FINAL ONLINE STUDY SESSION

Find the new questions and answers from the session here.

This page is devoted to class questions and my answers to them. Since very often, many people have the same questions, I think it is helpful to give our entire class access to all the questions that are asked. When you have class questions, check here and check the syllabus. If you find your answer, GREAT! If not, please do one of these four things:

• Come and ask me in person.
• Call me and ask me on the phone.
• Email your question to me from your account.
• Send a question from this page using the Submit form.

  If you email me your question and include your email address, I'll respond directly to you and post your questions on this board. If you email me and do not include your email address (or if you have no account of your own) I'll simply post the question and answer here.

  If for some reason, you do NOT want me to post your question to the class (if it is of a personal nature or for any other reason) let me know, and I'll only respond to you.

• Question: Where are the journal articles located?
  • Answer: In the RGC Library, at the reserves desk. The library is on the second floor of the main building, toward the right as you walk in the front doors.

• Question: What is the best way to study for the first exam?
  • Answer: I'd suggest focusing on the notes, as about 75% of the exam will come from our notes. Next, I'd go back and read the text if you've not yet done so. If you HAVE already read the text, use the summary in the back as a guide, and try to find areas where you are weak.

    I'm a strong believer in team effort, and one of the best ways to study would be with a friend from class. I'd suggest that each member of a study group should write a few "sample" questions for each lecture and then see if the other members of the group can answer them properly. For examples of the types of questions I write, see the exams page.

    Some other places to look for sample questions are: our text's web page (look under the chapter you want to practice with and go to "sample essay questions"). Also, the author of our text has a nice web page for another text she wrote on lifespan development. Since both books have a lot of the same material in the early chapters, you could test yourself using the online quizzes provided on that text's web page, which can be found here.

From Fall 1999 Study Session:

• Question: Missi, how many questions will be on the test?
  • Answer: The answer to this question is actually on the syllabus, but since I'm so excited to have our first study session question, I'll reprint it in case anyone is missing a copy! There will be 30 multiple choice questions and 5 short answer / essay questions. Good Luck with your studying!

• Question: How many questions will there be on our test? Also, will we need a scan tron?
  • Answer: See the above question for the answer to the first part of this. As for scantrons, no, you won't need one. You can write all of your answers on the exam. Thanks for joining the study session, I hope that your studies are going well!

• Question: The essay questions in your exam, is it similiar to the sample essay questions?
  • Answer: I'm not sure which sample essay questions you are referring to. There were some on the textbook web page, and if you are talking about those, there is some similarity to the questions on our test. The difference will be that our exam will require a little more creativity than those questions. For example, I might ask you to pretend you are a researcher and come up with a study, and then ask you some questions about the parts of the study. I hope this helps, but if you need more clarification, let me know! Thanks for sending the question!

• Question: How many questions focus on the Journal 1?
  • Answer: There are equal numbers of questions from each lecture, so with 3 lectures and 30 mult choice questions / 5 essay questions, you can expect about 10 mult choice questions from each lecture, and 1 or 2 essay questions from each lecture. Since the journal was 1/2 of a lecture, expect about 5 multiple choice questions and perhaps an essay as well. This should give you an idea of how many questions from each chapter you should expect as well - remember, you will also have a few (1 or 2) questions directly from the text for each chapter - on material that we may not have covered in class, so be sure to read those chapters! Thanks for your question!

• Question: Will there be many "genetics" questions on the exam?
  • Answer: As I mentioned in the previous question, the number of questions on the exam on any given topic is directly related to the amount of time we spent on that topic in class. I hope this will help you as you study! Thanks so much for being a part of the study session!

• Question: Do we need to know about Erikson and Freud in depth? Do we need to know their stages of development by memory?
  • Answer: I don't expect an in-depth understanding of these theorists and their theories at this point (we will cover them more in detail as we hit the parts of development in more detail!) but I do think that it is good to know at least the names of the stages and the order of the stages at this point. That way, when we do go into detail, you will have a good framework to place your new knowledge in. So, for the exam, get a general sense of what the stages are about, but definitely know the order that they come in. Remember my silly nmemonic device for Erikson? Thanks so much for your question!

