Discuss the fundamental concern of developmental psychology.
Provide examples of the following three dimensions of development: growth, differentiation, and orderly progression.
Give examples of the nineteenth century belief that children were just small versions of adults.
Discuss the effect on the study of developmental psychology of the perspective that children are qualitatively different from adults.
Explain the difference between continuous and discrete models of development.
Provide an example of discrete development.
Discuss the three stages of prenatal development.
Discuss the cause of Fetal Alcohol Syndrome and its effects.
Discuss the purpose of reflexes.
Give examples of reflexes.
Define developmental milestones.
Discuss the implications of developmental milestones for the assessment of normal physical development.
Discuss brain growth during infancy and childhood.
Discuss infant visual acuity.
Define visual cliff.
Discuss infant preferences for certain visual stimuli.
Discuss infant auditory ability and preferences.
Give examples of infant taste preference.
Give examples of infant olfaction.
Discuss the role of sex hormones in adolescent development.
Discuss the relationships among brain development, impulse control, and adolescent risk-taking behavior.
Discuss the widely held belief that adulthood is a period of decline in physical capacity.
Compare life span today to life span at the turn of the last century.
Discuss neuronal death and aging.
Define Alzheimer's disease.
Describe the general course of Alzheimer's disease and its likely outcome.
Discuss risk factors of Alzheimer's disease.
Explain why so many senior citizens are farsighted.
Discuss why three quarters of people over 75 years old have significant hearing impairment.
Discuss the relation between age-related declines in olfaction and the subjective experience of flavor.
Discuss the four types of activities of newborns.
Discuss the developing cognitive capacities of infants.
Define schemata and provide an example.
Define assimilation and provide an example.
Define accommodation and provide an example.
Discuss why Piaget labeled his first stage of development the sensorimotor stage.
Define object permanence.
Discuss the relation of language to mental representation and symbolic capability.
Define the principle of conservation.
Discuss why children in the preoperational stage are unable to master conservation tasks. Give an example.
Discuss Piaget's notion that children in the preoperational stage are egocentric.
Discuss the difference between concrete operational and preoperational thought.
Provide an example of the ability of concrete operational children to employ abstract conceptual categories.
Discuss the characteristics of formal operational thought.
Discuss evidence that suggests limitations to Piaget's theory.
Discuss why Piaget can be considered both right and wrong about cognitive development.
Define adolescent egocentrism and the concept of personal fable.
Discuss the relationship between moral reasoning and cognitive development.
Discuss research findings and criticism related to Kohlberg's theory.
Discuss the difference between longitudinal and cross-sectional research designs.
Define cohort effect.
Discuss research findings concerning cognition and age from longitudinal and cross-sectional studies.
Discuss the difference between crystallized and fluid intelligence.
Discuss Mary Ainsworth's Strange Situation test.
Discuss the three attachment styles Mary Ainsworth identified in her research.
Discuss the implications for later social and emotional development for securely attached children.
Discuss the implications for later development of extensive participation in day care.
Discuss the instinct view of attachment formation.
Explain how the research findings of Harry Harlow and his colleagues contradict the reinforcement explanation of attachment.
Discuss the relationship between temperament and the parent-child relationship during infancy.
Discuss assessment of infant sense of self.
Discuss the ages at which developmental milestones in self-concept appear.
Compare self-conceptions of children and adolescents.
Determine if there are cross-cultural differences in the way individuals respond to the McGuire "Who am I?" instrument.
Define identity crisis.
Discuss research findings concerning the popular belief that adolescence is a time of "storm and stress".
Discuss recent changes in American cultural norms that have blurred the distinction between adolescence and adulthood.
Discuss fluctuations in marriage satisfaction over time.
Discuss current factors for divorce in contrast to factors for divorce in the 1940s.
Define mid-life crisis.
Discuss the research findings about mid-life crisis.
Discuss the rationale behind Erikson's eight-stage model of psychosocial development.
Discuss the first stage of psychosocial development, Trust vs. Mistrust.
Discuss the second stage of psychosocial development, Autonomy vs. Doubt.
Discuss the third stage of psychosocial development, Initiative vs. Guilt.
Discuss the fourth stage of psychosocial development, Industry vs. Inferiority.
Discuss the fifth stage of psychosocial development, Identity vs. Role Confusion.
Discuss the sixth stage of psychosocial development, Intimacy vs. Isolation.
Discuss the seventh stage of psychosocial development, Generativity vs. Stagnation.
Discuss the eighth and final stage of psychosocial development, Integrity vs. Despair.
Discuss researchers' agreement and disagreement with Erikson's psychosocial model of development.