- •Key Terms
- •2.0 The Life-Span Perspective
- •Essay and Critical Thinking Questions
- •Chapter 2 The Science of Life-Span Development
- •Key Terms
- •Essay and Critical Thinking Questions
- •Section II Beginnings Chapter 3 Biological Beginnings Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Chapter 4 Prenatal Development and Birth Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Section III Infancy Chapter 5 Physical Development in Infancy Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Chapter 6 Cognitive Development in Infancy Summary
- •Key Terms
- •Chapter 7 Socioemotional Development in Infancy Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Section IV Chapter 8 Physical and Cognitive Development in Early Childhood Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Chapter 9 Socioemotional Development in Early Childhood Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Section V Middle and Late Childhood Chapter 10 Physical and Cognitive Development in Middle and Late Childhood Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Chapter 11 Socioemotional Development in Middle and Late Childhood Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Section VI Adolescence Chapter 12 Physical and Cognitive Development in Adolescence Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Chapter 13 Socioemotional Development in Adolescence Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Section VII Early Adulthood Chapter 14 Physical and Cognitive Development in Early Adulthood Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Сhapter 15 Socioemotional Development in Early Adulthood Summary
- •Key terms
- •Essay and Critical Thinking Questions
- •Section VIII Middle Adulthood Chapter 16 Physical and Cognitive Development in Middle Adulthood Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Chapter 17 Socioemotional Development in Middle Adulthood Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Section IX Late Adulthood Chapter 18 Physical Development in Late Adulthood Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Chapter 19 Cognitive Development in Late Adulthood Summary
- •Key terms
- •Essay and Critical Thinking Questions
- •Chapter 20 Socioemotional Development in Late Adulthood Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Chapter 21 Death and Dying Summary
- •Key Terms
- •Essay and Critical Thinking Questions
- •Research Project 2 Journal Article Critique
- •Research Project 2 Genetic Counseling Available to You
- •Research Project 1 Why Do Some Pregnant Women Drink, Smoke, or Use Drugs?
- •Research Project 2 Fatherhood
- •Research Project 1 Cross Motor Activity
- •Research Project 1 Object Permanence
- •Research Project 2 Mother-Infant Language
- •Research Project 1 Attachment Behaviors
- •Research Project 2 Development of Self in Infants
- •Project 1 Memory Span
- •Research Project 2 Language Errors
- •Research Project 1 Parten's Play Styles
- •Research Project 2 Altruism-Empathy Observations
- •Research Project 1 Current Exercise Levels
- •Research Project 2 Conservation Tasks
- •Research Project 1 Children Attitudes Towards School
- •Research Project 2 Gender Roles and Television
- •Research Project 2 Piaget’s Pendulum Problem
- •Research project 1 Interviewing Friends about Dating
- •Research Project 2 Marcia’s Statuses of Identity
- •Research Project 1 College Students and the Use of Alcohol
- •Research Project 2 Motivation – The Values of Adolescents
- •Research Project 1 The Marriage Quiz
- •Research Project 2 Gender and Age Roles in Magazine Advertisements
- •Research Project 1 Song Lyric Values
- •Research Project 2 Archival Research
- •Research Project 1 Adult Stage Theories in Biographies
- •Research Project 2 Your Life Review
- •Research Project 1 Variations in Life-Expectancy
- •Research Project 2 Knowledge of Older Adults
- •Research Project 1 Free Recall among College Students and Older Adults
- •Research Project 2 Physical and Mental Health Care of the Elderly
- •Research Project 1 Collecting a Life Story
- •Research Project 2 Old People at College
- •Research Project 1 Experiencing Others’ Deaths
- •Research Project 2 Hospices in Your Community
Project 1 Memory Span
The function of this project is to provide a demonstration of memory span. Pair up with a classmate and test four individuals: a 3-year~oid, a 6-year-old, a 9-year-old, and a classmate. The task is a digit span task. Present a list of digits to each subject at the rate of one per second, and have each subject repeat as many digits as he or she remembers. One of you will present the digits and the other will record the subject's response. Use the following work sheets for data collection and then answer the questions that follow.
