1

Lrlk Wahlberg Shayna Soenksen / 1aylor 8ooLh

S? 232 SLudy Culde 1esL #2
ChapLers Covered 7 / 8 / 9 / 10 / 11 / 12 /
ChapLer CuLllnes ages ln 1exLbook ages ln CuLllne
ChapLer 7 hyslcal and CognlLlve uevelopmenL ln Larly Chlldhood 213249 19
ChapLer 8 sychosoclal uevelopmenL ln Larly Chlldhood 231281 913
ChapLer 9 hyslcal and CognlLlve uevelopmenL ln Mlddle Chlldhood 283319 1322
ChapLer 10 sychosoclal uevelopmenL ln Mlddle Chlldhood 321331 2226
ChapLer 11 hyslcal and CognlLlve uevelopmenL ln Adolescence 333383 2632
ChapLer 12 sychosoclal uevelopmenL ln Adolescence 389418

Chaptei : Physical anu Cognitive Bevelopment in Eaily Chiluhoou
l CuldeposLs for SLudy
a Pow do chlldren's bodles and bralns change beLween ages 3 and 6 and whaL sleep problems and moLor
achlevemenLs are common?
b WhaL are Lhe ma[or healLh and safeLy rlsks for young chlldren?
c WhaL are Lyplcal cognlLlve advances and lmmaLure aspecLs of preschool chlldren's Lhlnklng?
d WhaL memory ablllLles expand ln early chlldhood?
e Pow ls preschoolers' lnLelllgence measured and whaL are some lnfluences on lL?
f Pow does language lmprove durlng early chlldhood and whaL happens when lLs developmenL ls delayed?
g WhaL purposes does early chlldhood educaLlon serve and how do chlldren make Lhe LranslLlon Lo
klndergarLen?
ll 8odlly CrowLh and Change
a Around age 3 chlldren lose 'baby roundness'
l Llmbs lengLhen helghL lncreases
b CarLllage Lurns Lo bone fasLer
c Changes promoLe developmenL of wlde range of moLor skllls
lll hyslcal CrowLh Ages 3 Lo 6
a Chlldren grow rapldly beLween 36 buL less qulckly Lhan before
b 8ones become harder glvlng chlld flrmer shape
c Pead sLlll relaLlvely large buL oLher parLs of body conLlnue Lo develop
lv Sleep aLLerns
a Change LhroughouL Lhe growlngup years
b Larly chlldhood has dlsLlncL rhyLhm
c 8y age 3 mosL uS chlldren
l Average abouL 11 hours sleep a nlghL
ll Clve up naps
d 8edLlme varles among culLures
l Zunl no regular bedLlme sleep when sleepy
ll Canadlan Pare 8edLlme afLer dlnner buL no naps
e ulsLurbances may be caused by accldenLal acLlvaLlon of Lhe braln's moLor conLrol sysLem lncompleLe arousal
from deep sleep or Lrlggered by dlsordered breaLhlng/resLless leg movemenLs
v 1yplcal Sleep requlremenLs
vl Sleep ulsLurbances
a May be caused by accldenLal acLlvaLlon of braln's moLor conLrol sysLem ln compleLe arousal from a deep
sleep or Lrlggered by dlsordered breaLhlng/resLless leg movemenL
b ulsLurbances Lend Lo run ln famllles and are ofLen assoclaLed wlLh separaLlon anxleLy
c N|ght 1errors
l AbrupL awakenlng exLremely frlghLened
2

ll ?eL noL really awake
lll 8emembers noLhlng of eplsode ln mornlng
lv 8esL noL Lo lnLerrupL slnce may lead Lo furLher confuslon
d N|ghtmares
l Common
ll 8roughL upon by sLaylng up Loo laLe eaLlng meal close Lo bed or overexclLemenL
lll lrequenL/perslsLenL nlghLmares may slgnal excesslve sLress
e Wa|k|ng and ta|k|ng
l lalrly common
ll AccldenLal acLlvaLlon of braln's moLor conLrol
f 8edwett|ng (enures|s)
l AbouL 1013 of 3yearolds
ll Common and noL serlous
vll 8raln uevelopmenL
a 8y 6 years braln ls aL 93 peak volume
b uenslLy of synapses peak aL age 4
c Cradual change ln Corpus callosum llnklng lefL and rlghL hemlspheres lmproves funcLlonlng
d MosL rapld growLh ln areas LhaL supporL Lhlnklng language and spaLlal relaLlons
e rogresslve myellnaLlon of flbers ln corpus callosum permlL greaLer rapld Lransmlsslon of lnfo and beLLer
lnLegraLlon beLween Lhem
l lmproves funcLlons as coordlnaLlon of Lhe senses memory processes aLLenLlon and arousal and speech
and hearlng
ll Ages 36 mosL rapld growLh occurs ln fronLal areas of braln
vlll MoLor Skllls
a Gross
l lnvolves large muscle groups
ll !umplng and runnlng
lll MosL chlldren under 6 noL ready Lo Lake parL ln any organlzed sporL
b I|ne
l uslng eyehand and smallmuscle coordlnaLlon
ll 8uLLonlng a shlrL drawlng plcLures
lll Calns ln Lhese skllls allow chlldren Lo Lake more responslblllLy for Lhelr personal care
c SysLems of acLlon lncreaslngly complex comblnaLlons of skllls whlch permlL wlder/more preclse range of
movemenL + conLrol over envlronmenL
lx Pandedness preference for uslng one hand over Lhe oLher
a usually evldenL by age 3
b LefL hemlsphere ls usually domlnanL so mosL people favor rlghL hand
c eople who bralns funcLlonally symmeLrlcal rlghL hemlsphere Lends Lo domlnaLe maklng lefL handed
d 8oys more llkely Lo be lefL handed Lhan glrls
e PerlLablllLy
f SlngleCene 1heory
l uomlnanL allele for rlghLhandedness
ll 82 of populaLlon ls rlghLhanded
x ArLlsLlc uevelopmenL
a 8hoda kellogg
l unlversal progresslon of changes reflecLlng maLuraLlon of braln/muscles
ll uevelopmenL sequence occurs by process lnLernal less adulL lnvolvemenL Lhe beLLer
b vygoLsky
l uevelopmenL of drawlng skllls occurrlng ln conLexL of soclal lnLeracLlons
c Chlldren also learn by looklng/Lalklng abouL each oLher's drawlngs
d Chlldren drawlngs noL unlversal many crossculLural varlaLlons exlsL
xl revenLlng CbeslLy
3

a Cver 10 of 23 year olds overwelghL
b Lowlncome chlldren of all eLhnlclLles aL greaLesL rlsk
c PeredlLy and learned eaLlng hablLs also conLrlbuLe
l As '[unk food' spreads Lhrough developlng counLrles obeslLy raLe lncreases
d CreaLesL lncrease ln overwelghL ls among chlldren ln lowlncome famllles / cuLLlng across all eLhnlc groups
e Maln facLors drlvlng obeslLy epldemlc are envlronmenLal
f CverwelghL chlldren Lend Lo become obese adulLs
xll MalnuLrlLlon
a AlmosL 30 of chlldren worldwlde are underwelghL some severely
b 19 of uS chlldren under 18 llve ln foodlnsecure households
c MalnuLrlLlon can harm longLerm cognlLlve developmenL
d Larly educaLlon and lmproved dleL can moderaLe Lhe effecLs
e LffecLs of under nuLrlLlon can be reversed wlLh lmproved dleL mosL effecLlve LreaLmenL goes beyond physlcal
care
xlll ueaLhs and AccldenLal ln[urles
a 73 of deaLhs of chlldren under 3 occur ln poor rural reglons of subSaharan Afrlca and SouLh Asla
b ln uS mosL chlld deaLhs are caused by ln[ury raLher Lhan lllness
xlv Low SLS and PealLh
a Lower SLS lncreases rlsk of ln[ury lllness and deaLh
b oor chlldren are more llkely Lo
l 8e of a mlnorlLy
ll Pave chronlc healLh problems and/or lack healLh lnsurance
lll Suffer vlslon and hearlng loss
c 10 of poor chlldren are homelessmore llkely Lo have healLh problems and/or depresslon
xv Lxposure Lo olluLanLs
a arenta| smok|ng lncreases chlld's rlsk of asLhma and bronchlLls
b A|r po||ut|on lncreases rlsk of chronlc resplraLory dlseases
c est|c|de po|son|ngs MosL occur ln young chlldren
d uamage due Lo exposure Lo Lobacco greaLesL durlng earllesL years of llfe
xvl Lxposure Lo Lead
a uangerous levels of lead ln nearly 8 of chlldren
b MosLly poor and on Medlcald
c Lead geLs ln Lhe bloodsLream vla
l ConLamlnaLed food or waLer
ll ConLamlnaLed dusL of lead palnL aL home or school
xvll CognlLlve uevelopmenL Symbollc luncLlon
a !ean lageL preoperaLlonal sLage
l Chlldren noL yeL ready Lo engage ln loglcal menLal operaLlons
1 CharacLerlzed by greaL expanslon ln symbollc LhoughL / represenLaLlonal ablllLy
b 1he ablllLy Lo use symbols LhaL have meanlng
l Words
ll numbers
lll lmages
c use of symbols ls a unlversal mark of human culLure
d Language uses a sysLem of symbols Lo communlcaLe
e Lxamples
l ueferred lmlLaLlon based on menLal represenLaLlon of a prevlously observed evenL
ll reLend play playlng lnvolved wlLh lmaglnary people and slLuaLlons
xvlll undersLandlng Cb[ecLs ln Space
a Why ls lL hard for chlldren under age 3 Lo undersLand scale models and maps?
b 8ecause Lhey need Lo keep more Lhan one menLal represenLaLlon ln Lhe mlnd aL one Llme
c Advanclng spaLlal Lhlnklng
4

l uslng slmple maps and models becomes easler afLer age 3
d noL unLll aL leasL 3 mosL chlldren rellablllLy grasp relaLlonshlp beLween plcLures/maps/scale models and Lhe
ob[ecLs/spaces Lhey represenL
xlx CausallLy
a 1ransduct|on MenLally llnklng phenomena wheLher loglcal or noL
l Chllds Lendency Lo menLally llnk parLlcular phenomena wheLher or noL Lhere ls loglcally a causal
relaLlonshlp
ll 'My parenLs goL a dlvorce because l was bad'
b reoperaLlonal chlldren cannoL yeL reason loglcally abouL cause/effecL lnsLead Lhey reason by LransducLlon
c lamlllar seLLlngs help advance causallLy
l 'l am quleL so l won'L wake Lhe baby'
xx undersLandlng of ldenLlLles and caLegorlzaLlon
a CaLegorlzaLlon requlres a chlld Lo ldenLlfy slmllarlLles and dlfferences
b use Lhls ablllLy Lo order many aspecLs of llfe
xxl Anlmlsm
a 1he Lendency Lo aLLrlbuLe llfe Lo lnanlmaLe ob[ecLs
l '1he cloud ls smlllng aL me!'
b lamlllarlLy lncreases accuracy
l 'l know LhaL a person ls dlfferenL from my doll'
xxll numbers llve CounLlng rlnclples
a 8y Lhe Llme chlldren enLer elemenLary school Lhey have developed baslc number sense
b CrdlnallLy number knowledge
c CardlnallLy measure of Lhe number of elemenLs ln Lhe seL
d CounLlng baslc level of number skllls
e number paLLerns 2+24 so does 3+1
f AbsLracLlon
xxlll lmmaLure AspecLs of reoperaLlonal 1houghL
a Maln characLerlsLlcs of preoperaLlonal LhoughL Centrat|on
b reschoolers come Lo llloglcal concluslons because Lhey cannoL decenLer
l uecenLer Lhlnk abouL several aspecLs of a slLuaLlon aL 1 Llme
c Centrat|on
l 1endency Lo focus on one aspecL of a slLuaLlon and neglecL oLhers
ll LgocenLrlsm ls a form of cenLraLlon
1 May help Lo explaln why young chlldren someLlmes have Lrouble separaLlng reallLy from whaL goes
on lnslde Lhelr own heads and why Lhey may show confuslon abouL whaL causes whaL
d Decenter|ng
l 1hlnklng slmulLaneously abouL several aspecLs of a slLuaLlon
ll lnablllLy Lo decenLer leads Lo llloglcal concluslons
xxlv ConservaLlon lacL LhaL 2 Lhlngs are equal remaln so lf Lhelr appearance ls alLered as long as noLhlng ls added/Laken
away
a SomeLhlng remalns Lhe same even lf lLs appearance ls alLered
b MaLLer/mass
c Llquld
d LengLh
e number
f Area
g volume
h AblllLy Lo conserve ls llmlLed by lrreverslblllLy
l lallure Lo undersLand LhaL an operaLlon/acLlon can go boLh ways
xxv lrreverslblllLy
a lallure Lo see LhaL an acLlon can go Lwo or more ways
b A bellef LhaL pourlng [ulce from glass Lo glass nf Lhe amounL of [ulce
3

