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These objectives are expanded from the Focus Questions found in the margins of your textbook. When you have mastered the material in this chapter, you will be able to:
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11.1 Describe the four broad issues that guide developmental research. |
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11.2 Differentiate among cross-sectional, longitudinal, and sequential designs. |
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11.3 Describe prenatal development and how it can be influenced by STDs, alcohol, and other drugs. |
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11.4 Describe the newborn's sensory capabilities, perceptual preferences, reflexes, and learning capabilities. |
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11.5 Explain how nature and nurture jointly influence physical growth and motor development during infancy. |
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11.6 Describe the three cognitive processes and four stages of cognitive development described by Piaget, and describe research that supports and contradicts these ideas. |
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11.7 Describe how Vygotsky's zone of proximal development and information-processing approaches challenge Piaget's views. |
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11.8 Describe how research on violation of expectation and theory of mind challenge Piaget's views. |
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11.9 Describe emotional development of children including emotional expression, emotional regulation, and temperament. |
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11.10 Describe social development including Erikson's stages of psychosocial development. |
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11.11 Describe imprinting, Harlow's attachment research, and attachment in humans. |
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11.12 Describe how disruptions in attachment affect psychological development. |
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11.13 Describe the data relating both day care and divorce and remarriage to psychosocial development. |
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11.14 Outline parenting styles associated with the most and least positive child outcomes. |
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11.15 Describe how socialization shapes children's beliefs about gender. |
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11.16 Differentiate among Kohlberg's preconventional, conventional, and postconventional stages of moral reasoning, and explain how moral reasoning is affected by culture and gender. |
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11.17 Describe some factors that influence adolescents' psychological reactions to puberty. |
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11.18 Describe adolescents' brain development and the psychological consequences of early maturation. |
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11.19 Discuss the major cognitive changes that occur during adolescence. |
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11.20 Describe the extent to which parent-teen relationships are characterized by "storm and stress" across different ethnic groups. |
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11.21 Describe how peer relationships change during adolescence. |
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11.22 Explain whether adulthood is a matter of age or legal status. |
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11.23 Describe how physical abilities and the brain change in adulthood. |
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11.24 Describe how cognitive and intellectual abilities change in adulthood, and describe the characteristics of senile dementia. |
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11.25 Describe the aspects of wisdom, and discuss whether we become "older but wiser" during adulthood. |
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11.26 Describe the three major developmental challenges of adulthood outlined by Erikson. |
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11.27 Describe research findings on family structure, cohabitation and divorce, and typical changes in marital satisfaction over time, including a description of the major events associated with these changes. |
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11.28 Describe the common stages of establishing a career, and describe sex differences in career paths. |
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11.29 Discuss the evidence for the concept of the midlife crisis and the view that dying people experience a sequence of psychological stages. |