Seniors- Final Exam Prep

Child Psychology- 646

Miss Albanese

Final Exam Review

The exam will include objective questions, fill-ins, and short essays

Chapters 7-10

Includes text and information from notes

Note: The chapter on language included information from a few chapters- the pages are included on this sheet.

Chapter 12- p. 297-302

Chapter 13- p. 313-317; p. 335-336

Chapter 7

1. Define learning
2. Identify the behaviorist, psychometric, and Piagetian approach
3. Be able to identify the parts and characteristics of the classical conditioning model
4. Be able to identify the parts and characteristics of the operant conditioning model.
5. Explain the difference in intelligence testing for infants and preschoolers.
6. Aspects of infant memory; Rovee-Collier mobile study
7. Infantile amnesia
8. What is the correlation of socioeconomic status and IQ?
9. What is HOME and how does it rate families?
10. Explain the acceptance of Piaget’s theories
11. What is early intervention?
12. What are characteristics of Piaget’s sensorimotor stage?
13. What is the progression of object permanence throughout the substages?
14. Describe Piaget’s 6^th substage
15. Identify Pavlov, Skinner, Binet, Vygotsky
16. Define: Sensorimotor period; Piaget; Schemes; Operations; Circular Reactions; Adaptation; Symbolic Representation; Representational ability; Invisible imitation; Deferred imitation; Object permanence; Habituation; Visual references; Guided participation; cross-modal transfer; violation of expectations
17. Newer approaches to studying cognitive development—information-processing approach, cognitive neuroscience approach, social-contextual approach
18. Distinguish between explicit, implicit, and working memory

Language- several chapters

Ch 7 p. 165-174

Ch. 10 p. 246-251

Ch. 13 p. 325-328; 335-336

19. Define: Prelinguistic speech; linguistic stage; holophrases; telegraphic sentence; babbling; cooing; overextension; underextension; television and language; Chomsky’s Theory; Language acquisition device; code mixing; Fast mapping; Whole language approach; phonics; bilingualism; recasting; word coinage; simultaneous acquisition; emergent literacy; sequential acquisition; overregularization; telegraphic speech; receptive language; naming explosion
20. At what age do children no longer distinguish between sounds in another language?
21. Characteristics of parentese
22. When are children first receptive to language?
23. Why aren’t a child’s first sentences random?
24. Characteristics of Genie’s language development
25. What is the nature-nurture debate of learning language.
26. Explain what is known about crying in reference to communication.
27. List behaviors of parents that will help a child develop language.
28. What are the results of reading to a child?
29. What is the prognosis of an individual who gets their left hemisphere removed?
30. Bilingual education, dual-language learning, ESL programs

Chapter 8- Emotional Development in the first few years of life

31. What have researchers found about infants and emotions?
32. Is the process of emotional development an orderly one?
33. List emotions that are present in an 8 month old child.
34. What is Dr. Izard’s coding system for understanding emotions?
35. Define: temperament; Easy child; slow to warm up child; difficult child; goodness of fit; stranger anxiety; separation anxiety (when does it occur?)
36. Results of the Thomas and Chess study
37. Explain Dr. Kagan’s belief that emotions are biologically linked
38. Define self-awareness; when does it develop?
39. What is situational and committed compliance? Name factors that may cause each to develop.
40. The link between a child’s attachment and their independence.
41. Tronick study; Spitz study; Freedman study; Greenspan study
42. What is gender-typing? When is it fostered the most?
43. Erik Erikson’s first crisis- Basic trust vs mistrust. Why? What virtue?
44. Second crisis- Autonomy vs. shame and doubt; age? Why? Virtue?
45. Define attachment; secure, avoidant, ambivalent, disorganized-disoriented
46. How did Mary Ainsworth set up the strange situation lab?
47. Define social referencing
48. Why do the terrible twos occur?
49. When is sibling rivalry more prevalent?

Chapter 9 & 12

50. Explain how physical development from 3-6 years differs from infancy.
51. Gross motor skills vs fine motor skills
52. What should parents do to encourage a preschooler’s healthy eating habits?
53. Define transitional object and what researchers have found about children who have them.
54. Explain the types of motor skills a preschooler has.
55. What are some health problems of poor children?
56. What is the youngest age children should be allowed to participate in organized sports?