c reoperaLlonal chlldren Lhlnk as lf Lhey were waLchlng a sllde show /w serles of sLaLlc frames (Lhey focus on
successlve sLaLes)
l 1hey do noL recognlze LransformaLlons from one sLaLe Lo anoLher
xxvl LgocenLrlsm 1he 1hree MounLaln 1ask
a lageL's LesL for egocenLrlsm chlldren cannoL plcLure oLher's vlews
xxvll 1heory of Mlnd emerglng awareness of Lhelr own menLal processes and Lhose of oLher people
a lageL was flrsL scholar Lo lnvesLlgaLe chlldren's Lheory of mlnd
b Chlldren's awareness of Lhelr own menLal processes and Lhose of oLher people
c reschoolers generally belleve LhaL menLal acLlvlLy sLarLs and sLops
d 8y mlddle chlldhood undersLand LhaL acLlvlLy ls conLlnuous
e Soclal cognlLlon recognlLlon LhaL oLhers have menLal sLaLes
xxvlll lalse 8ellefs and uecepLlon
a undersLandlng LhaL people can hold false bellefs flows from reallzaLlon LhaL people hold menLal
represenLaLlons of reallLy whlch can someLlmes be wrong
b Slnce decepLlon ls efforL Lo planL false bellef ln someone's mlnd lL requlres a chlld Lo suppress lmpulse Lo be
LruLhful
c lageL malnLalned LhaL young chlldren regard all falsehoodslnLenLlonal or noL as lles
d WhaL do you Lhlnk ls ln Lhe crayon box?
e r Crayons!
f WhaL ls acLually ln Lhe crayon box?
g r Candy!
h WhaL do you Lhlnk !oe wlll say ls ln Lhe
crayon box?
l r Candy!
xxlx Appearance versus 8eallLy
a 8elaLed Lo awareness of false bellefs
b 8equlres chlld Lo slmulLaneously refer Lo Lwo confllcLlng menLal represenLaLlons
l ls a blrLhday candle wrapped ln a crayon wrapper a crayon or a candle?
xxx lanLasy versus 8eallLy
a ulsLlngulshlng beLween real and lmaglned evenLs
b Maglcal LhlnklngwlLches and dragons
l uoes noL seem Lo sLem from confuslon beLween reallLy and fanLasy
ll A way Lo explaln evenLs LhaL do noL seem Lo have obvlous reallsLlc explanaLlons
1 Cr slmply Lo lndulge ln Lhe pleasures of preLendlng
c uo you wanL Lo hold a box wlLh an lmaglnary bunny or an lmaglnary monsLer?!
l Chlldren have preferences
d 8esearch on varlous aspecLs of Lheory of mlnd suggesL young chlldren may have clearer plcLure of reallLy Lhan
lageL belleved
xxxl lnfluences on 1heoryofMlnd uevelopmenL
a Some chlldren develop Lheoryofmlnd ablllLles earller Lhan oLhers
b Soclal compeLence/language developmenL conLrlbuLe Lo undersLandlng of LhoughL/emoLlons
c PeredlLy and envlronmenLal effecLs
d Chlld's soclal skllls
e 1alklng wlLh chlldren abouL menLal sLaLes
f CulLural aLLlLudes
g 8lllngual chlldren do somewhaL beLLer
l know an ob[ecL/ldea can be represenLed ln more Lhan one way
1 knowledge helps Lhem see dlfferenL people have dlfferenL perspecLlves
ll Also recognlze need Lo maLch language Lo LhaL of parLner may make Lhem more aware of oLhers menLal
sLaLes
lll 1end Lo have beLLer aLLenLlon conLrol may enable Lhem Lo focus on whaL ls Lrue Lhan whaL seems Lo be so
xxxll 1hree SLeps of Memory
6

a Lncodlng lnformaLlon prepared for long Lerm sLorage
b SLorage reLenLlon of lnformaLlon ln memory for fuLure use
c 8eLrleval process where lnformaLlon ls accessed/recalled from memory sLorage
xxxlll 1ypes of Memory
a Sensory Lemporary holdlng Lank for lncomlng sensory lnformaLlon
l Shows llLLle change from lnfancy on
b Worklng ShorLLerm sLorage of lnformaLlon belng acLlvely processed
l LocaLed parLly ln Lhe large porLlon of fronLal lobe behlnd forehead (prefronLal corLex)
ll Lfflclency ls llmlLed by capaclLy
lll CapaclLy of worklng memory lncreases rapldly aL age 4
lv CrowLh of worklng memory permlLs developmenL of LxecuLlve funcLlon
1 LxecuLlve funcLlon consclous conLrol of LhoughLs emoLlons and acLlons Lo accompllsh goals/solve
problems
2 Lnables chlldren Lo plan and carry ouL goals
3 Lmerges around end of lnfanLs flrsL year / develops ln spurLs wlLh age
v CenLral execuLlve conLrols processlng operaLlons ln Lhe worklng memory
1 Crders lnformaLlon encoded for Lransfer Lo longLerm memory
a LongLerm memory sLorehouse of vlrLually unllmlLed capaclLy holds lnformaLlon for long
perlods of Llme
2 8ecelves lnformaLlon from longLerm memory for furLher processlng
3 Can Lemporarlly expand capaclLy of worklng memory by movlng lnformaLlon lnLo 2 separaLe
subsldlary sysLems whlle cenLral execuLlve ls occupled /w oLher Lasks
a Cne holds verbal lnformaLlon // CLher holds vlsual/spaLlal lmages
xxxlv 1ypes of Memory 8eLrleval
a kecogn|t|on
l 1he ablllLy Lo ldenLlfy someLhlng encounLered before
ll lcklng ouL a mlsslng mlLLen from losLandfound
b keca||
l 8eproduce lnformaLlon from memory
ll uescrlbe Lhe mlsslng mlLLen
lll More famlllar lnfanL ls wlLh ob[ecL beLLer Lhey can recall lL
c reschool chlldren do beLLer on recognlLlon Lhan recall boLh ablllLles lmprove wlLh age
xxxv 1hree 1ypes of Chlldhood Memorles
a ?oung chlldren slmply remember evenLs LhaL make sLrong lmpresslons
l Seem Lo be shorL llved
b Gener|c
l roduces 'scrlpLs' general ouLllnes of repeaLed and famlllar evenLs
ll 8eglns abouL age 2
lll Pelps chlldren know whaL Lo expecL and how Lo acL
c Lp|sod|c
l 8ememberlng a speclflc evenL aL a speclflc Llme
ll Awareness of havlng experlenced parLlcular evenL aL speclflc Llme and place
lll ?oung chlldren remember more clearly evenLs LhaL are new Lo Lhem
d Autob|ograph|ca|
l Memorles LhaL form a person's llfe hlsLory
ll Speclflc and longlasLlng
lll 1ype of eplsodlc memory refers Lo memorles of dlsLlncLlve experlences LhaL form a person's llfe hlsLory
lv noL everyLhlng ln eplsodlc becomes a parL of auLoblographlcal only ones speclal
v Cenerally emerges beLween ages 34
e Chlldren cannoL sLore ln memory evenLs perLalnlng Lo Lhelr own llves unLll Lhey develop a concepL of self
f CrlLlcal ls emergence of language whlch enables chlldren Lo share memorles organlze Lhem lnLo personal
narraLlves
7

xxxvl lnfluences on Memory 8eLenLlon
a reschoolers Lend Lo remember Lhlngs Lhey dld beLLer Lhan whaL Lhey saw
b MosL lmporLanL way adulLs Lalk wlLh a chlld abouL shared experlences sLrongly affecL auLoblographlcal
memory as well as oLher cognlLlve/llngulsLlc skllls
xxvll Soclal lnLeracLlon Model of Memory
a Chlldren collaboraLe wlLh parenLs and adulLs when consLrucLlng auLoblographlcal memorles
l Low elaboraLlve sLyle repeaL Lhelr own prevlous sLaLemenLs or quesLlons
1 uo you remember how we Lraveled Lo llorlda? no response Pow dld we geL Lhere? Answer We
wenL ln Lhe ____
ll Plgh elaboraLlve sLyle ask a quesLlon LhaL ellclLs more lnformaLlon
1 uld we go by car or by plane?
b CulLure affecLs whaL chlldren remember
l MoLhers mlddleclass wesLern culLure more elaboraLlve Lhan moLhers ln nonwesLern culLures
c AdulLs lnlLlaLe/gulde conversaLlons whlch show chlldren how memorles are organlzed ln narraLlve form ln
Lhelr culLure and place pasL evenLs ln a coherenL meanlngful framework
xxvlll lnLelllgence sychomeLrlc Measures
a 1esLs lnclude verbal lLems
l 8esulLs are more rellable Lhan nonverbal LesLs for younger chlldren
b SLanford8lneL lnLelllgence Scale
l used for ages 2+
ll 1akes 4360 mlnuLes
lll Chlld asked Lo deflne words sLrlng beads bulld wlLh blocks ldenLlfy mlsslng parLs of plcLure Lrace mazes
show undersLandlng of numbers
lv Score measures fluld reasonlng (ablllLy Lo solve absLracL/novel problems) knowledge quanLlLaLlve
reasonlng vlsual spaLlal processlng and worklng memory
v 3
Lh
edlLlon revlsed ln 2003 lncludes nonverbal meLhods of LesLlng
vl ln addlLlon Lo provldlng fullscale lC also ylelds separaLe measures of verbal/nonverbal lC + compleLe
scores for each 3 cognlLlve dlmenslons
c WSl8
l 3060 mlnuLes
ll Pas separaLe levels
lll ?lelds separaLe verbal and performance scores as well as comblned score
lv 2002 revlslon lnclude subLesL deslgned Lo measure verbal/nonverbal fluld reasonlng recepLlve versus
expresslve vocabulary and processlng speed
v valldaLed for speclal populaLlons such as chlldren wlLh lnLellecLual dlsablllLles
d 8oLh have been resLandardlzed on samples of chlldren represenLlng populaLlon of preschool age chlldren ln
Lhe unlLed sLaLes
xxxlx lC score slmply measure of how well a chlld can do cerLaln Lask ln a cerLaln Llme ln comparlson wlLh oLhers ln same
age
xL lnLelllgence vygoLsky 1heory
a Chlldren use 'scaffolds' Lo learn Lhe Lemporary supporL of adulLs
b Assess poLenLlal wlLh dynamlc LesLs
c Zone of proxlmal developmenL (Zu) dlfference beLween whaL chlld can do alone and whaL chlld can do wlLh
help
d Scaffoldlng Lemporary supporL Lo help a chlld masLer a Lask
xLl Language uevelopmenL vocabulary
a Iast mapp|ng
l Chlld learns Lhe meanlng of a word afLer hearlng only once or Lwlce
ll 8apld expanslon of vocabulary occurs Lhrough Lhls
b 1heoryofmlnd developmenL plays a role
c 8y age 3 average chlld knows 9001000 words
d 8y age 6 knows abouL 2600 and undersLands more Lhan 20000
8

e names of ob[ecLs (nouns) seem Lo be easler Lo fasL map Lhan names of acLlons
xLll Crammar and SynLax
a Chlldren sLarL uslng plurals possesslves and pasL Lense
b know Lhe dlfference beLween and
c MosL senLences are declaraLlve
d Lrrors wlLh lrregular verbs
l lnsLead of
e ?oung chlldren ofLen make errors slnce Lhey have noL yeL learned Lhe excepLlon Lo rules
xLlll ragmaLlcs and Soclal Speech
a ragmat|cs pracLlcal knowledge of how Lo use language Lo communlcaLe
l Pow we use language Lo communlcaLe
ll knowlng how Lo ask for someLhlng
b Soc|a| Speech speech lnLended Lo be undersLood by a llsLener
l Speech lnLended Lo be undersLood by llsLener
ll 1rylng Lo explaln someLhlng clearly
c MosL 3 year olds can adapL whaL Lhey say Lo whaL Lhe llsLener knows
xLlv rlvaLe Speech
a 1alklng aloud wlLh no lnLended llsLener
b normal and common ln chlldhood
c lageL A slgn of cognlLlve lmmaLurlLy
l Slnce young chlldren egocenLrlc Lhey are unable Lo recognlze oLher's vlewpolnLs and Lherefore are unable
Lo communlcaLe meanlngfully
1 lnsLead Lhey vocallze whaLever ls on Lhelr mlnds
d vygoLsky ConversaLlon wlLh Lhe self
l More research supporLs Lhls vlew
ll rlvaLe speech lncreased durlng preschool years and Lhen fades away durlng early parL of mlddle
chlldhood as chlldren become more able Lo gulde/masLer Lhelr acLlons
xLv uelayed Language uevelopmenL
a AbouL 3 of preschoolage chlldren
b May be problems ln fasL mapplng
c Many chlldren caLch up especlally lf comprehenslon ls normal
l ulaloglc readlng helps
xLvl LmergenL llLeracy uevelopmenL of masLerlng cerLaln pre readlng skllls needed Lo undersLand whaL ls on a prlnLed
page
a Can be dlvlded lnLo 2 Lypes
l Lach of Lhese Lypes of skllls seem Lo have Lhelr own lndependenL effecL
ll Genera| ||ngu|st|c sk|||s
1 vocabulary synLax narraLlve sLrucLure undersLandlng language ls used Lo communlcaLe
lll Spec|f|c Sk|||s
1 honem|c awareness undersLandlng LhaL words are composed of sounds
b Soclal lnLeracLlon chlldren more llkely Lo become good readers/wrlLers of parenLs provlde conversaLlonal
challenges
c 8eadlng Lo chlldren one of Lhe mosL effecLlve paLhs Lo llLeracy