Task Child 1 Child 2 Child 3 Adult
Age____ Age____ Age____ Age____
Sex____ Sex ____ Sex___ Sex____
Digits Response: Response: Response: Response:
2
74
196
2389
64157
326890
7509621
92503184
849276304
Number of correct
digits out of:
one
two
three
four
five
six
seven
eight
nine
Questions
How many digits would a 3-year-old remember? Was it the same number regardless of the number of digits presented? How many could the 6-year-old, the 9-year~old, and the classmate remember? Was the number different depending on the number presented? In what way was the number different?
Did you find age differences for memory span? What is the nature of the differences observed? Could anything besides memory span account for the differences? (Consider possible sex differences , if applicable or differences in the child's understanding of his or her role in the task.)
From, your data, what statement could you make about the development of memory span from 3 years to adulthood? What qualifications, if any, would you need to make about your statement, based on the limitations of your data?
Research Project 2 Language Errors
This class project exposes you to the kinds of errors that children make when they are acquiring language. Pair up with another student in the class. One of you will act as the experimenter, while the other will act as the observer. Test two different children, one 3 to 4 years of age, the other 7 to 8 years of age. In order to test the two children, you will need to clear this through the human subjects review board at your school and get a signed informed consent form from the children's parents.
The children will receive three different tasks evaluating their understanding and use of the passive construction. Present an act-out task, an imitation task, and a production task. The task and sentence descriptions follow. Use the accompanying data sheets to record observations. Then answer the questions that follow.
Act-out task: Have several objects available, a toy car and truck, a toy doll, a toy horse, cow, dog, and cat. Read the sentences below one at a time, and have the child act out the sentences with the toys.
Imitation task: Present each of the sentences below to each child, and have the child repeat the sentences back to you.
Production Task: Perform the actions in each of the sentences below with the toys for the child. Ask the child to tell you what happened, starting with the first noun in the sentence. For instance, for item e roll the car along so that it hits the truck, and then ask the child to tell you what happened beginning with the truck.
a. The car hit the truck.
b. The dog was kicked by the cat.
c. The boy was bitten by the dog,
d. The boy hit the cat.
e. The truck was hit by the car.
f. The cow stepped on the horse;
g. The cat kicked the dog.
h. The cat was hit by the boy. i. The dog bit the boy.
j. The Horse was stepped on by the cow.
Task Child 1 Child 2 Sex____Age____ Sex____Age___
Act-out task
Sentence a
Sentence b
Sentence с
Sentence d
Sentence e
Sentence f
Sentence g
Sentence h
Sentence i
Sentence j
Imitation task
Sentence a
Sentence b
Sentence с
Sentence d
Sentence e
Sentence f
Sentence g
Sentence h
Sentence i
Sentence j
Production task
Sentence a
Sentence b
Sentence с
Sentence d
Sentence e
Sentence f
Sentence g
Sentence h
Sentence i
Sentence j
Questions
What did the 3- to 4-year-old child do on the act-out task? The imitation task? The production task? Was performance on one task better than on the others? If so, which? What sorts of errors appeared in the act-out task? What about the imitation task? The production task? Were the errors similar in the various tasks?
What did the 7- to 8-year-old child do on the act-out task? The imitation task? The production task? Was performance on one task better than on the others? If so, which? What sorts of errors appeared in the act-out task? What about the imitation task? The production task? Were the errors similar in the various tasks?
3. Compare the two children. What differences if any did you see on their performances on these three tasks? How would you account for the differences? What is the nature of language learning that seems to be occurring during this time?
4. What criticisms could be leveled at the procedures you used in this demonstration? For example, do you think each task should have had different questions?
Chapter 9