PSYCH150 Midterm Study
Random Generator of prompts from study guide to test understanding!
عدد الخيارات في هذه العجلة: 21
- How do we define developmental psychology, and does it cover just childhood and adolescence? Why/Why not?
- Why do we say that correlation is not causation? Why can an experiment tell you something about cause when a basic survey cannot?
- Should developmental psychologists be worried about ethics when conducting research even though the research is not medical just psychological? Provide an example of why they should worry, or do not have to worry about ethics.
- Callanan, M., & Waxman, S. (2013). Commentary on special section: Deficit or difference? Interpreting diverse developmental paths. Developmental Psychology, 49(1), 80.
- Dahl, A. (2017). Ecological commitments: Why developmental science needs naturalistic methods. Child Development Perspectives, 11(2), 79-84
- How did Freud contribute to developmental psychology in a way that’s still valuable in theory today?
- How did Karen Horney and other neo-freudians help improve what Freud started?
- Compare and contrast Piaget and Vygotsky’s views of development
- Why is it difficult to study the thoughts and emotions of early humans, and why is it easier to study things like cultural evolution?
- What is a polygenic trait?
- Why is the debate of nature vs. nurture a false dichotomy?
- Over, H., & Carpenter, M. (2013). The social side of imitation. Child development perspectives, 7(1), 6-11.
- Describe what proliferation, migration, and differentiation are in terms of brain development
- What are synaptogenesis and synaptic pruning?
- re adolescent brains still developing, how?
- ailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of school health, 76(8), 397-401.
- How good is infant perception, and what are some ways infant perception is measured?
- How does sensation and perception change between adolescence and adulthood?
- How did Piaget contribute to cognitive research in development?
- What is the zone of proximal development?
- Houdé, O., Pineau, A., Leroux, G., Poirel, N., Perchey, G., Lanoë, C., ... & Mazoyer, B. (2011). Functional magnetic resonance imaging study of Piaget’s conservation-of-number task in preschool and school-age children: A neo-Piagetian approach. Journal of experimental child psychology, 110(3), 332-346.