Chapter 10 and 13

57. Define: Symbolic function; understanding of identities; classification; Conservation; Understanding of numbers; Irreversibility; Transductive reasoning; Animism; Egocentrism; Centration; Class inclusion; Seriation; Transitive inference; theory of mind; realism; social cognition; map space; action space; zone of proximal development
58. Characteristics of the preoperational stage
59. When can children classify by color or shape?
60. Understanding of 3 concepts of death
61. Piaget’s 3-mountain task- egocentrism
62. Seriation experiment: when can children place 10 sticks successfully?
63. How many principles of counting are there? Stable-order principle; one-to-one principle; partitioning error; coordination error; cardinality principle
64. What have researchers found about children and development of theory of mind? How does it relate to social cognition?
65. Understanding of appearance vs reality
66. What is Project Head Start?
67. Type of schooling in Japan? Russia? U.S?
68. Purpose and results of the death in Disney films study?

Seniors- Final Presentations

Over all, the 4th quarter presentations were well-executed and of course, entertaining. Here are a few general comments and observations..

1. The "better" presentations were had a theme that was present throughout the project, which made it exciting for the child and the class.

2. The "better" presentations did not use too many questioning techniques, but rather they involved some class participation and a lot of hands-on activities for the child.

3. The purpose of the projects was not to point out observations you made about the child, but to set up and initiate activities using many additional materials.

The rubrics will break down your final grade for you. Thank you for all the enjoyable presentations. I hope it was an interesting and informative way to end your senior year.

Seniors- A Class Divided

In 1968 Jane Elliot of Ricetown, Iowa was supposed to teach a Sioux Indian lesson to her third grade class with the prayer "Help me not judge a person until I have walked in his shoes." However, the day after Martin Luther King was assassinated, she decided her students needed a life-long lesson. As a result, her brown eyes, blue eyes experiment taught her third graders an influential lesson on discrimination. Hopefully, it was an eye-opening program for you seniors to watch.

Choose one of the following questions and write a one page typed response, citing specific examples from the program. Click here if you need to watch it again.

1. What did you learn from the program? What scenes do you remember the most? Did any part of the film surprise you?

2. How did the negative and positive labels placed on the group become self-fulfilling prophecies? Be sure to discuss the children's body language.

3. How did Jane Elliot's discrimination create no-win situations for those placed in the inferior group? How did she selectively interpret behavior to conform the stereotypes she assigned?

The Holocaust

Antisemitism began in Germany in 1933. 9 million Jews lived across European countries that would eventually be taken over by Germany. 6 million Jews died by 1945. That means 2 out of every 3 Jews perished from Nazi genocide.

Your task is to read about the Nazi rule, Jews in prewar Germany, the "Final Solution", Nazi concentration camps, and rescue from the camps. To do this, visit the official site of the United States Holocaust Memorial Museum at http://www.ushmm.org/outreach/en/

Answer all questions on a WORD DOCUMENT

1. Under the Nazi Rule section, read about why the Nazis also directed their hatred towards handicapped individuals, titled The Murder of the Handicapped. Summarize 5 key facts from this section.

2. Under the Jews in Prewar Germany section, read about the Nuremberg Laws, titled the Nuremberg Race Laws. Summarize 5 key facts from this section.

3. Explain what happened during the "Final Solution." Bullet point the process.

4. Read about the background to Auschwitz, the largest concentration camp established by the Germans. Explain the setting of the camp, daily life in the camp, impossible escapes, and longevity of prisoners.

5. The Soviet solders were the first to liberate Jews from the camps in 1944. Read about the liberation experience faced by the Allied soldiers, what they saw, and the reaction by the survivors. Summarize 5 key points.

6. Look at all 3 pages of photographs on the site. Choose the photograph that stands out to you the most. Identify the photograph and be sure to state your reasons why it "caught your eye."