• Question: I am concerned about the form the test questions will be in. I don't mind hypothetical questions but I have a tendency to read into them too much. My point is will there be any trick questions?
  • Answer: I don't like trick questions any more than I assume you do. My goal on this exam is not to make you feel that you don't understand the material. Instead, I hope to give you the chance to show me how much you've learned, which, if I've done my job, should be quite a bit! Anyway, I only make up hypothetical questions to test that you can apply the material instead of just saying back to me what I've said in class. I don't want to make the material vague or weird. If I do, please come up and ask me your questions during the exam. That is what I'm there for!

• Question: If I re-read the book once and study mostly the notes will that be o.k.?
  • Answer: I think this is a very good start. I would, however, probably take a look at the questions at the end of each chapter, and make sure you feel comfortable with them. If not, re-read the sections where you feel weak. That way, you'll be covered for both the book and the lecture!

• Question: One more thing, for definitions are you using yours or the books. For instance on psychoanalytic theories will we need to know how/why Erikson picked his last name?
  • Answer: When there is a discrepancy between your notes and the book, you should go with the notes. Generally though, if there is one, I'll point it out during lecture, so you should already know what differences to expect. Knowing why Erikson picked his name is interesting, and I'm really glad your text included that info, but I generally won't harp on trivial details. Expect that since I only ask a very few questions from the text that they will be over information that is covered well and that has a good bit of attention paid to it by the author. I hope this helps you in your studies!

• Question: Could you please put your mnemonic device on the page for Erickson? Thank you!!
  • Answer: OK, here goes. Remember, this is completely idiotic, but it might help.

    Sing to the tune of supercalifragilisticexpiallydocious:

    T-A-I, I-E-I, G-I ally docious

    T-A-I, I-E-I, G-I ally docious

    T-A-I, I-E-I, G-I ally docious

    T-A-I, I-E-I, G-I ally docious

    The letters are for: T-rust vs. Mistrust, A-utonomy vs. Shame and Doubt, I-nitiative vs. Guilt, I-ndustry vs. Inferiority, E-go Identity vs. Role Confusion, I-ntimacy vs. Isolation, G-enerativity vs. Stagnation, and I-ntegrity vs. Despair.

• Question: We skipped a few things on chapter 3 regarding things like down syndrome cystic fibrosis in lecture, does this mean we may not have this on the test?
  • Answer: No. I don't always cover everything in the text. In fact, it isn't possible, due to time constraints. We may cover things that are also in the text, but we may do totally different stuff. This is why there are questions on the test from the text. These are the questions that we didn't cover in class, but that you should have read and learned from the book. So, anything in the text is fair game. (of course, I won't be horribly ANAL about this - no tiny trivia bits will be on the test!)

• Question: Do we need to know Methods of Inheritance, please reference pg 90 Common Genetic Diseases and Conditions table 3.2.
  • Answer: Once again, if it is in the book, it is fair game, but I don't usually test on things that have only a tiny mention. If there is a whole section on a topic, I'd spend more time on it than if there is a table or a one sentence mention. Don't though, make the mistake of ignoring things in the text just because they are in sidebars or tables.

• Question: Could you explain mitosis and meiosis again, as much as is needed for the test, our notes are a little unclear.
  • Answer: Ok! First, remember the difference between diploid and haploid cells. A diploid cell is a normal cell, one that has a full compliment of genetic material. In a human, this means the diploid cell would have 23 pairs of chromosomes, 46 actual chromosomes. A haploid cell has half of the genetic material (23 actual chromosomes), and is a "gamete" either a sperm or ovum.

    So, mitosis is normal cell division. We start with a diploid cell, and it replicates all the chromosomes and splits in two, so we end up with TWO cells, each of which are diploid at the end.