xLvll 1ypes of reschools
a Ch||dcentered (uS)
l SLress soclal and emoLlonal growLh
ll Chlldren choose acLlvlLles and lnLeracL lndlvldually wlLh Lhe Leacher
b Academ|ca||y focused (such as Chlna)
c M|dd|eoftheroad blend of Lhe Lwo oLher approaches
xLvlll CompensaLory reschools Coals of Pead SLarL
a Less llkely Lo be placed ln speclal educaLlon/repeaL a grade
9

b rograms offer a mlx of venLerbased servlces and home vlslLs showed beLLer resulLs Lhan Lhose concenLraLlng
on one seLLlng or Lhe oLher
c 1o lmprove
l hyslcal healLh
ll CognlLlve skllls
lll Selfconfldence
lv 8elaLlonshlps wlLh oLhers
v Soclal responslblllLy
vl Sense of dlgnlLy selfworLh for chlld and famlly
xLlx 1ranslLlonlng Lo klndergarLen
a 1oday klndergarLen ls more llke flrsL grade
l More Llme wlLh worksheeLs and prereadlng
b reschoolexperlenced chlldren LranslLlon easler
c lacLors easlng LranslLlon
l rosoclal chlld
ll CognlLlve maLurlLy
lll SupporLlve famlly background
lv 8y end of 3
rd
grade chlldren who wenL Lo fullday/halfday klndergarLen are subsLanLlally equal ln readlng
maLh sclence

Cbapter 8: Psycbosocial Development in Early Cbildbood

l CuldeposLs for SLudy
a Pow does selfconcepL develop durlng chlldhood and how do chlldren show selfesLeem emoLlonal
growLh and lnlLlaLlve?
b Pow do boys and glrls become aware of Lhe meanlng of gender and whaL explalns dlfferences ln
behavlor beLween Lhe sexes?
c Pow do preschoolers play and how does play conLrlbuLe Lo and reflecL developmenL?
d Pow do parenLlng pracLlces lnfluence developmenL?
e Pow do young chlldren geL along wlLh (or wlLhouL) slbllngs playmaLes and frlends?
ll SelfConcepL
a Cur LoLal lmage of ourselves (ablllLles and LralLs)
b A cognlLlve consLrucLlon
c SelfdeflnlLlon
l CharacLerlsLlcs by whlch chlldren descrlbe Lhemselves
ll 1yplcally beglns abouL age 37
lll Selflmage 8epresenLaLlons
a Slngle 8epresenLaLlons
l lsolaLed onedlmenslonal Lerms wlLhouL loglcal connecLlons
ll '?ou can'L be happy and scared!'
lll 8eal self v ldeal self
1 CannoL acknowledge LhaL hls real self ls noL Lhe same as hls ldeal self
lv 1hlnklng [umps from parLlcular Lo parLlcular wlLhouL loglcal connecLlon
1 l am sLrongl llke plzza
v 1hlnklng abouL hlmself ls allor noLhlng
b 8epresenLaLlonal Mapplngs
l 8egln Lo make loglcal connecLlons beLween one aspecL of hlmself and anoLher
ll Loglcal connecLlons beLween parLs of selflmage
lll Lxpressed ln poslLlve allornoLhlng Lerms
lv 'l can run fasL and cllmb hlgh!'
c 8epresenLaLlonal sysLems
10

l 1ake place ln mlddle chlldhood
ll Chlldren begln Lo lnLegraLe speclflc feaLures of Lhe self lnLo a general mulLldlmenslonal concepL
lll AllornoLhlng Lhlnklng decllnes
lv SelfdescrlpLlon wlll become more balanced and reallsLlc
lv CulLural ulfferences ln SelfuescrlpLlon
a arenLs LransmlL culLural ldeas and bellefs abouL how Lo deflne Lhe self
b Chlnese parenLs encourage
l Compllance wlLh auLhorlLy
ll Sense of communlLy
c LuropeanAmerlcan parenLs encourage
l lndlvlduallLy and selfexpresslon
ll SelfesLeem
v SelfLsLeem
a 1he evaluaLlve parL of selfconcepL
b Chlld's [udgmenL of hls or her overall worLh
c 8ased on chlldren's growlng cognlLlve ablllLy Lo descrlbe/deflne Lhemselves
d ln early chlldhood Lends Lo be elLher
l 'l am good' or 'l am bad'
e SelfesLeem noL necessarlly based on reallLy Lend Lo accepL [udgmenLs of adulLs who ofLen glve poslLlve
uncrlLlcal feedback and Lhus may overraLe Lhelr ablllLles
vl 1he 'Pelpless' aLLern
a When selfesLeem ls conLlngenL on success
b lallure may make Lhe chlld feel helpless Lo do beLLer
c lmproved selfesLeem depends on wheLher chlldren belleve Lhelr LralLs are flxed or changeable
d nonconLlngenL selfesLeem Lend Lo aLLrlbuLe fallure/dlsappolnLmenL Lo facLors ouLslde Lhemselves or Lo
Lhe need Lo Lry harder
vll undersLandlng and 8egulaLlng LmoLlons
a AblllLy Lo undersLand and regulaLe one's feellngs ls one key advance of early chlldhood
b reschoolers undersLand someone who geLs whaL he wanLs wlll be happy Lhose who do noL geL whaL
Lhey wanL unhappy
c LmoLlonal undersLandlng becomes more complex wlLh age
d ?ounger chlldren confuse Lhelr feellngs because Lhey do noL undersLand Lhey can experlence conLrary
emoLlonal reacLlons aL Lhe same Llme
vlll SelfLvaluaLlve LmoLlons
a AblllLy Lo recognlze
l CullL
ll Shame
lll rlde
b uevelops around age 3
c AfLer chlldren galn selfawareness and accepL sLandards of behavlor Lhelr parenLs have seL
d 8ecomes more complex wlLh age
lx SlmulLaneous LmoLlons
a ?oung chlldren have dlfflculLy ln recognlzlng LhaL Lhey can experlence more Lhan one emoLlon aL Lhe
same Llme
x Lrlkson lnlLlaLlve versus CullL
a ConfllcL arlses from Lhe growlng sense of purpose and Lhe deslre Lo plan acLlvlLles
l 1he growlng deslre Lo plan/carry ouL acLlvlLles and Lhe growlng pangs of consclence Lhe chlld
may have abouL such plans
b Chlldren reconclle Lhe deslre Lo 'do' wlLh Lhelr deslre for approval
c reschool chlldren learn some Lhlngs Lhey wanL Lo do don'L meaL soclal approval
d ConfllcL marks spllL beLween 2 parLs of personallLy
l arL LhaL remalns a chlld (deslre Lo Lry new Lhlngs and LesL new powers)
11

ll arL LhaL ls becomlng an adulL (consLanLly examlnlng Lhe proprleLy of moLlves and acLlons
e vlrLue of 'urpose' Lhe courage Lo envlslon and pursue goals wlLhouL fear of punlshmenL
xl Cender ldenLlLy
a Awareness LhaL one ls male or female
b uevelops ln Lhe conLexL of socleLy
c 8ehavloral dlfferences cholces of
l 1oys
ll lay acLlvlLles
lll laymaLes
xll Cender ulfferences
a Measurable dlfferences are few
b 78 of dlfferences are small and ofLen change wlLh age
c 8oyssuperlor moLor performance and more acLlve physlcal acLlvlLy
l MaLhemaLlcal ablllLles vary more Lhan glrls boLh hlgh and end of Lhe specLrum
d ClrlsbeLLer aLLenLlon and lnhlblLlon of lnapproprlaLe behavlor
e CognlLlve dlfferences are few
f 8y knowlng sex we cannoL predlcL LralLs ln a chlld ln comparlson Lo oLher chlldren
xlll nurLurlng Cender
a Cender 8oles
l 8ehavlors and aLLlLudes LhaL a culLure conslders approprlaLe for males or females
ll All socleLles have gender roles
lll 1oday gender roles are more flexlble and dlverse
b CenderLyplng
l 1he process by whlch chlldren acqulre a gender role
ll Chlldren vary greaLly ln Lhe degree whlch Lhey become genderLyped
c Cender SLereoLypes
l reconcelved generallzaLlons abouL male or female behavlor
xlv 8lologlcal Approach Lo Cender
a LxlsLence of slmllar gender roles ln many culLures suggesL some gender dlfferences may be blologlcally
based
b Many culLures have slmllar gender roles
c CeneLlc hormonal and neurologlcal evldence
d Cender reasslgnmenL ofLen falls lndlcaLlng ldenLlLy may be rooLed ln chromosomal sLrucLure
e 1esLosLerone levels do noL appear relaLed Lo aggresslveness ln chlldren
xv LvoluLlonary uevelopmenLal Approach
a uarwln's 1heory of Sexual SelecLlon selecLlon of sexual parLners ls response Lo dlfferlng reproducLlve
pressures early men/women confronLed ln Lhe sLruggle for survlval of Lhe specles
b 8lologlcally based wlLh a purposeLheory of sexual selecLlon
c Men seek many parLners whereas women lnvesL more heavlly ln chlldcare and reproducLlve supporL
d 1heory suggesLs LhaL gender roles are unlversal and reslsLanL Lo change
e CrlLlcs clalm LhaL
l SocleLy/culLure are as lmporLanL as blology ln deLermlnlng gender roles
f Some see lL as dynamlc process by acknowledglng gender roles may change ln an envlronmenL dlfferenL
from LhaL whlch Lhe roles lnlLlally evolved
xvl sychoanalyLlc Approach Lo Cender 8oles
a lreud suggesLed a process of 'ldenLlflcaLlon'
l Chlldren adopL characLerlsLlcs and aLLlLudes of Lhe samesex parenL
ll Cccurs when a boy glves up deslre Lo possess hls moLher a glrl her faLher and ldenLlfles wlLh
parenL of same sex
xvll Soclal Learnlng Approach
a CbservaLlon enables chlldren Lo learn abouL genderLyped behavlors
12

b Chlldren selecL or creaLe Lhelr own envlronmenLs Lhrough cholce of playmaLes and acLlvlLles
CbservaLlon enables chlldren Lo learn much abouL genderLyped behavlor before performlng Lhem
c uCLS nC1 LxLAln how chlldren dlfferenLlaLe beLween boys and glrls before Lhey have concepL of
gender or whaL lnlLlally moLlvaLes chlldren Lo acqulre general knowledge or how gender norms become
lnLernallzed
d SoclallzaLlon plays a cenLral parL ln gender developmenL
l lnLerpreLs/lnLernallzes experlences wlLh oLhers
xvlll CognlLlve Approach Lo Cender 8oles
a Chlldren classlfy Lhemselves as male or female
b 1hen Lhey organlze Lhelr behavlor
l AdopL behavlors Lhey percelve as conslsLenL wlLh Lhelr gender
c Made lmporLanL conLrlbuLlons by explorlng how chlldren Lhlnk abouL gender and whaL Lhey know abouL
lL aL varlous ages
d May noL fully explaln llnk beLween knowledge and conducL
e ulsagreemenL abouL preclsely whaL mechanlsm prompLs chlldren Lo acL ouL gender roles and why some
chlldren become more sLrongly genderLyped Lhan oLhers
xlx kohlberg's Cender ConsLancy
a A chlld's reallzaLlon LhaL hls or her sex wlll always be Lhe same
b AcqulslLlon of gender roles hlnges on gender conslsLency
l Cender conslsLency awareness LhaL one wlll always be male/female
c Cender conslsLency develops ln 1hree SLeps
l Cender ldenLlLy awareness of one owns gender and LhaL of oLhers
ll Cender sLablllLy reallzaLlon when boy wlll grow up Lo be boy and llkewlse
1 8eallzaLlon LhaL gender does noL change
lll Cender conslsLency reallzaLlon gender sLays Lhe same regardless lf boy grows halr long or glrl
cuLs shorL and plays wlLh Lrucks
d Long before chlldren aLLaln flnal sLage of gender conslsLency Lhey show genderLyped preferences
e Lach sLage of gender conslsLency lncreases chlldren's recepLlveness Lo genderrelevanL lnformaLlon
xx CenderSchema 1heory 8em seeks Lo descrlbe a cognlLlve mechanlsm Lhrough whlch gender learnlng/gender
Lyplng occur
a Schema
l MenLally organlzed lnformaLlon LhaL lnfluences a caLegory of behavlor (gender)
b Chlldren Lake on gender roles LhaL are conslsLenL wlLh Lhelr sex and culLure
c Cender schemas promoLe gender sLereoLypes
d Comblnes elemenLs of cognlLlvedevelopmenLal and soclal learnlng Lheory
e Chlldren organlze lnformaLlon on Lhe basls of schema because Lhey see LhaL Lhelr socleLy classlfles
people LhaL way
xxl roblems wlLh kohlberg's Lheory and CenderSchema Lheory
a CendersLereoLyplng does noL always become sLronger wlLh lncreased gender knowledge Lhe opposlLe
ls Lrue
b CendersLereoLyplng rlses and Lhen falls ln a developmenLal paLLern
xxll SoclallzaLlon8ased Approach Lo Cender 8oles
a lamlly lnfluences
l Slbllngs lnfluence gender developmenL
ll Secondborns Lend Lo become more llke older slbllngs // oldesL slbllng more lnfluenced by Lhelr
parenLs and less by younger slbllngs
b eer lnfluences
l eer group ma[or lnfluence on genderLyplng
ll Chlldren who play ln samesex groups Lend Lo be more genderLyped Lhan chlldren who do noL
c CulLural lnfluences
l 1v ma[or formaL for Lransmlsslon of culLural aLLlLudes Loward culLure
ll WaLch more 1v become more genderLyped by lmlLaLlng Lhe models Lhey see on Lhe screen
13

