EDHD 320 Exam 1 study guide Spring 2012 Following are the instructions taken directly from this exam Selected response 20 points 1 point per question Select the correct or best answer from the following options and mark your choice on the corresponding answer sheet If you find any of the following questions ambiguous i e you cannot find a correct or best answer you may opt to not answer the question and instead write a short essay that answers the question If you demonstrate an accurate understanding you will earn full credit If not you will have passed up your chance to guess the right answer Place a star next to the question number to indicate that you have chosen this option and write your essay next to the question or on the back of the page Matching 20 points 1 point per question Using the associated word bank for each set of questions match the appropriate term with each statement Terms may be used more than once and not all terms will be used Please write the term in the blank provided If you don t think the correct term is included in the word bank write the term that you think is correct and provide a short explanation If you demonstrate an accurate understanding you will earn full credit Essay 10 points Answer one of the following two questions in the space provided use the back if necessary Be sure to answer all parts of the question You may use bullet points or graphics as part of your response if that will help you to make your point but make sure that you provide enough explanation so that I do not have to guess what you mean 1 EDHD 320 Exam 1 study guide questions In addition to questions in the reading guide the following are some questions and terms to focus on while preparing for the exam I Introduction What are the approximate ages for each period of the lifespan Infancy first two years of life 0 2 Toddlerhood 2 4 bridges infancy preschool period Preschool period 3 5 6 once you start school Middle childhood 5 6 puberty Adolescence puberty 20 Emerging adulthood 18 25 28 nomadic Early adulthood 20 40 Middle adulthood 40 65 retirement Late adulthood 65 What are possible research designs used to study the lifespan What benefits and drawbacks might lead a researcher to select each of the following methods cross sectional longitudinal or sequential Cross sectional One time of measurement two or more ages two or more cohorts age and cohort overlap completely Longitudinal Two or more ages two or more times of measurement one cohort age and time of measurement overlap completely Sequential start with two groups and follow for a period combining both Most efficient Use both cross sectional and longitudinal sequences and compare longitudinal and cross sectional findings If findings are similar closest one can come to age related change If findings differ look for cohort differences other factors that might explain difference Cross sectional designs typically involve comparing mean average scores on some measure across different age cohort groups http www2 fiu edu levittmj agmethod html If given a scenario be able to identify the type of design used the independent and dependent variables if applicable and possible extraneous variables Independent variable what you are manipulating controlling Dependent variable what is affected by the IV what you are measuring Extraneous variables extra variables that might affect the study but are not interested in Be able to take a general research question and turn it into a developmentally focused question Terms 2 Qualitative change change is stepwise and sudden stair steps Quantitative change amount of change like major shifts growth model and the change is gradual slow and steady Cross sectional different groups same time Longitudinal same group multiple times Sequential combining both can address issues with both Experimental design manipulate IV random assignment control extraneous variables as much as possible looking to identify causal relationships between variables Correlational design no manipulation and look at 2 variables on a spectrum with a relationship numerical representation of the strength of a relation between variables range from 0 to 1 strong positive and 0 to 1 strong negative 0 is no relationship r 2 is a predictor for the variance of two different scores correlation does not equal causation Quasi Experiment occur when the groups cannot be pre determined like gender or age Independent variable what you are manipulating controlling Dependent variable what is affected by the IV what you are measuring Extraneous variable extra variables that might affect the study but are not interested in II Genes Environment Development What are some ways to study the effects of genes and the environment on development Nature inborn heredity characteristic as an influence on or determinant of personality Nurture upbringing education and environment contrasted with inborn characteristics as an influence on or determinant of personality Passive parents give child their genes and environment Active certain genes lead individuals to seek out certain environments Evocative certain genes evoke certain environments If given data from a twin study be able to explain the relative influence of genes shared environment non shared environment See table 3 4 in your text p 75 Shared environment individuals growing up in the same environment experience like a common parenting style Non shared environment experiences unique to the individual and not shared by other members of the family and that work to make individuals different from each other Behavior can be explained in many ways including 1 genes only 2 environment only 3 gene environment interaction 4 gene environment correlation Be able to describe each of these and use them to explain a scenario e g why Michael Phelps became an Olympic athlete 1 Because his dad and mom were Olympic athletes 2 Grew up swimming since he was able to walk because of his parents putting him there 3 Mix of his genes from athletic parents and putting him in a pool at a young age 4 His genes led him to become an Olympic swimmer Terms Heredity proportion of variability that can be linked to genetic differences 3 Genotype genetic makeup Phenotype expressed trait like a physical trait Gene environment interaction systematic interrelation between genes and environment Gene environment correlation random combinations of genes and environment III Expertise How are experts different from novices Reliably superior