    On the other hand, meiosis is cell division that creates gametes. So, we start with a diploid cell, and it replicates once and divides twice, so that we wind up with FOUR cells, each of which are haploid at the end. So, meiosis leaves us with FOUR gametes.

    I hope this helps fill in your notes, let me know if you need more clarification!

PSYC 1643 - Fall 2000 - ONLINE STUDY SESSION

• Question: Vygotsky-a big name in my notes-how much info do we need to know about this person?
  • Answer: You should review him in your text. Take a look and be sure you know which theoretical perspective he is a part of. Know the ideas associated with him (i.e. zone of proximal development). Let me know if you need more help on this!

• Question: I am not sure how to evaluate theories-this is something we need to be strong in for the test?
  • Answer: The slide on evaluating the theories is for self-exploration. It would be good for you to be able to fill in as much as you can for each theory, as a way to prove to yourself that you've studied the theories well. You should be able to identify the major theorists, and the major types of ideas espoused by each theoretical perspective, and that slide will help you do that. If you fill in a similar chart for yourself, you have a good study guide for this part of the exam.

    As far as knowing the strengths and weaknesses, these can be personal judgements. I won't test you on the quality of your judgements, but I do want to know that you have some feelings about why theories are useful or not!

• Question: How helpful are the sample tests and essay samples that are offered from the text web page??
  • Answer: Well, though they aren't written in my question style, and focus on the book rather than lecture, I'd suggest that they could be very helpful. Sometimes studying is hard because you don't know what you don't know - doing the tests on the text web page will help you identify areas of weakness. For that alone, they are useful. They will also help you get used to thinking about the topics we've covered in exam form. So, despite their shortcomings, they could really help you review. Especially if you haven't been able to do a great read of the chapter, you can see how much you've learned from lecture alone. You may be able to limit the amount of text material you have to review if you take the quizzes and see that you know it already!

• Question: About the embryo, do we need to memerize each layer's name and the parts that it's going to form?
  • Answer: In terms of the layers that you are talking about, as I mentioned in class, you don't need to know every single thing that each layer could become. I do however, want you know know which layer is where on the embryo, and they types of things that it could become. For instance, the ectoderm is the outermost layer, so it turns into things mostly on the outside of the body, like hair. I'm not nitpicky, but knowing what they layer turns in to will also help you remember where the layer is: outside, middle, or inside.

    Think about the little "taco" we made in class - and where each layer was...

• Question: Does that mean your questions and essay questions are "easier" or just harder or are written in more of a "layperson's" language?????
  • Answer: My questions aren't harder or easier (you might want to take a look at the questions and answers ABOVE this study session (ones from previous semesters) because I discuss a little about how I write questions. I tend to ask for more creativity than the book does. I don't want to always ask a question and have you answer using my example. That is why I kept saying in class that it is important to come up with your own examples. I think my questions are very clear though, and if there is EVER any confusion, I'm waiting patiently in the exam to help. Just be prepared to think things through, and not just give me the "textbook" answers! I hope this helps!

• Question: Could you please make overhead lecture outlines availabe as soon as possible after a class so that we could review it immediately after, if possible.
  • Answer: I promise to give it a shot! Last night, I got home at 10:30pm and I was zonked, so I didn't put them up, but next week I'll try to do it. Sorry if I inconvenienced anyone, but the slides are up now!

• Question: I am having a hard time understanding Independant variable and dependant variable. I know you went over this last night but I still don't get it. Help!!!
  • Answer: I'm SO GLAD you asked this question. I think that a lot of people are struggling with this one, so we need to get it worked out.

    Remember in class that I said that we each need to come up with something that works for us when we have to learn a difficult concept. I'll try to frame the IV - DV distinction in a couple of different ways here, and then I'll put some sample experiments on the handouts page. If you are having trouble with this area, use the sample experiments to test yourself. I'll put the answers up on a separate handout.