xxlll 1ypes of lay
a luncLlonal
l 8epeLlLlve muscle movemenLs
b ConsLrucLlve
l uslng ob[ecLs Lo bulld someLhlng
c uramaLlc
l lanLasy play dramaLlc play or lmaglnaLlve play
ll 8esLs on Lhe symbollc funcLlon whlch emerges durlng lasL parL of Lhe second year
||| eaks durlng Lhe preschool years and decllnes as schoolage chlldren become lnvolved wlLh
forma| games w|th ru|es
xxlv arLen's Soclal ulmenslons of lay
a As chlldren geL older Lhelr play Lends Lo become more soclal
b unoccupled behavlor chlld does noL seem Lo be playlng waLches anyLhlng of momenLary lnLeresL
c Cnlooker behavlor Spend mosL Llme waLchlng oLher chlldren play and lnLeracLs wlLh Lhem buL does noL
enLer play
d SollLary play Chlld plays alone LhaL are dlfferenL Lhan Lhose used by nearby chlldren makes no efforL Lo
play wlLh oLhers
e arallel play Chlld plays lndependenLly buL among oLher chlldren
f AssoclaLlve play lays wlLh oLher chlldren dlscuss Lhelr play each chlld acLs as Lhey wlsh and ls
lnLeresLed more ln belng wlLh Lhe oLher chlldren Lhan Lhe acLlvlLy lL's self
g CooperaLlve play lay ln group organlzed for some goal 12 chlldren conLrol who belongs Lo group and
dlrecL acLlvlLles dlvlslon of labor chlldren Lake on dlfferenL roles and supplemenL each oLher's efforLs
xxv lmaglnary Companlons
a Clrls more llkely Lo have Lhem boys more llkely Lo lmpersonaLe lmaglnary characLers
b Chlldren wlLh lmaglnary companlons
l More lmaglnaLlve
ll More cooperaLlve wlLh oLhers
lll More fluenL wlLh language
lv WaLch less 1v
v Show more curloslLy and exclLemenL durlng play
xxvl lnfluences on lay
a Cender
l 8oys lean Loward acLlve play
ll Clrls choose more sLrucLured acLlvlLles
b CulLure
l lay envlronmenLs adulLs seL up for chlldren envlronmenLs affecL frequency of speclflc forms of
play
xxvll ulsclpllne 8elnforcemenL and unlshmenL
a ulsclpllne refers Lo meLhods of moldlng characLer and of Leachlng selfconLrol/accepLable behavlor
b 8elnforcemenLs
l LxLernal
1 1anglble candy money sLlckers
2 lnLanglble pralse hug exLra aLLenLlon
ll lnLernal sense of accompllshmenL
c unlshmenL
l lsolaLlon or denlal of prlvlleges
ll Corporal punlshmenL use of physlcal force /w lnLenLlon of causlng paln buL noL ln[ury
1 CfLen counLerproducLlve and should be avolded
2 lrequenL/server ls poLenLlally harmful Lo chlldren
xxvlll CaLegorles of ulsclpllne
a ower AsserLlon
14

l lnLended Lo sLop/dlscourage undeslrable behavlor Lhrough physlcal/verbal enforcemenL of
parenLal conLrol
ll sychologlcal aggresslon
lll uemands LhreaLs spanklngs
b WlLhdrawal of Love
l lgnorlng and lsolaLlon
c lnducLlve 1echnlques
l 8easonlng and seLLlng llmlLs
ll ueslgned Lo encourage age deslrable behavlor/dlscourage undeslrable behavlor by reasonlng
wlLh a chlld
lll usually mosL effecLlve meLhod of geLLlng chlld Lo accepL parenLal sLandards
d Chlldren respond/lnLerpreL dlsclpllne ln conLexL of ongolng relaLlonshlp wlLh parenL
xxlx 8aumrlnd's arenLlng SLyles
a AuLhorlLarlan
l Lmphaslzes ConLrol and unquesLlonlng obedlence
ll 1ry Lo make chlldren Lo conform Lo seL sLandard of conducL and punlsh Lhem for vlolaLlons
b ermlsslve
l arenLs value selfexpresslon and selfregulaLlon
ll Make few demands allow chlldren Lo monlLor Lhelr own acLlvlLles as much as posslble
lll When Lhey do have Lo make rules Lhey explaln Lhe reasons for Lhem
c AuLhorlLaLlve
l value chlld's lndlvlduallLy as well as soclal resLralnL
ll ConfldenL ln ablllLy Lo gulde chlldren buL also respecL chlldren's lndependenL declslons
lnLeresLs oplnlons and personallLles
lll SeL senslble expecLaLlons and reallsLlc sLandards
d neglecLful or unlnvolved
l (Maccoby MarLln)
ll arenLal needs are mosL lmporLanL
xxx SupporL and CrlLlclsms of 8aumrlnd's Model
a AuLhorlLaLlve sLyle has research supporL (lLs Lrue)
b ConLroversy over one rlghL" way Lo ralse chlldren
c CulLural dlfferences (eg Aslan sLyles)
l Cbedlence/sLrlcLness noL assoclaLed wlLh harshness/domlnaLlon buL lnsLead wlLh carlng and
concern
xxxl arenLal Concerns
a romoLlng AlLrulsm behavlor lnLended Lo help oLhers ouL of lnner concern
l rosoclal behavlor LhaL ofLen enLalls cosL selfsacrlflce or rlsk
b 8educlng Aggresslon
xxxll 1ypes of Aggresslon
a lnsLrumenLal aggresslon
l MosL common ln early chlldhood
ll used Lo achleve a goal
b CverL aggresslon (boys)
l ulrecL physlcal force or overL LhreaLs
ll S8? gene on ? chromosome may play a role
c 8elaLlonal aggresslon (glrls)
l CoverL lndlrecL or psychologlcal aggresslon
ll ManlpulaLlon and LhreaLs
xxxlll CuesLlons AbouL Aggresslon
a WhaL are Lhe sources of aggresslon?
l arenLal behavlor
13

ll ComblnaLlon of sLressful/unsLlmulaLlng home aLmosphere harsh dlsclpllne lack of maLernal
warmLh and soclal supporL
b WhaL are Lhe Lrlggers of aggresslon?
c Pow does culLure lnfluence aggresslon?
l !apan anger aggresslon conLradlcL culLural emphasls on harmony
d Cender dlfferences ln aggresslon?
e 8oLh physlcal/soclal aggresslon have geneLlc/envlronmenLal sources buL Lhelr relaLlve lnfluences dlffers
xxxlv Chlldhood lears
a ?oung chlldren fears sLem largely from lnLense fanLasy llfe / Lendencles Lo confuse appearance wlLh
reallLy
b ?oung chlldren mosL llkely be frlghLened by someLhlng LhaL looks scary Lhan someLhlng capable of dolng
greaL harm
xxxv 8roLhers and SlsLers
a Slbllng 8lvalry
l LarllesL dlspuLes are over properLy rlghLs
b Also affecLlon lnLeresL and companlonshlp
c Clder slbllngs Lend Lo lnlLlaLe more lnLeracLlons
d ?ounger slbllngs Lend Lo lmlLaLe older ones
e Slbllngs cooperaLe more when moLher ls noL presenL
l Squabbllng can be a bld for aLLenLlon
xxxvl 1he Cnly Chlld
a 8esearch does noL supporL sLereoLypes of only chlldren belng
l Selflsh
ll Lonely
lll Spolled
lv Malad[usLed
b 'Cnlles' Lend Lo be more maLure and moLlvaLed Lo achleve
xxxvll laymaLes and lrlends
a AbouL age 3 chlldren begln Lo have frlends
b lrlends Lend Lo be same age and sex
c 1ralLs chlldren (47 yrs) look for ln a frlend
l uolng Lhlngs LogeLher
ll Llklng and carlng for each oLher
lll Sharlng and helplng each oLher
xxxvlll 8eneflLs of lrlendshlps
a Chlldren begln Lo learn
l Pow Lo geL along wlLh oLhers
ll Pow Lo solve relaLlonshlp problems
lll LmpaLhy
b Chlldren wlLh frlends
l Ln[oy school more
ll Are a source of help and selfvalldaLlon

Chaptei 9: Physical anu Cognitive Bevelopment in Niuule Chiluhoou

l CuldeposLs for SLudy
a WhaL galns ln growLh and moLor developmenL occur ln schoolage chlldren and whaL are Lhelr
nuLrlLlonal needs?
b WhaL ls Lhe prlnclpal healLh and flLness concerns for schoolage chlldren and whaL can be done Lo make
Lhese years healLhler and safer?
c Pow do schoolage chlldren's Lhlnklng and moral reasonlng dlffer from Lhose of younger chlldren?
16

d WhaL advances ln memory and oLher lnformaLlonprocesslng skllls occur durlng mlddle chlldhood?
e Pow accuraLely can schoolchlldren's lnLelllgence be measured?
f Pow do communlcaLlve ablllLles expand durlng mlddle chlldhood?
g Pow do chlldren ad[usL Lo school and whaL lnfluences school achlevemenL?
h Pow do schools meeL speclal needs?
ll AspecLs of hyslcal uevelopmenL
lll CrowLh
a WelghL uoubles beLween ages 611
b PelghL AbouL 23 lnches each year
c Clrls reLaln more faLLy Llssue Lhan boys
d Afrlcan Amerlcan boys and glrls grow fasLer Lhan Caucaslans
e CrowLh durlng mlddle chlldhood slows conslderably
lv nuLrlLlon ln Mlddle Chlldhood
a Chlldren need abouL 2400 calorles per day
l Less Lhan 10 percenL of calorles should come from saLuraLed faL
v Sleep needs ln Mlddle Chlldhood
a Chlldren age 9 need approxlmaLely 10 hours a nlghL
b Should be alerL ln Lhe dayLlme
vl 8raln uevelopmenL
a Loss ln denslLy of gray maLLer (closely packed neuronal bodles) or prunlng of unused dendrlLes"
b lncrease ln whlLe maLLer or maLerlals LhaL LransmlL lnformaLlon beLween neurons
c AnoLher measuremenL used ls Lhlckness of corLex
d aLLerns of developmenL ln prefronLal corLex
e AmounL of grey maLLer ln fronLal corLex largely geneLlc LhoughL Lo be llked Lo dlfferences ln lC
vll 8ecess1lme lay
a Cames Lend Lo be lnformal and sponLaneous
b 8oys are more physlcal
c Clrls Lend Lo favor games wlLh verbal expresslon ([ump rope)
d 8oughandLumble play
l vlgorous play LhaL lnvolves wresLllng klcklng chaslng and screamlng
ll Seems Lo be unlversal
vlll Crganlzed SporLs
a ApproxlmaLely 40 of 9 Lo 13yearolds parLlclpaLe ln organlzed aLhleLlcs
b 1o lmprove moLor skllls sporLs programs should
l Cffer a varleLy of sporLs
ll Coach Lowards sklll bulldlng noL wlnnlng
lx Causes of CbeslLy/CverwelghL
a lnherlLed Lendencles
b 1oo llLLle exerclse
c 1oo much of Lhe wrong klnds of foods
x A Serlous Concern CverwelghL Chlldren
a CverwelghL chlldren
l lall behlnd peers ln physlcal and soclal funcLlonlng
ll May have lower healLhrelaLed quallLy of llfe
lll 1end Lo suffer emoLlonally and compensaLe by lndulglng Lhemselves wlLh food and LreaLs
lv 1end Lo become overwelghL adulLs aL rlsk for hyperLenslon hearL dlsease orLhopedlc problems
dlabeLes and oLher medlcal lssues
xl revenLlon and 1reaLmenL of CverwelghL
a Less Llme ln fronL of 1v and compuLers
b PealLhler school meals
c LducaLlon Lo help chlldren make beLLer food cholces
d 8egular physlcal acLlvlLy
17

