Exam 4 Review Sheet - Lifespan Developmental Psychology | PSYC 230, Exams of Developmental Psychology

Download Exam 4 Review Sheet - Lifespan Developmental Psychology | PSYC 230 and more Exams Developmental Psychology in PDF only on Docsity! Exam 4 Review Your second exam will cove only Chapter 10 in your textbook and class lecture notes and activities. Below are the areas of your textbook and notes you should focus on when studying for the exam. Chapter 10 • How do we definite emotion? • What parts of emotion appear to be culturally universal? What parts of emotion appear to differ depending on the cultural environment? • What parts of the brain appear to play an important role in emotion? • What is emotion regulation? How does emotion regulation develop? Consider infancy vs. childhood vs. adolescence and adulthood. What important role do parents play in the development of their children’s emotion regulation? Consider emotion-coaching v. emotion- dismissing approaches. • What types of emotions are experienced by young infants? Consider crying and smiling types of emotion. What is suggested for parents to do regarding responding to infant crying the first year of life? • How does a toddler experience emotions? Consider self-conscious emotions (empathy, jealousy, embarrassment, pride, shame, and guilt. How is shame different from guilt? What are some gender differences in the experience of shame vs. guilt in young children? Also consider the emotion of fear and the development of stranger anxiety and separation protest. • What is social referencing? • How do emotions develop in middle childhood? What can children do regarding their emotions that they could not do well in toddlerhood? • What are an adolescent’s emotions like? How are their emotional experiences different from their parents? What are some environmental and biological reasons for these changes? Which one appears to contribute more to these emotional changes (i.e., nature v. nurture)? • How do middle age and older adults experience emotions? How is this different from earlier stages of the lifespan? Are adult better or worse at regulating their emotions compared to younger age groups? Are older adults more likely to experience positive or negative moods? • What is the socioemotional selectivity theory? How does this theory help explain why older adults experience emotions differently than younger age groups? How does the social network of older adults differ from younger adults? Consider pursuit of knowledge v. pursuit of emotional satisfaction. How does ‘time left’ factor in our understanding of the socioemotional selectivity theory? • What is temperament? • Be familiar with how Chess and Thomas classify infant temperament (easy, difficult, slow-to- warm). Which classification appears to be the most common? • How does biology (genetics) contribute to the development of different temperaments? Consider results from twin studies. • What are some environmental or contextual factors that might account for a the development of different temperaments? • What is goodness of fit and how does it play a role in a child’s temperament? What types of situations would lend themselves to a good v. poor goodness of fit? • What is attachment? • Be familiar with John Bowlby’s theory on attachment. Be familiar with the different “phases” of the development of attachment. • What is the Strange Situation? Be able to describe the protocol. • Under what circumstances would we label a child as (a) securely attached, (b) insecure avoidant attached, (c) insecure resistant attached, or (d) insecure disorganized attached. • What are some criticisms of the Strange Situation and the attachment theory?