7. View 3 testimonies of individuals who experienced the Holocaust. (you don't need to write anything for this)

8. Lastly, browse away from the Holocaust website to find other acts of genocide (look up this word if you don't know what it means). The term genocide didn't officially exist until the 1940's, so you may need to alter your search words to find examples pre-1940. Use any credible source to find your answer.

Seniors- Language Development

REMINDER: Language quiz #2 TOMORROW- pgs 246-251 (you have objectives for this),
325-328, 335-336

Today you will read 3 current articles that relate to language development. You will be responsible for the information obtained on the next test. The langauge test will be on THURSDAY of this week.

Answer these opinion questions FIRST. The questions are a precursor to the articles you will read. Use at least 4-5 sentences for each question.

1. Should America push for more bilingual opportunities in the formative years? Is America falling behind the rest of the world?

2. How can parents influence language development during the child’s prelinguistic stage?.

3. Do you think TV programs (like Sesame Street) that try to promote language development work? Explain why or why not.

SECOND, summarize the main points and significant findings of the 3 articles below. Be sure to include the purpose, set-up and results of any studies mentioned. Use 5-6 sentences for each article.

4. Bilingualism Good for the Brain, Researchers Say

5. From Birth, Engage Your Child With Talk

6. Baby Wordsworth Babies: Not Exactly Wordy

Sophs- Hawaii's Last Queen

After watching the film, "Hawaii's Last Queen," you should have a better understanding of imperialism and the motives that cause strong nations to overpower weaker nations. You saw Queen Liliuokalini's unsuccessful struggle to keep her Hawaiian people independent of foreign rule. You witnessed her faith in the American government as she gave up her throne with optimistic thoughts that her power would be restored in the near future. As we know, this was not the case. Hawaii was annexed as an American territory in 1898 and eventually became the 50th state in 1959.

In your reflection of the film, give a response with a summary (paragraph length) describing how Americans gained political and economic power in Hawaii. Be sure to include specific details about the missionaries, Queen Liliuokalini's childhood, foreign influences on Hawaiian culture, etc. Use your video question sheet and answers to help with this paragraph.

In addition, write a short paragraph on the way the story was portrayed through the Queen's perspective. You often heard excerpts from her diary that described her thoughts and feelings. Was this an effective way to tell the story? Do you think the program tried to persuade viewers to sympathize with the Hawaiian queen and people? Be specific in your argument.

Sophs- Political Cartoons

Political cartoons have influenced public opinion since the mid 1800s. They contain symbolism, caricatures, and imagery to express a political viewpoint. In class this week, we learned about one of the most famous cartoonists, Thomas Nast, whose cartoons exposed the corruption of Boss William Tweed. Nast's cartoons were especially significant because immigrants and poor illiterates were able to understand the meaning of the cartoon.

Now, let's look at several current political cartoons from the week of February 21st, 2011. Like Thomas Nast's progressive cartoons, all of the cartoons below have a purpose. Every symbol is purposefully included and every word and character has a meaning.

You must CHOOSE ONE of the following cartoons to analyze. Answer the following questions in complete sentences.

1. Identify the objects or people you see in the cartoon. 1-2 SENTENCES.

2. Identify the cartoon caption and/or title. 1 SENTENCE

3. Identify any symbols and their meaning. 2-3 SENTENCES.

4. Describe the action taking place. 3+ SENTENCES.

5. What is the background information of this cartoon? You must do some research in the news to answer this question. This should be at least 7-8 SENTENCES.

6. Explain the message of the cartoon. 3 SENTENCES.

Political Cartoons Options

Sophs- Transcontinental Railroad

Post Civil War America (1865-1900) was on the brink of many changes. Perhaps the biggest role in changing America at this time was the rise of technology and new innovations. Industry will boom, people will migrate, and the economy will be forever influenced. One particular advancement, the transcontinental railroad, linked east to west and opened up numerous opportunities and

Read this article about the transcontinental railroad and answer the following questions.

1. What were the names of the 2 companies that built the railroad? In which directions did they build? What was the time of completion?

2. Who were the workers on the railroad? Be specific?

3. What was the viewpoint about the Plains Indians?

4. Identify 3 effects of the transcontinental railroad on American life.