e arenLs should address eaLlng paLLerns before Lhe chlld becomes overwelghL
xll AcuLe Medlcal CondlLlons
a lllnesses ln mlddle chlldhood Lend Lo be brlef
b 8efore mlddle chlldhood chlldren belleve lllness ls maglcally produced by human acLlons ofLen Lhelr
own
c Cccaslonal and shorLLerm
l lnfecLlons
ll Allergles
lll llu
lv WarLs
xlll Chronlc Medlcal CondlLlons roblems LhaL perslsL for 3+ monLhs
a Stutter|ng
l 8egarded as neurologlcal condlLlon
ll Sounds words repeaLed or lasL longer Lhan normal
lll lour Llmes more common ln boys as glrls
b Asthma
l Chronlc resplraLory dlsease
ll CharacLerlzed by sudden aLLacks of coughlng wheezlng dlfflculL breaLhlng
lll AbouL 12 of chlldren
xlv AccldenLal ln[urles
a As chlldren Lake parL ln more physlcal acLlvlLy and are supervlsed less accldenLs are more common
b 88 percenL of braln ln[urles could be prevenLed by uslng helmeLs
c Plgh rlsks from snowmoblles and Lrampollnes
xv CognlLlve Advances SpaLlal 8elaLlonshlps CausallLy
a ConcreLe CperaLlonal chlldren have a clearer ldea of dlsLance from place Lo place
b 8eLLer use of maps and models
c Can use menLal operaLlons such as reasonlng Lo solve acLual problems
d Can Lhlnk loglcally however Lhlnklng ls sLlll llmlLed Lo real slLuaLlons ln Lhe here and now
e Can beLLer undersLand spaLlal relaLlonshlps (reason why Lhey can geL Lo/from school beLLer Lhan
younger chlldren)
xvl CognlLlve Advances CaLegorlzaLlon
a AblllLy Lo caLegorlze helps chlldren Lhlnk loglcally
b Ser|at|on
l Arranglng ob[ecLs ln a serles based on a dlmenslon
ll Lxample LlghLesL Lo darkesL
c 1rans|t|ve |nference
l knowlng Lhe relaLlonshlp beLween Lwo ob[ecLs based on Lhe relaLlonshlp Lo a Lhlrd
d C|ass |nc|us|on
l AblllLy Lo see relaLlonshlp beLween a whole and lLs parLs
xvll CognlLlve Advances 8easonlng
a Induct|ve
l SLarLlng speclflc and maklng generallzaLlons
ll 'My dog barks her dog barksall dogs bark!'
b Deduct|ve
l SLarLlng general and Lhen maklng speclflc sLaLemenLs
ll 'All dogs bark SpoL ls a dog SpoL barks!'
xvlll CognlLlve Advances ConservaLlon
a ConcreLeoperaLlonal chlldren can answer conservaLlon problems ln Lhelr heads
b undersLand ldenLlLy reverslblllLy and decenLerlng
c rlnclple of ldenLlLy knows clay ls sLlll Lhe same clay even Lhough lL has dlfferenL shape
d rlnclple of reverslblllLy knows he can change Lhe snake back lnLo a ball
e uecenLer focus on boLh lengLh and wldLh
18

xlx CognlLlve Advances number MaLhemaLlcs
a Learn Lo 'counL on'
b More adepL aL solvlng slmple sLory problems
c Some lnLulLlvely undersLand fracLlons
d Able Lo esLlmaLe
l 'Pow much Llme do l need Lo walk Lo school?'
xx 1hree SLages of lageLlan Moral 8easonlng
a Cbedlence Lo auLhorlLy
l 8ecause young chlldren are egocenLrlc Lhey cannoL lmaglne more Lhan 1 way of looklng aL a
moral lssue
ll 8ules cannoL be benL or changed LhaL behavlor ls elLher rlghL or wrong and LhaL any offense
deserves punlshmenL regardless of lnLenL
lll Ages 27
b lncreaslng flexlblllLy and auLonomy
l Chlldren lnLeracL /w more people Lhus wlder range of vlewpolnLs begln Lo dlscard ldea Lhere ls a
slngle absoluLe sLandard of rlghL and wrong
ll uevelop Lhelr own sense of [usLlce based on falrness or equal LreaLmenL for all
lll Slnce Lhey can conslder more Lhan 1 aspecL of slLuaLlon Lhey make more subLle moral
[udgmenLs
lv Ages 711
c noLlon of equlLy
l 1aklng speclflc clrcumsLances lnLo accounL
ll 8ellef everyone should be LreaLed allke glves way Lo Lhls ldeal
lll Around age 11 or 12
xxl lnformaLlon rocesslng
a LxecuLlve funcLlonconsclous conLrol of LhoughLs emoLlons and acLlons Lo accompllsh goals/solve
problems
b unneeded synapses pruned away paLhways become more myellnaLed processlng speed lmproves
dramaLlcally
c lncreases amounL of lnformaLlon chlldren can keep ln worklng memory
d refronLal corLex develops
e rocesslng speed lmproves
f Pome envlronmenL
g SelecLlve aLLenLlonablllLy Lo shuL ouL dlsLracLlons
h Worklng memory lncreases
l lmprovemenL ln memory may conLrlbuLe Lo masLery of conservaLlon Lasks
xxll undersLandlng Memory
a 8eLween 37 braln fronLal lobes undergo slgnlflcanL developmenL and reorganlzaLlon
b Metamemory
l knowledge abouL Lhe processes of memory
xxlll Mnemonlcs SLraLegles for 8ememberlng
a Lxterna| memory a|ds prompLed by someLhlng ouLslde Lhe person
l A noLe pad
b kehearsa| consclous repeLlLlon
l 8epeaLlng a phone number ln your head
c rgan|zat|on menLally placlng lnformaLlon lnLo caLegorles
l laclng lnformaLlon lnLo caLegorles (anlmals)
d L|aborat|on assoclaLe lLems wlLh someLhlng else such as an lmaglned scene/sLory
l lmaglnlng lLems assoclaLed wlLh someLhlng else
xxlv Lxamples of lnLelllgence 1esLs
a CLlsLennon School AblllLy 1esL
l opular group LesL
19

ll Chlldren asked Lo classlfy lLems show undersLandlng of verbal and numerlcal concepLs dlsplay
general lnformaLlon and follow dlrecLlons
lll SeparaLe scores can ldenLlfy speclflc sLrengLhs and weaknesses
b Wechsler lnLelllgence Scale for Chlldren (WlSClll)
l MosL wldely used lndlvldual LesL
ll Measures verbal and performance ablllLles
lll ?lelds separaLe scores for each as well as LoLal score
xxv 1he lC ConLroversy
a In favor of us|ng I tests
l LxLenslve lnformaLlon abouL valldlLy and rellablllLy
ll Scores from mlddle chlldhood are falrly good predlcLors of school achlevemenL
lll SLandardlzed and wldely used
b Cr|t|c|sms of I tests
l 1he LesLs can underesLlmaLe chlldren who do noL LesL well
ll 1he LesLs do noL dlrecLly measure naLlve ablllLy only LesL currenL knowledge
1 1hey lnfer lnLelllgence from whaL chlldren already know
xxvl lacLors AffecLlng lC Scores
a 8raln developmenL
l 8ecause of braln plasLlc envlronmenLal facLors such as famlly schoollng and culLure also affecL
braln sLrucLure
b PerlLablllLy of lnLelllgence lncreases wlLh age as chlldren selecL/creaLe envlronmenLs LhaL flL Lhelr
geneLlc Lendencles
c Schoollng
l Chlldren whose schoollng ls delayed scorer lower on lC LesLs
ll lC scores drop durlng summer vacaLlon
d 8ace/eLhnlclLy and SLS
l Leads Lo clalm LhaL Lhe LesLs are unfalr Lo mlnorlLles
ll CeneLlc argumenLs?
xxvll CulLural Concerns for lC 1esLs
a CulLural blas Lendency Lo lnclude quesLlons LhaL use vocab or call for lnformaLlon or skllls more famlllar
Lo come culLural group Lhan oLhers
b CulLurefree LesLs wlLh no culLure llnked conLenL
c CulLurefalr conslsLlng only of experlences common Lo people ln varlous culLures
d CulLurerelevanL Lake lnLo accounL Lhe adapLlve Lasks LhaL confronL chlldren ln parLlcular culLures
xxvlll Cardner's 1heory of MulLlple lnLelllgences
a 7 klnds of lnLelllgence
b ConvenLlonal lnLelllgence LesLs only Lap 3 Lypes
l LlngulsLlc loglcalmaLhemaLlcal and Lo some exLenL spaLlal
c CLher 4 noL reflecLed ln lC scores are
l Muslcal bodllyklnesLheLlc lnLerpersonal and lnLrapersonal
d LaLer added Lhe 8
Lh
lnLelllgence naLurallsL
e Plgh levels of lnLelllgence ln 1 area does noL necessarlly accompany hlgh lnLelllgence ln any of Lhe oLhers
xxlx SLernberg's 1rlarchlc 1heory of lnLelllgence
a 1hree aspecLs of lnLelllgence
b Component|a| deLermlnes how efflclenLly people process lnformaLlon
l 1ells people how Lo solve problems how Lo monlLor soluLlons and how Lo evaluaLe Lhe resulLs
ll AnalyLlc
c Lxper|ent|a| deLermlnes hop people approach novel or famlllar Lasks
l Allows people Lo compare new lnformaLlon wlLh whaL Lhey already know
ll Come up wlLh new ways of puLLlng facLs LogeLher
lll ln oLher words Lo Lhlnk orlglnally"
lv lnslghLful or creaLlve
20

d Contextua| deLermlnes how people deal wlLh Lhelr envlronmenL
l AblllLy Lo slze up a slLuaLlon and declde whaL Lo do
1 AdepL change or geL ouL of lL
ll racLlcal
xxx new ulrecLlons ln lC 1esLlng
a ConvenLlonal lC LesLs measure malnly componenLlal ablllLy
l lallure Lo measure experlmenLal conLexLual lnLelllgence may explaln why Lhey are less useful ln
predlcLlng success ln Lhe ouLslde world
b 1aclL knowledge knowledge of pracLlcal maLLers such as medlclnal herbs hunLlng flshlng
c aufman Assessment 8attery for Ch||dren (A8CII) lndlvldual LesL deslgned Lo evaluaLe cognlLlve
ablllLles ln chlldren wlLh dlverse needs (auLlsm hearlng lmpalrmenLs and language dlsorders)
l has subLesLs deslgned Lo mlnlmlze verbal lnsLrucLlons and responses as well as lLems wlLh
llmlLed culLural conLenL
ll LvaluaLes cognlLlve ablllLles ln chlldren wlLh speclal needs
lll AuLlsm language dlsorders
d Dynam|c 1ests
l Lmphaslze poLenLlal raLher Lhan presenL achlevemenL
ll 8ased on vygoLsky Lheory emphaslze poLenLlal raLher Lhan presenL achlevemenLs
1 ConLrasLlng Lo LradlLlonal sLaLlc LesLs LhaL measure chlld's currenL ablllLles
lll Labor lnLenslve Zu may be dlfflculL Lo measure preclsely
xxxl Language vocabulary Crammar and SynLax
a Chlldren use lncreaslngly preclse verbs
b Chlldren sLarL Lo use Lhe passlve volce and condlLlonal senLences
c SynLax sLrucLure conLlnues Lo become more complex
d Chlldren durlng early school years rarely use passlve volce
xxxll ragmaLlcs
a 1he pracLlcal use of language Lo communlcaLe
b use of conversaLlonal skllls
l Asklng quesLlons before lnLroduclng a Loplc Lo make sure Lhe oLher person ls famlllar
c use of narraLlve skllls
l SLarLlng Lo descrlbe moLlves and causal llnks when Lelllng sLorles
xxxlll SecondLanguage LducaLlon
a Lng||sh|mmers|on
l Chlldren are lmmersed ln Lngllsh from beglnnlng ln speclal classes
ll AdvocaLes clalm sooner chlldren exposed Lo Lngllsh more Llme Lhey spend speaklng lL beLLer
Lhey learn
b 8|||ngua| educat|on
l Chlldren are LaughL ln Lwo languages
ll llrsL Lhelr naLlve language Lhen Lngllsh
lll AdvocaLes clalm chlldren progress fasLer academlcally ln Lhelr naLlve language
lv 1yplcally ouLperform Lhose ln allLngllsh programs on LesLs of Lngllsh proflclency
v 8y valulng boLh languages relnforces selfesLeem and lmproves school performance
c 1woway or dua||anguage |earn|ng
l naLlve Lngllsh speakers and Lngllshlanguage learners learn LogeLher ln boLh languages
d ubllc oplnlon Lurned agalnsL blllngual educaLlon
xxxlv Chlld ln School
a Worldwlde more chlldren are golng Lo school Lhan ever before
b WlLh sLrong lnsLrucLlonal and emoLlonal supporL flrsLgraders aL rlsk of school fallure make progress
slmllar Lo lowrlsk peers
xxxv 8eadlng
a Chlldren ldenLlfy prlnL ln Lwo ways
b Decod|ng
21

