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Unformatted text preview: HD 115 Final Study Guide Fall 2007 Exam date: December 13, 2007 Time: 2:00-4:30 pm Place: Statler Auditorium Exam format: 100 multiple choice: 50 multiple choice questions on material since the last prelim (Chap 12-17 and lectures from Nov 1-29) and 50 multiple choice questions from the entire course The 50 multiple choice questions on the entire course will cover major concepts, theories, research findings, and milestones from the course. Know material covered in lectures and on the previous study guides. The 50 multiple choice questions on material since the last prelim will be similar to those on the previous prelims. You should know the following: 1. All of the material covered in lectures from Nov 1 through Nov 29. 2. Berk, Ch 12-17: Focus on the questions and issues outlined below for each chapter. You should also review: 3. Berk, Ch 12-17: Know the terms in bold and the summaries at the end of each chapter. 4. Berk, pp. 526-527: Be familiar with the cognitive, language, and emotional/social milestones on the milestones chart for middle childhood. 5. Berk, pp. 638-639: Be familiar with the milestones of adolescence. Berk, Ch 12, pp. 437-479: Describe Piagets concrete operational stage and how children handle the following tasks: conservation, decentration, reversibility, classification, and seriation and spatial reasoning. Concrete operational stage- 3 rd stage, ages 7-11, thought becomes logical, flexible, and organized in its application to concrete information-Able to pass conservation tasks-capable of decentration- ability to focus on several aspects of a problem at once and relate them-capable of reversibility- ability to go through series of steps in a problem and then mentally reverse direction, returning to the starting point-more aware of classification hierarchies and can focus on relations between a general category and 2 specific categories at the same time-capable of seriation- ability to order items along a quantitative dimension, such as length or weight, can also seriate mentally ( transitive inference)-improve greatly in spatial reasoning What are some limitations of concrete operational thought? Children think in an organized, logical fashion only when dealing with concrete info they can perceive directly Mental operations work poorly with abstract ideas How are culture and education related to the development of concrete operational thought? In tribal and village societies, conservation is often delayed Suggests that taking part in relevant everyday activities helps children master conservation and other Piagetian problems Children of same age who have been in school longer do better on transitive inference problems Certain informal, nonschool experiences can also foster operational thought ex. Street vendors &amp; weaving Some investigators conclude that forms of logic required by Piagetian tasks do not emerge spontaneously in children but are heavily influenced by training, context, and cultural conditions Describe the improvements in information processing speed and capacity and...
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This note was uploaded on 10/28/2008 for the course HD 1150 taught by Professor Schelhas-miller,c. during the Fall '07 term at Cornell University (Engineering School).
- Fall '07