Exam 2 Review_forbb - Baltes Reese Lipsitt(1980 3...

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Baltes, Reese, & Lipsitt (1980): 3 Influences on Development 1. Normative age-graded influences: Correlated with chronological age Biology: puberty, menopause Environment: graduation, retirement Biology X Environment: driving (when physically & cognitively able to pass test & when legally old enough)
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Baltes, Reese, & Lipsitt (1980): 3 Influences on Development 2. History-graded influences: Normative in the sense that they are experienced by majority of population at a given time Majority of cohort affected in same way But affects different cohorts differently (1950 cohort experienced Vietnam differently than 1970 cohort) Environment: Great Depression, Vietnam War Biology: AIDS epidemic Biology X Environment: famine from an economic depression
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Historical influences on development: think back to 60 Minutes video
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Keep in mind Arnett’s criteria for adulthood. Integrate with the findings in the recent Pew report & other knowledge you have about development. How could this historical trend affect: perception of yourself relationship with your parents/family relationship with your friends romantic relationships work finances health emotional well-being expectations for the future
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Baltes, Reese, & Lipsitt (1980): 3 Influences on Development 3. Non-normative influences: Not tied to age Biology: breast cancer in 20’s Environment: widowhood in 30’s, raising (grand)children in 80’s Biology X Environment: teenage pregnancy ***but social reference group matters. May be more or less normative depending on reference group.
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Exam 2 Review 198/234=84.6%
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Exam 2 Covers: Chapter 4: Prenatal development & infancy Teratogens Chapter 5: Physical development Chapter 8: Memory & Information Processing False memories Brain training Chapter 11: Personality & Self Article 2: Emerging Adulthood Millennials & other cohorts Class lecture, activities, & discussion Articles Textbook
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Format: Questions 50 questions NO fill in the blank Multiple choice, true/false, matching Study, organize your notes, prepare your own studyguide so that you can manage your time & do well
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Content Key terms & definitions Quick – can you define these? Do you know where to find information on them? Blastocyst Myelin Pituitary gland Cephalocaudal Encoding Pure vs. cued recall The Big 5 Behavioral inhibition The Forgotten Half
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Content 4 steps in information processing How do we study infants' memory? How does memory strategy/ability differ and/or change in children, adolescents, young adults, older adults? How does aging affect memory? SOC theory: Read a vignette, identify, and apply ideas from class - be able to identify selection, optimization, compensation
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Content Think back to class activities and discussion
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No graphs to interpret on this exam – but may show up on Final.
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