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Class 10: Review |
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;){kind=small} | “Most difficult” questions (more than one person missed) |
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;){kind=small} | Quiz 0 (the Practice Quiz; just questions 10-20 on research design, methods, theory) |
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 | Question 17 |
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| Question 16 |
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| Question 15 |
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| Question 14 |
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| Question 10 |
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| Question 11 |
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;){kind=small} | Quiz 1 (Infancy and Toddlerhood) |
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| Question 7 |
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| Question 17 |
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| Question 18 |
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| Question 5 |
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| Question 4 |
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| Question 2 |
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;){kind=small} | Quiz 2 (Early Childhood) |
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| Question 2 |
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| Question 5 |
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| Question 6 |
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| Quiz 3 (Middle/Late Childhood) |
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| Quiz 4 (Adolescence) |
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;){kind=small} | Review for Last Essay (Essay 5): These are POSSIBLE questions |
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;){kind=small} | A few tips on essay questions |
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;){kind=small} | Essay questions require that you: |
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| 1. identify assumptions in the argument or program |
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;){kind=small} | 2. evaluate the logic of assumptions for fallacies |
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| can we generalize |
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| is association really causation? |
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| 3. evaluate the evidence for the assumptions |
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| I will explicitly ask you to follow these steps in the final essay. It will be your job, however, to apply what you have learned from the course to provide a strong analysis. |
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;){kind=small} | Question that involves multiple age periods |
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| Discuss how training in “emotional intelligence” changes from early childhood to middle childhood to adolescence. That is how are skills adjusted given a child’s developmental period. |
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;){kind=small} | Multiple domains cognitive socioemotional |
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| Think about three so-called “cognitive” concepts: object permanence, egocentric reasoning, and concrete operations. Relate these so-called cognitive concepts to changes in children’s social behavior and relationships during infancy, early childhood, and middle childhood. |
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| Final Quiz: Open handwritten notes but closed mouth. |
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| Final Essay: Open handwritten notes but closed mouth. |
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| Redo Quiz or Essay: Open handwritten notes but closed mouth. |
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