    Ok, first, think about a general experiment. The researcher wants to find out what happens when s/he manipulates some variable. THE VARIABLE S/HE MANIPULATES IS THE INDEPENDENT VARIABLE. What happens when the researcher manipulates the independent variable is that the dependent variable is somehow changed. Remember though, that the researcher can't actually change or manipulate the DV directly - so it is the dependent variable that is changed (not by the researcher) but by the independent variable.

    So, when I say I'm interested in learning how using a web page affects the grades of students in a class, (think about this) I can't go to my students and say "OK, you guys make A's and I want you guys to make F's." If I did that, the only question I'd be answering is "will students earn the grades that their instructor tells them to?". Instead, I have to put some students in a class that uses a web page, and another group in another class, with the same teacher (and as much else the same as possible) that doesn't use a web page. Then, I can look to see what kinds of grades kids from each class get. So, now, before you go on to the next paragraph, try to identify the IV, the DV, the control group, and the experimental group.

    IV = Use of web page (levels are web page present or absent). DV = grades of students. Control group = the group without the web page. Experimental group = the group with the web page.

    If I want to know how age affects love of animals, I'd group my subjects by age, and then test to see how each age group likes animals. The IV would be age, the DV would be love of animals. In this case, I couldn't have a control group, because there is no way to pick a group that isn't exposed to the IV (age), but I can have several experimental groups - one of kids 0-2, one of 3-6, and so on.

    Another hint, if you can re-phrase an experiment to fit this question, then you can ALMOST ALWAYS figure out the IV/DV.

    How does ___1___ change ___2___?

    IF you fit an experiment to fit this question, #1 will be your IV, and #2 will be your DV.

    Don't forget to check the handouts page, I'll put up the other examples shortly - then, if any of you still need help, ask again, and I'll do my best to explain it in a different way.

• Question: I am still confused what the differences between avoident attachment, resistent attachment, and disorganized attachment? Could you give examples of that?
  • Answer: Children who show avoidant attachment seem to be used to neglect from their parents. They don't seem to need their parents (of course, they really DO need them) they act as if they are indifferent to the presence or absence of their parents.

    Resistant attachment is characterized by a strong need for closeness during free play preiods of the strange situation. These children will not leave the side of their parents - they seem to be very "clingy" to the point of not being able to do anything on their own. When the parent leaves and returns, the child is angry that they were left, and will not respond well to the parent.

    Disorganized / Disoriented kids tend to seem utterly confused. They don't really behave in a very characteristic way (so you can't say they will do the same thing every time in the strange situation). Sometimes they act dazed, sometimes they cling, and other times they act as if they don't recognize that the parent is in the room.

• Question: For me, I think Secondary circular reaction, coordination of secondary reaction, and tertiary circular reaction, those are pretty same meaning and a child discover something and develop or test it. Could you give an example of that?
  • Answer: These three substages are NOT the same. Testing really doesn't start until the tertiary circular reaction stage. Here are some examples (but be aware - you should be able to come up with your own):

    secondary circular reactions: the child finds certain objects in the world interesting, and so acts on them over and over in the same way to experience the interesting objects for as long as possible. So, a child may see a helium balloon floating on a string and pull the string over and over again to make the balloon bounce.

    coordination of secondary reactions: the child has now learned to control objects in the world, and so can work to reach goals. So, a child may have learned how to bang a stick on the ground, so when s/he sees a xylophone, the child can bang a stick on the xylophone to make sounds.

    tertiary circular reactions: the child has had enough experience with objects to notice that they don't always do the same thing. So, s/he is now actively interested in seeing "what happens if?". A child in this substage might drop a ball, then throw the ball, then hit the ball, then spin the ball to see what types of action the ball makes for each action the child makes.

• Question: > How does timing play a role on the cross-modal perception?
  • Answer: Cross modal perception is the combination of perception across two perceptual domains over time. So, the example I gave in class was: My daughter hears the garage door going up and runs to the door saying "daddy". Even though she doesn't see her father, she can combine the perception of the door sound with the knowledge that her daddy is coming soon. So the two domains would be hearing and sight, but they both happen at different times.