l Lmphaslzes phoneLlc or codeemphasls approach
ll 1o do so chlld musL maLchlng Lhe prlnLed alphabeL Lo spoken sounds
c I|sua||y8ased ketr|eva|
l Wholelanguage approach
d honet|c (codeemphas|s) approach
l 1radlLlonal approach emphaslzes decodlng
e Who|e|anguage approach
l Lmphaslzes vlsual reLrleval and Lhe use of conLexLual cues
ll 8ased on bellef chlldren can learn Lo read/wrlLe naLurally llke Lhey learn Lo undersLand/use
speech
lll 8esearch has found llLLle supporL for lLs clalms
1 honemlc awareness and early phoneLlcs Lralnlng are keys Lo readlng proflclency
f Chlldren can learn phoneLlc skllls along wlLh sLraLegles Lo help Lhem undersLand whaL Lhey read
g Metacogn|t|on awareness of one's Lhlnklng processes
l Pelps chlldren monlLor Lhelr undersLandlng of whaL Lhey read
ll Lnables Lhem Lo develop sLraLegles Lo clear up any problems
h AcqulslLlon of wrlLlng skllls goes hand ln hand wlLh developmenL of readlng
xxxvl WrlLlng Skllls
a ulfflculL for young chlldren
b uevelop along wlLh readlng
c Larly composlLlons are shorL
d 8equlres chlldren Lo [udge lndependenLly wheLher Lhe communlcaLlve goal has been meL
e Chlld musL keep ln mlnd many resLralnLs
l Spelllng
ll uncLuaLlon and grammar
lll CaplLallzaLlon
xxxvll lnfluences on School AchlevemenL
a Selfefflcacy bellefs
l Plgh are more llkely Lo succeed Lhan sLudenLs who do noL belleve ln Lhelr ablllLles
b Cender
l Clrls Lend Lo do beLLer Lhan boys ln school
ll 8oys advanLageous ln spaLlal skllls
1 May be lnfluenced by SLS
c arenLlng pracLlces
l Plgh achlevlng parenLs creaLe hlgh achlevlng envlronmenL for learnlng
ll May affecL moLlvaLlon and Lhus school success
lll AuLhorlLaLlve parenLs Lend Lo have hlghesL achlevlng chlldren
lv AuLhorlLarlan parenLs Lend Lo have lowerachlevlng chlldren
v ermlsslve parenLs Lend Lo have lowerachlevlng chlldren
d SLS and soclal caplLal
l noL power by lLs 'self buL Lhrough lLs lnfluence on famlly
ll SLS noL only facLor ln achlevemenL
lll Soclal caplLal neLwork of communlLy resources chlldren and famllles can draw on
e LducaLlonal sysLem school envlronmenL
l Soc|a| romot|on promoLlng sLudenLs who do noL meeL sLandards
ll Cnly real soluLlon Lo hlgh fallure raLe ls Lo ldenLlfy aLrlsk sLudenLs early and lnLervene before
Lhey fall
f CompuLer and lnLerneL use
l 1ools pose danger
ll 8lsk of exposure Lo harmful/lnapproprlaLe maLerlal
lll need Lo learn Lo evaluaLe crlLlcally lnformaLlon found ln cyberspace and Lhe need Lo separaLe
facLs from oplnlon/adverLlslng
22

lv locus on vlsual llLeracy could dlverL flnanclal resources from oLher areas of currlculum
g CulLure
xxxvlll Chlldren wlLh Learnlng roblems
a MenLal reLardaLlon lndlcaLed by an lC of 70 or less coupled wlLh a deflclency ln ageapproprlaLe
adapLlve behavlor
l MosL chlldren can beneflL from schoollng
b Learnlng dlsablllLles (Lu)
l ulsorders LhaL lnLerfere wlLh speclflc aspecLs of school achlevemenL
ll Chlldren Lend Lo be less Lask orlenLed more easlly dlsLracLed Lhan oLher chlldren
lll uyslexla developmenLal language dlsorder whlch readlng achlevemenL subsLanLlally below level
predlcLed by age or lC
1 uue Lo a neurologlcal defecL LhaL dlsrupLs recognlLlon of speech sounds
c PyperacLlvlLy and ALLenLlon ueflclLs (AuPu)
l lssues of dlagnosls herlLablllLy and drug Lheraples
ll Chronlc condlLlon marked by perslsLenL lnaLLenLlon dlsLracLlblllLy lmpulslvlLy low Lolerance for
frusLraLlon and greaL deal of acLlvlLy aL Lhe wrong place aL Lhe wrong Llme
lll ulsorder may be over dlagnosed resulL ln unnecessary overmedlcaLlon
lv 1wo dlfferenL buL someLlmes overlapplng sympLoms
1 lnaLLenLlve and hyperacLlvlLy
v 8raln grows ln normal paLLern wlLh dlfferenL areas Lhlckenlng Lhen Lhlnnlng aL dlfferenL Llmes
xxxlx LducaLlng Chlldren wlLh ulsablllLles
a Ind|v|dua|s w|th D|sab|||t|es Lducat|on Act
l Lnsures free approprlaLe publlc educaLlon for all chlldren wlLh dlsablllLles
xL ldenLlfylng ClfLed Chlldren
a CrlLerlon ls hlgh general lnLelllgence
l lC score of 130 or hlgher
b 1ends Lo exclude
l Plghly creaLlve chlldren
ll ulsadvanLaged chlldren
lll Chlldren wlLh speclflc apLlLudes
c now use mulLlple crlLerla for admlsslon Lo programs for Lhe glfLed
d 1hese chlldren are born wlLh unusual bralns LhaL enable rapld learnlng ln a parLlcular domaln
xLl ueflnlng and Measurlng CreaLlvlLy
a CreaLlvlLy ablllLy Lo see Lhlngs ln a new llghL
b 1wo klnds of Lhlnklng
c Convergent
l 1he klnd lC LesLs measure
ll Seeks a slngle answer
d D|vergent (Creat|v|ty)
l Comes up wlLh a wlde array of new posslblllLles
ll Lxample LlsLlng unusual uses for a paper cllp
xLll LducaLlng ClfLed Chlldren
a Lnr|chment
l 8roadens knowledge Lhrough classroom acLlvlLles research acLlvlLles fleld Lrlps
b Acce|erat|on
l Speeds up educaLlon Lhrough grade sklpplng fasLpaced classes or advanced classes

Cbapter : Psycbosocial Development in Middle Cbildbood

l neolageLlan 8epresenLaLlonal SysLems
a 8road lncluslve selfconcepLs LhaL lnLegraLe dlfferenL aspecLs of Lhe self
l 'l am really smarL ln maLh buL l'm havlng Lroubles ln Lngllsh'
23

ll Clobal selfworLh
b Can recognlze she can be smarL ln cerLaln sub[ecLs and dumb ln oLhers
c Can compare her real self wlLh ldeal self
d All Lhese changes conLrlbuLe Lo Lhe developmenL of selfesLeem
ll SelfLsLeem
a Ma[or deLermlnanL of selfesLeem ls chlldren's vlew of Lhelr capaclLy for producLlve work
b Lrlkson's crlsls of lndusLry v lnferlorlLy
l Learnlng Lhe skllls valued ln Lhelr socleLy
c 1he vlrLue of 'compeLence'
l Successful resoluLlon of crlsls
ll Seelng Lhe self as able Lo masLer skllls and compleLe Lasks
d lncludes soclal supporL from famlly and frlends
lll LmoLlonal CrowLh rosoclal 8ehavlor
a 8y age 7 or 8 chlldren are aware of feellng shame gullL and prlde
b 1hey are aware of Lhelr culLure's rules for expresslng emoLlon
c LmoLlonal selfregulaLlon lnvolves volunLary conLrol over emoLlons aLLenLlon and behavlor
lv lamlly ALmosphere
a Chlldren exposed Lo parenLal dlscord had hlgh levels of
l Interna||z|ng behav|ors anxleLy fearfulness and depresslon
ll Lxterna||z|ng behav|ors aggresslveness flghLlng dlsobedlence and hosLlllLy
b Mlddle chlldhood brlngs LranslLlonal sLage of CoregulaLlon
l CoregulaLlon parenL and chlld share power
v overLy and arenLlng
a ApproxlmaLely 18 percenL of all uS chlldren under age 18 llve ln poverLy
b oor chlldren are more llkely Lo
l Pave emoLlonal and behavloral problems
ll Suffer cognlLlvely and scholasLlcally
c More saLlsfled moLher ls wlLh employmenL sLaLus more effecLlve she ls llkely Lo be as a parenL
vl Ad[usLlng Lo ulvorce
a ulvorce causes sLress for all famlly members
b Ad[usLmenL of chlldren depends upon
l 1he level of parenLal confllcL before Lhe dlvorce
ll Chlld's age or maLurlLy
lll Cender and LemperamenL
lv sychosoclal developmenL before dlvorce
vll lamlly sLrucLure
a Chlldren Lend Lo do beLLer ln famllles wlLh 2 conLlnuously marrled parenLs
b lamlly lnsLablllLy may be more harmful Lo chlldren Lhan Lhe parLlcular Lype of famlly Lhey llve ln
c 8oys flnd lL harder Lo ad[usL Lhan glrls do and are more suscepLlble Lo soclal and conducL problems
(ulvC8CL)
l 1lmlng of dlvorce ofLen affecLs ouLcome
vlll CohablLlng lamllles
a Slmllar Lo LwoparenL buL Lend Lo be more dlsadvanLaged
l Less lncome
ll Less educaLlon
lll More menLal healLh problems
b More llkely Lo break up Lhan marrled famllles
lx AdopLlve lamllles
a AdopLlon ls found ln all culLures LhroughouL hlsLory
b 60 percenL of adopLlons are by sLepparenLs or relaLlves usually grandparenLs
c lncrease ln 'open adopLlons'
d arLles share lnformaLlon or have dlrecL conLacL
24

e uS adopLlons of forelgnborn chlldren quadrupled from 1978 Lo 2001
f roblems LhaL do occur surface durlng mlddle chlldhood when chlldren become more aware of
dlfferences ln Lhe way famllles are formed
x Cay/Lesblan parenLs
a no conslsLenL dlfference beLween homosexual / heLerosexual parenLs ln emoLlonal healLh or parenLlng
skllls/aLLlLudes
l Where dlfferences Lhey Lend Lo favor gay/lesblan parenLs
xl 1he 8eslllenL Chlld
a Chlldren who malnLaln composure under challenge or LhreaL
b Chlldren who 'bounce back' from Lrauma
c roLecLlve lacLors
l Cood famlly relaLlonshlps
ll Cood cognlLlve funcLlonlng
d 1end Lo have hlgh lC and be good problem solvers
xll 1ralLs of 8eslllenL Chlldren
a ersonallLy and 1emperamenL
l AdapLable frlendly well llked lndependenL and senslLlve Lo oLhers
ll When under sLress can regulaLe Lhelr emoLlons by shlfLlng aLLenLlon Lo someLhlng else
b 8educed 8lsk lacLors
l Low parenLal dlscord
ll no crlmlnal faLher
lll no fosLer care
lv CfLen able Lo overcome sLress beLLer Lhan Lhose exposed Lo more Lhan one facLor
c CompensaLlng Lxperlences
l SupporLlve school envlronmenL
ll Successful experlences ln school or soclal llfe
xlll Slbllng relaLlonshlps
a noL only dlrecLly Lhrough lnLeracLlon /w each oLher buL lndlrecLly Lhrough lmpacL on each oLher's
relaLlonshlp wlLh parenLs
xlv oslLlve/negaLlve of eer 8elaLlons
a eer group opens new perspecLlves and frees Lhem Lo make lndependenL [udgmenL
b Same sex peer groups may help chlldren learn genderapproprlaLe behavlors + lncorporaLe gender roles
lnLo Lhelr selfconcepL
c negaLlve slde peer groups may relnforce pre[udlce
l re[udlce unfavorable aLLlLudes Lowards ouLslders
ll Can also fosLer anLlsoclal Lendencles
xv opularlLy
a Measured ln 2 ways
l SoclomeLrlc popularlLy asklng chlldren whlch peers Lhey llke mosL and leasL
1 3 peer sLaLus groups
a opular many poslLlve nomlnaLlons
b 8e[ecLed many negaLlve nomlnaLlons
c neglecLed few nomlnaLlons of elLher klnd
d ConLroverslal many poslLlve and many negaLlve
e Average no unusual nomlnaLlons of elLher klnd
ll ercelved popularlLy asklng chlldren whlch chlldren are llked besL by Lhelr peers
1 1ends Lo be physlcally aLLracLlve aLhleLlc lesser exLenL academlc ablllLy
b unpopular chlldren ofLen lnsenslLlve Lo oLher chlldren's feellngs
l uo noL adapL well Lo new slLuaLlons
c AuLhorlLaLlve parenLs Lend Lo have more popular chlldren Lhan auLhorlLarlan parenLs do
d CulLure can affecL crlLerla for popularlLy
xvl lrlendshlp
23

