 |  A Child's World: Infancy through Adolescence, 9/e Diane E. Papalia,
University of Wisconsin-Madison
Sally Wendkos Olds
Ruth Duskin Feldman
A Child's World: How We Discover It
Learning Objectives
LEARNING OBJECTIVES FOR SECTION IAfter reading and reviewing this section of Chapter 2, you should be able
to do the following. (Remember: When you are asked to give examples, try to
think of examples other than those given in the text.
Discuss three key issues in the study of child development, tell where two
basic theoretical models stand on these issues, and summarize the emerging
consensus on these issues.
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| | | LEARNING OBJECTIVES FOR SECTION IIAfter reading and reviewing this section of Chapter 2, you should be able to
do the following. (Remember: When you are asked to give examples, try to think
of examples other than those given in the text.)
Explain how theories help scientists achieve the four goals of the study
of child development.
Identify five major perspectives on child development and their main
distinguishing features.
Name the five stages of psychosexual development, according to Freud's
theory, and identify the approximate age range and chief characteristics of
each stage.
Tell what causes fixation, according to Freud's theory, and give an example
of its effect.
Name and describe the three major components of personality according
to Freud's theory.
Explain how Erikson's theory of psychosocial development modifies and
expands upon Freud's psychosexual theory.
Explain what Erikson meant by a crisis in personality and his view of
the implications of the way in which the crisis at each stage of development
is resolved.
Name and briefly describe the eight crises in Erikson's theory.
Who was Ivan Pavlov and how did his research influence Behaviorism?
Name the two major theories that take the learning perspective, and
explain the similarities and differences between them.
Name and describe the two types of conditioning and give at least one
example of each.
Explain the difference between negative reinforcement and punishment.
Describe how shaping can be used in behavioral modification and give
an example.
Name three factors that influence children's choice of models, according
to social-learning theory.
Describe Piaget's clinical method.
Identify and explain three principles that underlie cognitive growth,
according to Piaget.
List and briefly describe Piaget's four stages of cognitive development.
Identify the basic assumptions, goals, and methods of the information-processing
approach.
Give and example of how neo-Piagetian psychologists combine elements
of Piaget's theory with the information-processing approach.
Identify the basic assumptions, goals, and methods of the ethological
perspective, and discuss how it has been applied to the study of attachment.
Identify five levels of environmental influences, that, according to
Bronfenbrenner, provide the context for understanding development, and give
an example of each.
Identify the basic assumptions and concerns of Vygotsky's sociocultural
theory, and discuss its practical relevance to teaching and learning.
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| | | LEARNING OBJECTIVES FOR SECTION IIIAfter reading and reviewing this section of Chapter 2, you should be able to
do the following. (Remember: When you are asked to give examples, try to think
of examples other than those given in the text.)
State the five steps in the scientific method.
Explain how and why researchers select a random sample.
Name three basic types of data collection and tell advantages and disadvantages
of each.
Explain the uses and limitations of case studies, correlational studies,
and experiments.
Explain why experimenters may randomly assign participants in an experiment
to experimental and control groups.
Name three types of experiments, and tell the two major ways in which
they differ.
Compare the advantages and disadvantages of sequential, longitudinal,
and cross-sequential designs.
Identify three ethical principles that guide research on child development,
and explain three important concerns about the rights of participants.
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2002 McGraw-Hill Higher Education