DOC PREVIEW
ISU PSY 110 - Study Guide for Exam 3 - PSY 110

This preview shows page 1 out of 3 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 3 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 3 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

Study Guide for Exam 3 This guide will assist you in using the book material to prepare for the third exam. It does not include information from class that will be covered on the exam (although much of this material from the book overlaps with material from class). The class material will be very important to study as well, as anything we have covered during class could be on the exam. I recommend that you use this guide to help prioritize your studying, but do not do so to the exclusion of reading the chapters in their entirety. If you focus only on individual terms and pieces of information, you will miss the larger picture that comes with seeing how these terms are related to one another. You will probably need to read the text chapters very carefully a couple of times in order to absorb the information accurately. I encourage you to do this and to ask me questions about parts you find confusing. Important Terms and Concepts It would be good to be able to define these terms and understand how they are related to the topics we have been discussing in class. Do not just memorize the definitions word-for-word. If you do this, you will run into trouble when you need to apply these terms to new scenarios on the exam. Instead, you will learn best if you learn the meaning of these definitions--try to define them in your own words and then check the book's definition to see if you were accurate. Zygote Maturation Embryo Fetus Teratogen Critical Period Schemas Assimilation Accommodation Object Permanence Conservation Egocentrism Concrete Operations Formal Operations Attachment Separation Anxiety Self-Concept Gender Roles Puberty Adolescence Longitudinal Studies Cross-Sectional Studies Psychosocial Development Social Psychology Social Cognition Attitude Cognitive Dissonance Persuasion Mere Exposure Effect Stereotype Ingroup/Outgroup Prejudice Discrimination Attribution Internal Attribution External Attribution Attributional Bias Fundamental Attribution Error Self-Serving Bias Belief in a Just World Passionate Love Companionate Love Norm Conformity Foot-in-the-door Technique Lowball Technique Door-in-the-face Technique Obedience Group Polarization Groupthink Social Loafing Social Facilitation Prosocial Behavior Bystander Effect Diffusion of Responsibility Chapter 9 Be familiar with the general stages of prenatal development. What are some things that can present problems in our development even before we are born? What kinds of physical capabilities do we have prenatally and shortly after birth? Sensory capabilities? Be familiar with general trends in the development of motor and sensory capabilities throughout childhood. What is the visual cliff experiment, and what does it tell us about infants’ development? What is the habituation technique, and what does it tell us about infants’ development? Be familiar with very general trends in language development. What kinds of skills develop first? What kinds of difficulties do mostchildren have with language? It is NOT necessary to memorize specific ages associated with various verbal milestones. What evidence do we have that infants have memory? What is cognitive development? Why was Jean Piaget important? Be sure you understand the four stages he describes. What kinds of difficulties and accomplishments are associated with the each of the four stages? How have people evaluated Piaget’s theory? What does the information-processing approach suggest about cognitive development, and how does this differ from Piaget’s perspective? What does Vygotsky suggest is important for cognitive development? What is attachment? How does the Strange Situation procedure enable us to study attachment? Be familiar with the different attachment styles described in the text. What are some long-term consequences of the type of attachment an infant has? What does Kohlberg’s theory try to explain? You should be familiar with the three major stages of moral reasoning described by Kohlberg: Preconventional, conventional, and postconventional. How have people evaluated Kohlberg’s theory? What are gender roles? How and when do they develop? What are the major physical changes that happen during puberty? What is adolescent cognition like? Be familiar with the concept of adolescent egocentrism. How is this different from the egocentric thought of children in Piaget’s preoperational stage? What are general trends with adolescents’ social and emotional development? How much turmoil is associated with this life stage? What kinds of relationships appear to be important to most adolescents? What sorts of physical, cognitive, social, and emotional changes do you have to look forward to (or dread!) as you get older? What sorts of things are likely to become more challenging for us with age? What sorts of things seem to be easier in older adulthood? What kinds of relationships appear to be important to older adults? What can we do to keep our cognitive functioning higher in older adulthood? What is the difference between longitudinal and cross-sectional research? What are some advantages and disadvantages of each? For this exam I will NOT ask you about Erikson’s Psychosocial stages. How stable does personality seem to be in adulthood? How do we know this? At the end of Chapter 9, all the questions EXCEPT #6 and 7 are good examples of those you might encounter on the exam. Chapter 13 What are attitudes? What three components make up attitudes? Why are attitudes important? What influences do they have on us? What is the relationship between attitudes and behaviors? Be familiar with the idea of cognitive dissonance and how this relates to attitudes. Be familiar with Festinger and Carlsmith’s study that illustrated the process of cognitive dissonance. What do we generally do when we experience cognitive dissonance? Be familiar with the elaboration likelihood model of attitude change. What is the difference between the central route to persuasion and the peripheral route? How is the mere exposure effect related to attitude change? What characteristics of people or messages lead to greater persuasion? The section of the text entitled, “Tapping into the Social Brain” is interesting, but I will NOT ask you questions from this section on the exam. What are stereotypes? What do stereotypes often cause us to do? What is the relationship between stereotypes and prejudice? What is the


View Full Document

ISU PSY 110 - Study Guide for Exam 3 - PSY 110

Download Study Guide for Exam 3 - PSY 110
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Study Guide for Exam 3 - PSY 110 and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Study Guide for Exam 3 - PSY 110 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?