a SLrongesL frlendshlp lnvolve equal commlLmenL and muLual glveandLake
b WlLh frlends chlldren learn Lo communlcaLe and cooperaLe
c lrlendshlp seems Lo help chlldren feel good abouL Lhemselves
d Pavlng frlends lmporLanL slnce peer re[ecLlon and frlendlessness ln mlddle chlldhood may have long
Lerm negaLlve effecLs
e Chlldren cannoL be/have Lrue frlends unLll Lhey achleve Lhe cognlLlve maLurlLy Lo conslder oLher
people's vlews and needs as well as Lhelr own
xvll Aggresslon and 8ullylng
a uecllnes and changes ln form durlng early school years
b lnsLrumenLal aggresslon almed aL achlevlng an ob[ecLlve
l 8ecomes much less common
c PosLlle aggresslon lnLended Lo hurL anoLher
d lnsLrumenLal aggresslon decreases hosLlle aggresslon proporLlonally lncreases wlLh age
e Small mlnorlLy do noL learn Lo conLrol physlcal aggresslon
l 1end Lo have soclal/psychologlcal problems
ll noL clear wheLher aggresslon causes problems or ls response Lo Lhem or boLh
lll Aggresslve boys Lend Lo galn ln soclal sLaLus by end of 3
Lh
grade suggesLlng behavlor shunned by
younger chlldren may seem cool/glamorous by preadolescences
f 1ypes of aggresslon and Soclal lnformaLlon processlng
l lnsLrumenLal aggresslon
1 vlew force and coerclon as effecLlve ways Lo geL whaL Lhey wanL
2 1hey are aggresslve because Lhey expecL Lo be rewarded for lL when rewarded Lhe
bellef ln effecLlveness of aggresslon ls relnforced
ll PosLlle aLLrlbuLlon blas see oLher chlldren as Lrylng Lo hurL Lhem and sLrlke ouL ln reLallaLlon or
selfdefense
lll Chlldren who seek domlnance/conLrol may acL aggresslvely Lo LhreaLs on Lhelr sLaLus whlch
Lhey may aLLrlbuLe Lo hosLlllLy
lv PosLlle blas may become a selffulfllllng prophecy seLLlng moLlon a cycle of aggresslon slnce
people do become hosLlle Lowards aggresslon
g 8ullles and vlcLlms
l Aggresslon becomes bullylng when lL ls dellberaLely perslsLenLly dlrecLed agalnsL a parLlcular
LargeL a vlcLlm
ll 8ullylng can be proacLlve or reacLlve
1 roacLlve show domlnance bolsLer power wln admlraLlon
2 8eacLlve respondlng Lo a real or lmaglned aLLack
lll 8ullylng may reflecL geneLlc Lendency Loward aggresslon comblned wlLh envlronmenLal
lnfluences
lv 8ullylng ls harmful Lo boLh bullles and vlcLlms
xvlll ConducL ulsrupLlve ulsorders
a CpposlLlonal deflanL dlsorder (Cuu) paLLern of deflance dlsobedlence and hosLlllLy Loward adulL
auLhorlLy flgures lasLlng aL leasL 6 monLhs and golng beyond Lhe bounds of normal chlldhood behavlor
l ConsLanLly flghL argue lose Lhelr Lemper blame oLhers angry and resenLful
ll lew frlends and consLanLly ln Lrouble aL school LesL llmlLs of adulLs paLlenLs
lll Some chlldren also have ConducL ulsorder
b ConducL dlsorder (Cu) perslsLenL repeLlLlve paLLer beglnnlng aL an early age of aggresslve anLlsoclal
acLs
l 1ruancy seLLlng flres hablLual lylng flghLlng bullylng LhefL vandallsm assaulLs drug/alcohol
use
xlx AnxleLy or Mood ulsorders
a School phobla unreallsLlc fear of golng Lo school
l May be form of separaLlon anxleLy dlsorder
b Soclal phobla exLreme fear and/or avoldance of soclal slLuaLlons
26

l 8uns ln famllles may be geneLlc componenL
ll CfLen Lrlggered by LraumaLlc experlences
c SeparaLlon anxleLy dlsorder condlLlon lnvolvlng excesslve anxleLy for aL leasL 4 weeks concernlng
separaLlon from home or from people whom chlld ls aLLached Lo
d Cenerallzed anxleLy dlsorder noL focused on any speclflc aspecL of Lhelr llfe
l Worry abouL everyLhlng
ll 1end Lo be selfconsclous / selfdoubLlng / excesslvely concerned wlLh meeLlng expecLaLlons of
oLhers
lll Seek approval and need consLanL reassurance buL worry seems lndependenL of performance or
of how Lhey are regarded by oLhers
e Cbsesslve compulslve dlsorder obsessed wlLh repeLlLlve lnLruslve LhoughLs lmages or lmpulses
l May show compulslve behavlors or boLh
f lemales more suscepLlble Lo depresslon whlch ls slmllar Lo anxleLy and ofLen goes hand ln hand
g AnxleLy dlsorders Lend Lo run ln famllles Lwlce as common among glrls as among boys
h Chlldhood depresslon dlsorder of mood LhaL goes beyond normal Lemporary sadness
l lnablllLy Lo have fun or concenLraLe faLlgue exLreme acLlvlLy or apaLhy crylng sleep problems
welghL change physlcal complalnLs feellngs of worLhlessness prolonged sense of
frlendlessness or frequenL LhoughLs of deaLh/sulclde
ll May be slgnal of beglnnlng recurrenL problem llkely Lo perslsL lnLo adulLhood
lll LxacL causes of chlldhood depresslon unknown
lv Several genes relaLed Lo depresslon
1 3P11 helps conLrol braln chemlcal seroLonln and affecLs mood
2 SL11s also conLaln seroLonln ls assoclaLed wlLh enlargemenL of Lhe pulvlnar braln
reglon lnvolved ln negaLlve emoLlons
v uepresslon ofLen emerges durlng LranslLlon lnLo mlddle school and may be relaLed Lo sLlffer
academlc pressures
xx 1reaLmenL 1echnlques
a lndlvldual psychoLherapy LheraplsL sees chlld oneonone
l Pelp chlld galn lnslghL lnLo hls/her personallLy
ll lnLerpreL feellngs and behavlors
b lamlly Lherapy sees famlly LogeLher
l Cbserves how members lnLeracL noLlng growLh lnhlblLlng/produclng behavlors desLrucLlve
paLLerns
c 8ehavlor Lherapy or modlflcaLlon uses prlnclples of learnlng Lheory Lo ellmlnaLe undeslrable behavlors
or Lo develop deslrable ones
l More effecLlve Lhan nonbehavloral meLhods
ll CognlLlve behavloral Lheory seek Lo change negaLlve LhoughLs Lhrough gradual exposure
modellng rewardlng or Lalklng Lo oneself
1 MosL effecLlve LreaLmenL for anxleLy dlsorders ln chlldren and adolescences
d ArL Lherapy helps chlldren descrlbe whaL ls Lroubllng Lhem wlLhouL Lhe need Lo puL Lhelr feellngs lnLo
words
e lay Lherapy chlld plays freely whlle LheraplsL commenLs asks quesLlons or makes suggesLlons
l roven effecLlvely wlLh varleLy of emoLlonal cognlLlve and soclal problems
f urug 1herapy use of anLldepressanLs sLlmulanLs Lranqulllzers or anLlpsychoLlc medlclnes Lo LreaL
chlldhood emoLlonal dlsorders
l SafeLy of Lhese drugs for many chlldren research lacklng
ll SelecLlve SeroLonln 8eupLake lnhlblLors (SS8ls) LreaL obsesslve compulslve depresslve and
anxleLy dlsorders
1 lncreased rapldly ln Lhe 1990's
Cbapter : Pbysical and Cognitive Development in Adolescence

l Adolescence and uberLy
27

a Adolescence
l 1he passage from chlldhood Lo adulLhood
ll lmporLanL chance ls onseL of puberLy
b uberLy
l rocess LhaL leads Lo sexual maLurlLy or ferLlllLy
ll Adolescence as Soclal ConsLrucLlon
a no such concepL ln prelndusLrlal socleLles
b 1oday adolescence ls a global phenomenon
c 1lme for growLh and change
d SLereoLypes of rlskLaklng behavlors
e Cffers opporLunlLy for growLh physlcal dlmenslons cognlLlve soclal compeLence auLonomy self
esLeem lnLlmacy
lll uberLy
a Slgnals Lhe end of chlldhood
b Adrenarche
l 8eLween ages 6 and 9
ll MaLurlng of Lhe adrenal glands
lll roducLlon or androgens (uPLA)
lv lollowed a few years laLer by Conadrarche
c Conadrarche
l MaLurlng of Lhe sex organs
ll Clrls ovarles lncrease esLrogen
lll 8oys LesLes lncrease androgens
d reclse Llme when rush of hormonal acLlvlLy beglns depend on reachlng crlLlcal amounL of body faL
necessary for successful reproducLlon
e C834 on chromosome 19 ls essenLlal for developmenL Lo occur
lv hyslcal Changes of uberLy
a 8oLh males and females
l CrowLh spurL
ll ublc halr
lll ueeper volce
lv Muscular growLh
v uberLy CnseL
a Clrls
l 8eLween ages 8 and 10
b 8oys
l 8eLween ages 9 and 11
vl rlmary Sex CharacLerlsLlcs organs necessary for reproducLlon
a lemales
l Cvarles
ll lalloplan Lubes
lll uLerus
lv vaglna
vll Secondary Sex CharacLerlsLlcs physlologlcal slgns of sexual maLuraLlon do noL dlrecLly lnvolve sex organs
a lemales
l 8reasLs
ll elvls changes
b Males
l 8road shoulders
vlll Slgns of puberLy
a llrsL slgns of puberLy
l Males
28

1 LnlargemenL of LesLes
2 volce deepens parLlally ln response Lo larynx parLlally producLlon of male hormones
ll lemales
1 8reasL Llssue and publc halrs
2 Areolae enlarges (plgmenLed areas surroundlng nlpple)
lx AdolescenL CrowLh SpurL
a A rapld lncrease ln helghL and welghL
b 1yplcally lasLs abouL 2 years
c 8esulLs ln common 'gawklness'
d 1eens become more concerned abouL Lhelr appearance
e 8oys/glrls grow dlfferenLly noL only ln raLes of growLh buL also ln form and shape
f laL accumulaLes 2x as rapldly ln glrls as boys
x Slgns of Sexual MaLurlLy
a 1he maLuraLlon of reproducLlve organs brlngs beglnnlng of mensLruaLlon ln glrls / producLlon of sperm
ln boys
b Spermarche
l llrsL e[aculaLlon
ll nocLurnal emlsslon (weL dream)
lll Average aL age 13
c Menarche
l llrsL mensLruaLlon (flrsL perlod)
ll Average aL age 12 Z
d rlnclple slgn of sexual maLurlLy ln glrls ls mensLruaLlon
xl Secular 1rend Lrend LhaL spans several generaLlons
a A decrease ln average age of puberLal onseL
b osslble explanaLlons
l Plgher sLandard of llvlng/beLLer nuLrlLlon
ll CverwelghL
lll 8elaLlonshlp wlLh faLher
1 Close supporLlve relaLlonshlp wlLh faLher enLer puberLy laLer Lhan glrls compared Lo
cold/dlsLanL parenLs / Lhose ralsed wlLh slngle moLhers
2 heromones
xll AdolescenL 8raln
a A work ln progress"
b uramaLlc changes Lakes place beLween puberLy and young adulLhood
c lmmaLurlLy of adolescenL braln has led Lo quesLlons of legal responslblllLy
d 8lsk Laklng comes from lnLeracLlon of Lwo braln neLworks
l SocloemoLlonal neLwork (le peer lnfluence)
1 SenslLlve Lo soclal and emoLlonal sLlmull
2 8ecomes more acLlve aL puberLy
ll CognlLlve conLrol neLwork (responses Lo sLlmull)
1 8egulaLes responses Lo sLlmull
2 MaLures more gradually lnLo early adulLhood
xlll 1wo Ma[or 8raln Changes
a CrowLh SpurL of grey maLLer beglns around puberLy
l Chlefly ln fronLal lobes
ll 8easonlng [udgmenL and lmpulse conLrol
lll AfLer growLh spurL denslLy of grey maLLer decllnes as unused synapses are pruned and Lhose
LhaL remaln sLrengLhened
b Cray MaLLer CrowLh
l ConLlnued myellnaLlon
ll laclllLaLes maLuraLlon of cognlLlve ablllLles
29

