PSY 520 Midterm Exam Questions
With Correct Answers
Developmental |Time |Periods |- |CORRECT |ANSWER✔✔-Prenatal, |Infancy, |
Childhood, |Adolescence, |Emerging |Adulthood, |Adulthood
Domains |- |CORRECT |ANSWER✔✔-Physical, |Cognitive, |Social/Emotional
Infancy |- |CORRECT |ANSWER✔✔-birth |- |age |2
Childhood |- |CORRECT |ANSWER✔✔-early, |middle, |late |(2-11)
Adolescence |- |CORRECT |ANSWER✔✔-11-18
Emerging |Adulthood |- |CORRECT |ANSWER✔✔-18-25
Adulthood |- |CORRECT |ANSWER✔✔-25+
Medieval |Times |(6th-15th |centuries) |- |CORRECT |ANSWER✔✔-CHILDLIKE; |
childhood |and |development |considered |special, |childhood |special, |unique, |
separate |period |of |development; |need |to |invest |time/energy |into |children |for |
them |to |thrive; |parents |and |teachers |played |very |active |role, |children |had |
toys |and |playclothes |- |given |liverties
Reformation |(16th |century) |- |CORRECT |ANSWER✔✔-ORIGINAL |SIN; |children |
born |inherently |evil |and |our |job |as |parents |and |teachers |to |intervene |and |
assist |them; |"save" |children |thru |discipline
, Locke |(17th |century) |- |CORRECT |ANSWER✔✔-TABULA |RASA |- |"blank |slate"; |
children |born |as |sponges |for |you |to |teach, |not |predisposed |for |evil |but |
predisposed |to |learn; |role |of |adults: |to |teach/guide |them |- |instructors
Rousseau |(18th |century) |- |CORRECT |ANSWER✔✔-NOBLE |SAVAGES; |come |into |
world |w/internal |moral |compass |- |already |know |right/wrong, |need |experience |
to |perfect; |adults |more |hands-off |- |maturation |unfolds |naturally
Social |Learning |Theory |- |CORRECT |ANSWER✔✔-Bandura: |everyday |learning |
experiences; |models |demonstrate |behavior |and |children |imitate; |thru |
observational |learning, |children |learn |skills |and |communication
Ethology |- |CORRECT |ANSWER✔✔-adaptation |within |enviro; |sensitive |periods |
within |development |- |allow |individuals |to |learn |rapidly |- |"optimal |learning" |- |
survival
Vygotsky's |Sociocultural |Theory |- |CORRECT |ANSWER✔✔-role |of |elders |in |
teaching |cultural |values/practices; |focus: |one-on-one/didactic |interactions
Ecological |Systems |Theory |- |CORRECT |ANSWER✔✔-individuals |develop |in |
context; |family |is |microsystem, |mesosystem |(parents' |place |of |employment, |
church)
Microgenetic |- |CORRECT |ANSWER✔✔-approach |where |take |small |group, |teach
|new |task |and |study |them |intensely |for |some |time |period
Period |of |the |Zygote |- |CORRECT |ANSWER✔✔-0-2 |weeks; |fertilized |egg |that's |
implanting |itself |into |mom's |uterine |wall
With Correct Answers
Developmental |Time |Periods |- |CORRECT |ANSWER✔✔-Prenatal, |Infancy, |
Childhood, |Adolescence, |Emerging |Adulthood, |Adulthood
Domains |- |CORRECT |ANSWER✔✔-Physical, |Cognitive, |Social/Emotional
Infancy |- |CORRECT |ANSWER✔✔-birth |- |age |2
Childhood |- |CORRECT |ANSWER✔✔-early, |middle, |late |(2-11)
Adolescence |- |CORRECT |ANSWER✔✔-11-18
Emerging |Adulthood |- |CORRECT |ANSWER✔✔-18-25
Adulthood |- |CORRECT |ANSWER✔✔-25+
Medieval |Times |(6th-15th |centuries) |- |CORRECT |ANSWER✔✔-CHILDLIKE; |
childhood |and |development |considered |special, |childhood |special, |unique, |
separate |period |of |development; |need |to |invest |time/energy |into |children |for |
them |to |thrive; |parents |and |teachers |played |very |active |role, |children |had |
toys |and |playclothes |- |given |liverties
Reformation |(16th |century) |- |CORRECT |ANSWER✔✔-ORIGINAL |SIN; |children |
born |inherently |evil |and |our |job |as |parents |and |teachers |to |intervene |and |
assist |them; |"save" |children |thru |discipline
, Locke |(17th |century) |- |CORRECT |ANSWER✔✔-TABULA |RASA |- |"blank |slate"; |
children |born |as |sponges |for |you |to |teach, |not |predisposed |for |evil |but |
predisposed |to |learn; |role |of |adults: |to |teach/guide |them |- |instructors
Rousseau |(18th |century) |- |CORRECT |ANSWER✔✔-NOBLE |SAVAGES; |come |into |
world |w/internal |moral |compass |- |already |know |right/wrong, |need |experience |
to |perfect; |adults |more |hands-off |- |maturation |unfolds |naturally
Social |Learning |Theory |- |CORRECT |ANSWER✔✔-Bandura: |everyday |learning |
experiences; |models |demonstrate |behavior |and |children |imitate; |thru |
observational |learning, |children |learn |skills |and |communication
Ethology |- |CORRECT |ANSWER✔✔-adaptation |within |enviro; |sensitive |periods |
within |development |- |allow |individuals |to |learn |rapidly |- |"optimal |learning" |- |
survival
Vygotsky's |Sociocultural |Theory |- |CORRECT |ANSWER✔✔-role |of |elders |in |
teaching |cultural |values/practices; |focus: |one-on-one/didactic |interactions
Ecological |Systems |Theory |- |CORRECT |ANSWER✔✔-individuals |develop |in |
context; |family |is |microsystem, |mesosystem |(parents' |place |of |employment, |
church)
Microgenetic |- |CORRECT |ANSWER✔✔-approach |where |take |small |group, |teach
|new |task |and |study |them |intensely |for |some |time |period
Period |of |the |Zygote |- |CORRECT |ANSWER✔✔-0-2 |weeks; |fertilized |egg |that's |
implanting |itself |into |mom's |uterine |wall
