Chapter 7 1 how does the motivational view of

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Chapter 7 1. How does the “motivational view” of achievement (associated with David McClelland) explain individual differences in achievement motivation? 2. How does Weiner's attributional theory explain children's achievement? 3. In Dweck’s learned helplessness theory, what are the characteristics of children with a mastery orientation? How does their approach to achievement differ from children with a learned helplessness orientation? How is this relevant to "attributional retraining"? 4. How does Dweck distinguish between children’s performance goals vs. learning goals in achievement situations? Which kinds of goals are better for children to seek? 5. What are the parenting practices that best contribute to children’s achievement success? 5.Social and Personality Development in Adolescence and Adulthood A. KEY CONCEPTS : Myths of adolescence 7
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Adolescent egocentrism Challenges of adult development Influences on adult development B. D ESCRIBE /E XPLAIN : 1. Describe how the following myths of adolescent development have been reconsidered in light of psychological research: a. Relentless conflict with parents b. Rebellious, delinquent peer influences lead to violence, substance abuse, etc. c. Adolescents go through a difficult “identity crisis” as they try to find themselves d. “Sexuality rears its ugly head” owing to “raging hormones” e. Self-consciousness f. Adolescent brains are immature and this accounts for impulsivity and lack of self-regulation What new view of adolescent development arises from psychological research? 2. What are the challenges of adult social and personality development with respect to: a. intimacy b. caring c. generativity d. perspective 3. Why do researchers believe that adult personality tends to remain fairly stable over time? 4. Describe the important influences on adult social and personality development that were discussed in lecture. Identify the importance of the “social clock,” individual choices, and “selective optimization with compensation.” 6. Social Policy Implications S UMMARIZE SOME OF THE CENTRAL SOCIAL POLICY IMPLICATIONS OF THE RESEARCH IN SOCIAL AND PERSONALITY DEVELOPMENT DISCUSSED IN CLASS . Chapter 12 1. What is “television literacy” and why is its development important to the effects of televised content on children? 2. What can we conclude about the effects of televised violence on children’s aggression? When it is influential, what are some of the reasons? What are the cautions that must be kept in mind when interpreting the research evidence? 3. What do we know about the effects of televised (a) social stereotypes, (b) commercials, and (c) educational programs? On balance, is television a benefit or an evil for children -- or does it depend (if so, on what?)? 4. Can computers assist in promoting learning and cognitive growth? If so, how? 5. Should preschoolers attend school? What does the research evidence indicate? 8
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6. What are the characteristics that distinguish effective schools from other schools? Distinguish misconceptions about the characteristics of effective schools from conclusions for which there is research evidence. 9
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  • Fall '08
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  • A. Key Concepts

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