1 More effecLlve neurologlcal connecLlons cognlLlve processlng more efflclenL
c MldLolaLe adolescences fewer buL sLronger smooLher and more effecLlve neuronal connecLlons
maklng cognlLlve processlng more efflclenL
xlv hyslcal AcLlvlLy
a Lxerclse ln adolescence ls usually much less Lhan ln chlldhood
b Lxerclse affecLs boLh physlcal and menLal healLh
c uecreases llkellhood adolescence wlll parLlclpaLe ln rlsky behavlor
d 1/3 of uS hlgh school sLudenLs do nC1 engage ln enough physlcal acLlvlLy
e uS adolescenLs exerclse less Lhan ln prevlous generaLlons and less Lhan Lhose oLher counLrles
xv Sleep needs
a Average sleep decllnes Lo less Lhan 8 hours aL age 16
b SLlll many adolescenLs do noL geL enough sleep
c Cenerally go Lo sleep laLer and sleep less on school days Lhe older Lhey geL
xvl Sleep aLLerns
a Changes ln clrcadlan Llmlng (blologlcal clock) and melaLonln may accounL for Lendency Lo sLay up laLe
l AfLer puberLy secreLlon of melaLonln Lakes place laLer ln nlghL
b School schedules are ouL of sync wlLh blologlcal rhyLhms
l 1endency Lo be sleepy durlng Lhe day and 'sleep ln' on weekends Lo make up for loss
ll 1eenagers Lend Lo be less alerL and more sLressed early ln mornlng more alerL ln Lhe afLernoon
c 1lmlng of secreLlon of hormone melaLonln ls a gauge of when Lhe braln ls ready for sleep afLer puberLy
secreLlon Lakes place laLer ln nlghL
xvll nuLrlLlon
a uS adolescenLs have less healLhy dleLs Lhan oLher lndusLrlallzed counLrles
l lewer frulLs and vegeLables
ll More sweeLs chocolaLes and [unk food
xvlll CbeslLy/CverwelghL
a uS Leens are more llkely Lo be overwelghL Lhan Lhelr agemaLes ln lndusLrlallzed counLrlesnumbers
Lrlpled beLween 1980 and 2004
l Average Leen glrl needs 2200 calorles/day
ll Average Leen boy needs 2800 calorles/day
xlx 8ody lmage how one belleves one looks
a Pow one belleves one looks
b Concern mosL lnLense durlng adolescence
c aLLern ls more lnLense wlLh females
l normal lncrease ln glrls' body faL
d AfrlcanAmerlcan glrls are more saLlsfled wlLh Lhelr bodles Lhan are Caucaslan glrls
e uue Lo lncrease ln glrl body faL aL puberLy many glrls unhappy abouL appearance reflecLlng culLural
emphasls on female physlcal aLLrlbuLes
f Men more saLlsfled due Lo muscle growLh durlng puberLy
xx Anorexla nervosa
a SelfsLarvaLlon
b ulsLorLed body lmage
c ConsLanLly dleLlng and belleve Lhey are faL
d May cause lrregularlLy or cessaLlon of mensLruaLlon
e CfLen good sLudenLs and 'perfecLlonlsLs'
f LxLremely afrald of loslng conLrol and becomlng overwelghL
g May be ln parL reacLlon Lo soclal pressure buL does noL seem Lhls ls only facLor or even a necessary one
h 8oLh dellberaLe and lnvolunLary
l uellberaLely refuses food needed for susLenance yeL cannoL sLop dolng so even when rewarded
or punlshed
xxl 8ullmla nervosa
a 8lngelng and undolng of calorlc lnLake on regular basls
30

b 'undo' calorles by
l Selflnduced vomlLlng
ll Lxcesslve exerclse
lll LaxaLlves or enemas
lv ulureLlcs
v uleLlng or fasLlng
c usually noL overwelghL buL obsessed wlLh welghL and shape
d 1end Lo have low selfesLeem // may become overwhelmed wlLh shame depresslon
e unLlkL AnC8LxlA Lhere ls llLLle evldence of bullmla elLher hlsLorlcally or ln culLures noL sub[ecL Lo
wesLern lnfluence
xxll 1reaLmenL of Anorexla and 8ullmla
a lmmedlaLe goal ls Lo geL paLlenL Lo eaL and galn welghL
b aLlenLs may be hosplLallzed lf severely malnourlshed
c 8ehavlor Lherapy reward eaLlng
d CognlLlve Lherapy change body lmage
e lnsLlLuLlonal seLLlngs and famlly Lherapy
xxlll urug use and Abuse
a SubsLance use
l Parmful use of alcohol or oLher drugs
ll Can lead Lo subsLance dependence (addlcLlon)
b uependence or AddlcLlon
l Can be psychologlcal or physlologlcal
ll Lspeclally dangerous for adolescenLs because of changlng braln sLrucLures
xxlv 8lsk lacLors for urug Abuse
a ulfflculL LemperamenL
b oor lmpulse conLrol and sensaLlon seeklng
l 8lochemlcal basls and/or famlly lnfluence
c CeneLlc predlsposlLlon or lnconslsLenL parenLlng
d Larly and perslsLenL behavlor paLLerns
e eer re[ecLlon allenaLlon or rebelllousness
f ALLlLudes Loward drug use and early lnlLlaLlon
xxv Common AdolescenL urugs
a Alcohol
b Marl[uana
c 1obacco
xxvl uepresslon
a revalence lncreases durlng adolescence
b Cccurs ln 9 ages 1217 only 40 LreaLed
c Clrls more suscepLlble Lhan boys
d Can manlfesL as
l Sadness
ll lrrlLablllLy
lll 8oredom
lv lnablllLy Lo experlence pleasure
e Alcohol and drug use and sexual acLlvlLy more llkely Lo lead Lo depresslon ln glrls Lhan boys
f 1reaLmenLs lnclude psychoLherapy
l SS8ls are Lhe only anLldepressanL medlcaLlon currenLly approved for adolescences
xxvll Causes of ueaLh ln Adolescence
a vehlcular AccldenLs
l Leadlng cause of deaLh among uS Leens
b llrearms
l Pomlclde sulclde and accldenLal deaLhs
31

ll CneLhlrd of all ln[ury deaLhs
c Sulclde
l AlmosL onefourLh of uS hlghschool sLudenLs have serlously consldered sulclde
ll ?oung people who conslder/aLLempL sulclde Lend Lo have hlsLorles of emoLlonal lllness
xxvlll lageLlan CognlLlve uevelopmenL lormal CperaLlons (develop capaclLy for absLracL LhoughL)
a A capaclLy for absLracL LhoughL
b A more flexlble way Lo manlpulaLe lnformaLlon
c usually develops around age 11
d Also has emoLlonal lmpllcaLlons
e l haLe explolLaLlon"
f Can hypoLheslze abouL slLuaLlons
g no longer llmlLed Lo Lhe here and now"
xxlx PypoLheLlcalueducLlve 8easonlng ablllLy accompanled by Lhe sLage of formal operaLlons Lo develop conslder
and LesL hypoLheses
a roblemsolvlng skllls
b ueveloplng a hypoLhesls and an experlmenL Lo LesL lL
c lmaglnlng relaLlonshlps sysLemaLlcally
d lageL aLLrlbuLed acqulrlng Lhls new sklll Lo
l 8raln maLuraLlon
ll Lxpandlng envlronmenLal opporLunlLles
xxx LvaluaLlng lageL's 1heory
a Many laLe adolescenLs and adulLs (around1/3) are lncapable of absLracL LhoughL as he deflned lL
b lalls Lo capLure Lhe role or conLexL of Lhe slLuaLlon
c 1he Lheory does noL fully conslder Lhe role of meLacognlLlon
xxxl Llklnd lmmaLure AspecLs of 1houghL
a ldeallsm and crlLlcalness
b ArgumenLaLlveness
c lndeclslveness
d ApparenL hypocrlsy
e Selfconsclousness
l lmaglnary Audlence
f Speclalness and lnvulnerablllLy
l ersonal lable
xxxll Changes ln lnformaLlon rocesslng
a Changes reflecL maLuraLlon of braln's fronLal lobes may help explaln cognlLlve advances lageL deflned
b SLrucLural lncreases ln processlng capaclLy
l Lxpanslon of worklng memory allows adolescenLs Lo deal wlLh complex problems
ll Changes ln worklng memory capaclLy
1 Lnlarges rapldly ln mlddle chlldhood conLlnues Lo lncrease durlng adolescence
lll lncreaslng amounL of knowledge sLored ln longLerm memory
c 3 luncLlonal
l MosL lmporLanL funcLlonal changes
1 ConLlnued lncrease ln processlng speed
2 lurLher developmenL of execuLlve funcLlon
a lncludes skllls as selecLlve aLLenLlon declslon maklng ex
ll lncreased ablllLy Lo obLaln handle and reLaln lnformaLlon
lll MaLhemaLlcal and sclenLlflc reasonlng
lv lmproved proflclency ln drawlng concluslons
xxxlll SLrucLural Change ln Long1erm Memory
a lncrease ln longLerm memory capaclLy
l ueclaraLlve knowledge knowlng LhaL
1 All facLual knowledge a person has acqulred
32

ll rocedural knowledge knowlng how Lo
1 ConslsLs of all skllls a person has acqulred
lll ConcepLual knowledge knowlng why
1 undersLandlng of why
xxxlv Language uevelopmenL
a AdolescenLs can dlscuss absLracLlons
l Love
ll lreedom
lll !usLlce
b lrequenLly use such Lerms as
l Powever
ll CLherwlse
lll 1herefore
xxxv kohlberg's levels and SLages
a Level 1 reconvenLlonal morallLy conLrol ls exLernal and rules obeyed ln order Lo galn reward/avold
punlshmenL or ouL of selflnLeresL
b Level 2 ConvenLlonal MorallLy sLandards of auLhorlLy flgures are lnLernallzed
l Concerned abouL belng good and pleaslng oLhers
ll Concerned abouL malnLalnlng soclal order
c Level 3 osL convenLlonal morallLypeople follow lnherenLly held moral prlnclples and can declde
among confllcLlng moral sLandards
l Can make Lhelr own [udgmenLs based on prlnclples of rlghL falrness and [usLlce
d 1he reasons underlylng a person's response Lo a moral dllemma noL Lhe response lLself LhaL lndlcaLes
Lhe sLage of moral developmenL
e LvaluaLlng kohlberg's Lheory
l lnsLead of vlewlng morallLy solely on aLLalnmenL of conLrol of selfgraLlfylng lmpulses now sLudy
how chlld/adulLs base moral [udgmenLs on growlng undersLandlng of soclal world
ll Levels so varlable because people who achleved hlgh level cognlLlve do noL always reach hlgh
level of moral developmenL
1 CerLaln level cognlLlve developmenL necessary buL noL sufflclenL
xxxvl lnfluences on School AchlevemenL
a Selfefflcacy bellefs
l Pelp shape occupaLlonal opLlons sLudenL conslder and Lhe way Lhey prepare for career
b arenLlng sLyles
c LLhnlclLy
d eer lnfluences
e Cender
xxxvll uropplng ouL of Plgh School
a 38 of hlgh school sLudenLs dropped ouL durlng 20042003 school year
b SLudenLs aL greaLesL rlsk
l Low SLS
ll Males
lll Plspanlcs
lv SLudenLs wlLh low 'acLlve engagemenL'
xxxvlll lnfluences on SLudenLs' Coals
a arenLal aLLlLudes Lowards academlcs
b Cender and gendersLereoLyplng
c 1he educaLlonal sysLem
d Are schools rewardlng creaLlvlLy? C8 roLe memorlzaLlon?
l SLudenLs who can memorlze and analyze well do well ln Lhose Lypes of classes
xxxlx Culdlng nonCollege8ound SLudenLs
a vocaLlonal counsellng
33

l Cne aspecL of adolescenLs search for ldenLlLy
b vocaLlonal Lralnlng programs
c CommunlLy colleges
d CnLhe[ob Lralnlng