; knowledge and metacognitive skill b. Piaget: formal operational thought 3. Moral reasoning a. What are the levels and stages of moral reasoning, according to Kohlberg’s Theory? b. Are there sex differences in moral standards? What are they? 4. Judgment a. How well do adolescents understand of risks and consequences? b. What explains adolescent risky behavior? c. What are the underlying brain mechanisms? d. What types of situations promote risk? e. What are some ideas about mitigating adolescent risky behavior?

Key words:
Response time
Preconventional level
Conventional level
Postconventional level
Striatum
Amygdala
Prefrontal cortex
Stoplight task
Roper v. Simmons

CHAPTER 9: ADOLESCENCE SOCIOEMEOTIONAL DEVELOPMENT

1. What are some of the misconceptions about adolescence? a. Storm and Stress—true or false? b. Higher reasoning in place-true or false?

2. Characteristics of adolescents a. Imaginary audience b. Personal fable c. Illusion of invulnerability

3. Identity a. Erickson b. Marcia’s identity statuses c. Ethnic identity

4. Self-Esteem a. How does self-esteem develop over middle childhood and into adolescence? b. Gender differences? c. What factors contribute to low self-esteem?

5. Adolescent Relationships a. How do family and peer relationships change during adolescence? b. How/when do romantic relationships begin to form? c. Sexual identity d. What are the risks of romantic relationships in adolescence? What are the benefits? Are there gender differences?

6. Risk Taking and Novelty Seeking a. What is the paradox of adolescence? b. Why do adolescents engage in so many risky behaviors? c. How does cognitive development contribute to adolescent’s social and emotional development? d. Judging emotions

7. Depression a. How are adolescents affected by depression? b. What triggers depression? c. Who is susceptible? What are the gender differences?

8. Delinquency a. Smoking and drinking prevalence during adolescence i. Risk factors ii. Consequences b. Adolescent-limited vs. life-course persistent antisocial behavior i. What factors contribute to each?

Key words:
Diffusion Foreclosure Moratorium Achievement
Identity Ethnic identity prejudice STD’s
Sexual orientation internalizing symptoms externalizing symptoms
Depression Delinquency adolescent-limited antisocial behavior
Life-course persistent antisocial behavior

RESILIENCY

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Key words