    Compare this with intermodal perception, where perception in both domains occurs at the same time. So, my daughter squooshes a leaf, and she knows that the crunchy sound and the leaf are connected, but she can see them and hear them at the same time.

• Question: What was the main point of the A.S.L. for language learning?
  • Answer: That it seems that humans learn a language best if they are exposed to it before puberty. It is evidence for that idea of a critical period for language learning.

• Question: Since I can't get to the class web page could you please tell me the page # for the maternal Factors that you told us to look at?
  • Answer: Certainly, it is on p232 and 233.

• Question: Can you explain to me what the "Problem of Reference" is??
  • Answer: The problem of reference is the idea that is is very hard for a child to know what a word "refers to". So, when I point to a car and say "car", how does a child know that i am talking about the vehicle, and not the color, or shape, or the tires, or windows. It is amazing, considering the problem of reference that children can learn to speak at all!

PSYC 1643 - Fall 2000 - ONLINE STUDY SESSION

• Question: Can you explain again the concept of studying perception in infants (i.e. novelty, suprise, and preference paradigm)?
  • Answer: These paradigms are used to examine what infants perceive. The novelty paradigm works under the principle that infants are attracted to new things. They'll look at them longer, and so we can tell when an infant sees two things as different, if they look at one longer than the other.

    The surprise paradigm works under a similar assumption. It is also called the habituation paradigm, and works by exposing a child to some stimulus until they seem bored (no longer look). You can then show them another stimulus, and if they show surprise or begin to look again, you know that they see this stimulus as different from the first.

    The preference paradigm allows us to know what infants like. As in the Dunham et al. (1991) study we covered in class, infants will attend to a stimulus longer if they like it. So, we can give them different stimuli, and see which they like.

• Question: Would you explain the difference in the prereaching and Ulnar grasp again? Also, I believe the pincer grasp is essentially the pinching motion; is this correct?
  • Answer: Prereaching are uncoordinated attempts at grasping something. The whole arm is used, and the infant essentially bats with the whole arm. The ulnar grasp is attempting to use the thumb against the palm. It allows infants to grab, but makes really careful motions difficult. You are correct about the pincer grasp, it is a coordinated "pinch" between the thumb and pointer.

• Question: concerning John Bowlby's attachment theory, what was the age you wanted us to remember in the Clear-Cut Attachment Phase? Is it 8-2yrs or 6-15 months?
  • Answer: I just wanted you to remember that at around 15 months stranger anxiety and separation anxiety are at their strongest - because the clear cut attachment is in play - the child REALLY wants only their attachment object.

• Question: concerning the Strange Situation: Do we need to know the episodes in order, the events in order and the attachment behaviors in order? Or just understand the behaviors with the events?
  • Answer: You should be able to recreate the ENTIRE strange situation. You should be able to tell me the order of the episodes, who is involved, and what a child might show in each episode depending on their attachment style. So, you should be able to draw out 4 strange situations: one for secure, and one each for avoidant, resistant, and disorganized/disoriented, covering what the child would do at each stage.

• Question: Would you tell me more about the two trends of motor development? I know the definitions of cephalocaudal and proximodistal, but I am confussed about their exact reloation to motor development.
  • Answer: Just for clarification (though you said you knew the definitions) the cephalocaudal trend means that development tends to progress from the head down. (head to tail). Proximodistal means that development progresses from the midline (close to the center of the body) to the outer parts. So, you'd tend to see motor skills develop in the same fashion. We gain control of our heads before our feet, we gain control of our arm before our hand.

• Question: I missed the films on intermodal perception. Would you briefly discuss what was showed?
  • Answer: We didn't see any films on intermodal perception. The films were used in a study that we discussed - to determine when kids are able to perform intermodal perception. The method was to show two films to infants, and to play only one soundtrack at the same time. The soundtrack matched with one of the films, but not the other. Infants were shown to look longer at the film that matched the soundtrack, showing that they preferred congruent information. This is only possible if they are capable of intermodal perception.

