PSYC 2513 – Infant, Child and Adolescent Psychology

Learning Objectives – Exam 1

1.         Given descriptions of development, the student will be able to identify the theoretical issue being illustrated (i.e., nature/nurture, early/late experiences, and continuity/discontinuity).

Biological Beginnings

2.         The student will be able to recognize accurate descriptions for the following terms: chromosomes, genes, DNA, autosomes, sex chromosomes, gametes, zygote

3.         The student will be able to recognize or state the difference between fraternal/dizygotic twins and identical/monozygotic twins

4.         Given a description of prenatal development, the student will be able to state whether the development is taking place in the germinal, embryonic, or fetal stage.

5.         The student will be able to recognize accurate statements regarding trophoblasts

6.         The student will be able to recognize accurate descriptions for the following terms: cephalocaudal & proximodistal

7.         Given alternatives to choose from, the student will be able to identify accurate statements pertaining to the ectoderm, endoderm and mesoderm (i.e., parts of the embryonic disk).

8.         The student will be able to state when a mother should begin to detect fetal movements

9.         The student will be able to recognize or list the five maternal factors for healthy prenatal development that were described in class

10.     The student will be able to recognize an accurate definition for the following term: teratogen

11.     The student will be able to recognize or list at least five potential sources for teratogens as discussed in class

12.     The student will be able to recognize or list four factors that likely affect the amount of harm that may be sustained from teratogen exposure

13.     The student will be able to recognize or describe the differences between the following terms: adolescence & puberty

14.     The student will be able to recognize or describe the differences between the following terms: primary sex characteristic & secondary sex characteristic

15.     The student will be able to recognize or describe what is meant by the following term: secular trend

16.     The student will be able to recognize accurate statements pertaining to how early vs. late maturation could impact body image in adolescence

Piaget’s Theory of Cognitive Development

17.     Given alternatives to choose among, the student will be able to recognize definitions and/or examples of the following terms: accommodation, assimilation, disequilibrium, equilibrium, equilibration, and schema.

18.     Given several alternatives, the student will be able to recognize accurate statements reflecting the relationships among assimilation, accommodation, equilibrium, and disequilibrium.

19.     The student will be able to recognize the correct order of Piaget’s stages of cognitive development. 

20.     Given a description of reasoning and/or behavior, the student will be able to identify which Piagetian stage it demonstrates.

21.     Given examples of instruction, the student will be able to identify those that are consistent with active learning.

22.     Given examples of instruction, the student will be able to identify those that are consistent with Piaget’s theory.

Vygotsky’s Theory of Cognitive Development

23.     Given alternatives to choose among, the student will be able to recognize definitions and/or examples of the following terms: social speech, private speech, inner speech, internalization, intersubjectivity, psychological tools, scaffolding, and zone of proximal development.

24.     Given alternatives to choose among, the student will be able to recognize accurate statements regarding the role of social relationships in human development according to Vygotsky.

25.     Given examples of learning, the student will be able to determine where that activity falls in relation to the student’s zone of proximal development. 

26.     Given alternatives to choose among, the student will be able to recognize accurate statements regarding the role of sociocultural context in human development according to Vygotsky.

27.     The student will be able to recognize appropriate instructional implications of Vygotsky's theory of cognitive development. 

Information Processing Model

28.     Given a list of alternatives the student will be able to recognize the correct definition for the following terms: stimulus input, sensory memory, attention, perception, working memory, articulatory loop, visual-spatial sketchpad, encoding, long-term memory, & retrieval

29.     Given a list of alternatives the student will be able to recognize or describe the differences between iconic and echoic memory

30.     Given examples of learning, the student will be able to apply the stages/steps of the Information Processing Model (IPM) to explain that example.

31.     The student will be able to recognize or describe the three conditions in which attention is gained automatically.

32.     The student will be able to recognize or describe the three appropriate descriptors of attention (e.g., attention is automatic, selective and constructive)

33.     The student will be able to either discuss or recognize the functions of the visual-spatial sketchpad and the articulatory loop. 

34.     The student will be able to recognize or define the following term: cognitive load

35.     The student will be able to recognize or provide examples of internal and external connections.

36.     The student will be able to recognize the differences between internal and external connections

37.     The student will be able to recognize or provide a description of the following terms: declarative and procedural knowledge

38.     The student will be able to recognize or list the two forms of declarative knowledge that are stored in long-term memory

39.     The student will be able to recognize or provide descriptions of the three stages of the ACT* Model

40.     The student will be able to diagram the IPM including each stage/step and in the correct order.

41.     The student will be able to recognize the duration and capacity of information in each of the following stages/steps: sensory memory, working memory, and long term memory.

42.     The student will be able to recognize or describe the four (4) possible explanations for forgetting as discussed in class.