• Question: The book mentions object constancy and perceptual constancy. Are these concepts of equal importanc to object permanence? What is the difference between the three?
  • Answer: Object contstancy is simply the understanding that things don't change, even when they look like they do. So, if you understand that a horse can look like the typical side view, or a front view of the face, but still be the same horse, you have object contstancy. Perceptual constancy is similar, in that there is an understanding that even when something moves and looks different, it is the same. So, when a door is closed, it looks like a rectangle, when it is open, it actually looks like a trapezoid, but because of perceptual constancy, we don't see the trapezoid, but we see the rectangle. Object permanence, on the other hand, is the understanding that things continue to exist even when we can't see them. It is an important hallmark of Piaget's theory of cognitive development, and while it has some similarity to the other two topics, it is usally considered as different because it is an important milestone that separates sensorimotor thought from preoperational thought.

The online study session is now over. I hope it was helpful! If you have questions, you may still send them, and I'll try to answer them in the morning. Good luck with your studies, I'll see you all tomorrow.

• Question: Is Vygotsky's zone of proximal devlopment tied to a certain age group?
  • Answer: Vygotsky's theory is considered to be in action throughout development. Regardless of how old a child is, there is always a zone of proximal development just ABOVE the ability of that child. So, there is no specific age, it is just the abilities that a child can't do alone, but can do with assistance.

• Question: Does socialdramatic play involve one child or mulitple children?
  • Answer: Sociodramatic play can involve either one child or many children. It is simply the kind of play where children act out roles. So, one child can run around the house pretending to be superman, or several can pretend to be schoolchildren and a teacher in a classroom. Since this is a cognitive level of play, there are no constraints as to how many kids must be involved.

• Question: I was out of class when you lectured on the colored milk test. Can you briefly describe the test and it's outcome?
  • Answer: We actually didn't get to cover that test in class, but it is interesting. When researchers got to thinking that the previous appearance / reality distinction tests were too hard for preschoolers, they came up with this simplified test. They'd show kids milk, and ask them what color it was - WHITE. Then they'd hold up a colored filter (blue) and let them see the milk through it. They'd ask what color the milk was again. If kids couldn't handle the appearance / reality distinction as was suggested by Piaget, they'd say blue, but they actually said WHITE. We can use this to support the idea that the appearance / reality distinction is actually learned earlier than Piaget thought.

• Question: could you explain to me the difference between parallel and associative play?
  • Answer: Parallel play is where two kids are playing with similar toys NEAR each other. They do not interact, but they are connected by their choice of plaything. Two kids might both be making models with playdough, but they don't talk or offer each other help.

    Associative play is where kids are playing with similar toys and there IS some interaction. They aren't trying to work together for a common goal, but if two kids are building with playdough, now one might say "I need some yellow for my model of big bird" and the other might give up some yellow. The other child has no vested interest in the big bird model, and is probably building something completely different, but s/he is willing to help.

• Question: could you tell me again what metacognition is?
  • Answer: Metacognition is thinking about thinking. As you study for this test, you are using metacognition to determine when you've spent enough time on a topic (you think: do I know this well enough?). You use it again if you pose yourself sample questions and answer them (you think: did I answer that correctly?). In class, we discussed our guesstimates on our ability to learn a list of 20 words as an example of metacognition, but really, anytime you ask yourself a question in your head, or use what you know about yourself to make judgement calls, you are using metacognition!!

• Question: what is conservation?
  • Answer: Conservation is one of the major tasks of the preoperational stage. It is the ability to understand that certain physical attributes stay the same regardless of shape or arrangement. So, conservation of volume allows a child to understand that if a liquid is placed in one vessel, and then poured into another, the total amount of liquid stays the same even if it looks different.

• Question: could you please explain formal code b/c i think that i got it confused w/ informal code?
  • Answer: Formal code is the type of language that we use in certain situations. For example, during this study session, I am trying to answer questions clearly and succinctly, so I will probably use formal code. Formal code is context independent, meaning that you don't need to know anything about my current situation to understand what I say when I use formal code. I'll use enough words to make myself clear, so context isn't important. Formal code also makes use of extended vocabulary and traditional language. I just used the word "succinctly" a few sentences ago, which I might not use if I were using informal code. It is an "advanced" word that is limited to formal code.

    Informal code, on the other hand, is context DEPENDENT, meaning that you have to know a little about what is going on to understand it. Because informal code often uses slang, it can be ambiguous if you don't know the context. If I say, "I'm down" you need to know if I'm sad or happy to understand whether I mean "I'm upset" or "I understand". Informal code tends to use a narrow vocabulary, that may be understood only by the target audience.

• Question: what is care perspective?
  • Answer: The care perspective is the perspective used by Gilligan in her theory of moral development. She says that when it comes to moral development, there are two possible perspectives. One is the care perspective, which highlights the interconnections between people and a concern for others. Gilligan says that this perspective is the one most often adopted by females. Since Kohlberg used the Justice perspective in his theory (a perspective that highlights individual rights), Gilligan says Kohlberg's theory doesn't adequately define the female approach to morality.

• Question: can you explain the difference between The play years: Cognitive Development pragmatics vs The School years: Cognitive Development Code Switching
  • Answer: Pragmatics are simply the social rules for a language. This includes the idea that we don't tell our great grandma that she is balding, as well as knowing when it is ok to yell and when we have to talk quietly (recess vs. a wedding). Preschool kids are learning pragmatics, but they don't always get it. So, this lack is one of the reasons adults say "kids say the darndest things!" and why we get embarrassed when kids do. We understand the rules of pragmatics, but they don't always.

    Understanding that there are different codes to use when talking, and when we should use these codes is a part of pragmatics, but a very advanced part. We can use code switching as an example of how much development goes on in the understanding of pragmatics from preschool to the school years. By the time kids reach middle childhood, they can handle all the nuances that code switching requires. It is a great leap from the preschool child's embarrassing failure to understand pragmatics.

PSYC 1643 - Fall 2000 - ONLINE STUDY SESSION

• Question: Hi, after reading textbook and reviewing the note, I still don't understand Theory of Mind. Could you please explain it briefly? Appreciate it.
  • Answer: The theory of mind is simply the understanding of how the mind works. So, little kids who don't have a theory of mind, don't understand how the mind works. They'll make mistakes like the one demonstrated in the "smarties test" because they think that everyone knows the same things that they know, instead of understanding that people will approach problems differently depending on what they know, which can be either the same or different from other people. Once we have a theory of mind, we recognize that people will have different answers to the same question depending on what they believe to be true.

• Question: Can you go over the material on the essay questions from Tests 1, 2 and 3, so that I can study those specific questions? That is what you referred to when you said what you would be testing over as a recap over the first 3 tests, correct?
  • Answer: I can certainly remind you of the material in the S/A questions from the first three exams, and that SHOULD help you in guiding your study. HOWEVER, that material is NOT the only material that can be covered in the comprehensive part of the final. Anything that was taught during the semester is fair game, and certainly things that were on the multiple choice section. In hopes that I can help you out with the S/A questions, here goes:

    Exam 1 - Difference between IV and DV, Pregnancy and the stages of prenatal development, Genotype/Phenotype interactions (passive, evocative, and active), Birth Culture, and the Cooper & Aslin (1990) study.

    Exam 2 - Motor Development (cephalocaudal vs. proximodistal), The Dunham et al. (1991) Study, Substages of Piaget's sensorimotor stage, language development, and The strange situation (attachment styles).

    Exam 3 - Development of children's art, Stages of play (cognitive and social), Parenting Styles, Gender differences in friendship, and The Hartup et al. (1993) study.

PSYC 1643 - Fall 2000 - ONLINE STUDY SESSION

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