lOMoARcPSD|29611130
Developmental Psychology Exam Notes
Developmental Psychology (Caraga State University)
Studocu is not sponsored or endorsed by any college or university
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130
Developmental Psychology Exam Notes
Development Psychology
 Branch of psychology concerned with the changes in cognitive, motivational, psychophysiological, and
social functioning that occur throughout the human life span.
 The pattern of change that begins at conception and continues through the life span.
 Nature of development (process of development): Biological processes; Cognitive processes; and
Socio-emotional processes.
Prenatal period
Infancy
Early childhood
Middle and late childhood
Adolescence
Early adulthood
Middle adulthood
Late adulthood
Life-Span Perspectives
 Development is lifelong.
 Development is multidimensional.
 Development is multidirectional.
 Development is plastic.
 Development is multidisciplinary.
(conception to birth)
(birth to 18-24 months)
(3-5 years)
(6-10/11 years)
(10-12 to 18-21 years)
(20s and 30s)
(40s and 50s)
(60s-70s to death)



Development is contextual.
Development involves growth,
maintenance, & regulation of loss.
Development is a construction of biology,
culture, & the individual factors.
1. Paul was known to be extremely shy as a kid. Surprisingly, he grew to love performing in front of
people and is now a theater actor. Which component of life-span perspective was evident in this case?
A. Development is contextual.
B. Development is multidimensional.
C. Development is plastic.
D. Development involves growth, maintenance, and regulation of loss.
2. Students who experienced online classes for 2 years during the height of CoViD-19 have reported to
be more vulnerable to mental health problems and inclined to have lower emotional capacity than
other generation of learners. This is an example of ___________ influence.
A. Normative age-graded – usual development/changes given at a particular age
B. Normative history-graded
C. Non-Normative life events – e.g, separation of parents, divorce
D. Non-Normative environment
3 important sources of contextual influences:
 Normative Age-graded Influences – are similar for individuals in a particular age group.
 Normative History-graded Influences – common to people of a particular generation because of
historical circumstances.
 Non-Normative Life Events – unusual occurrences that have a major impact on the lives of individual
people.
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130
3. Which of the following ages are thought to be one’s prime age years?
A. First age
B. Second age
C. Third age
D. Fourth age
Four Ages:
- First age: Childhood and adolescence
- Second age: Prime adulthood, ages 20 through
59
- Third age: Approximately 60 to 79 years of age
- Fourth age: Approximately 80 years and older
3 Developmental Patterns of Aging:
- Normal Aging
- Pathological Aging
- Successful Aging
4. Aries, 83, became more and more forgetful lately. He also started to be more irritated easily and
exhibits bouts of anger-management difficulties. Aries is said to be experiencing:
A. Normal aging
B. Pathological aging
C. Successful aging
D. Both A and C
5. Which is not true about the concepts of ‘Stability’ and ‘Change’ in developmental psychology?
A. Psychoanalytic theorists like Freud, Horney, Klein, and Erikson are most likely advocates of stability in
development. (True)
B. Developmentalists who emphasize change in development hold an optimistic view of human development.
(True)
C. ‘Stability’ in one’s development is a result of early experiences in life. (True)
D. ‘Change’ in one’s development is a result of heredity.
Developmental Issues:
 Nature vs. Nurture
 Stability vs. Change
 Continuity vs. Discontinuity
Discontinuous development = qualitative changes
Continuous development = quantitative changes
6. Which of the following pairings is correct?
A. Discontinuous development: Quantitative changes
B. Continuous development: Qualitative changes
C. Continuous development: Cumulative changes
D. Discontinuous development: Gradual changes
Theories of Development
 Psychodynamic theories:
 Sigmund Freud’s Psychoanalytic
Theory
 Erik Erikson’s Psychosocial Theory

Cognitive theories:
 Jean Piaget’s Theory of Cognitive
Development
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130
Lev Vygotsky’s Sociocultural
Cognitive Theory
 George Millers’s InformationProcessing Theory
Behavioral and Social Cognitive
theories:
 B.F. Skinner’s Operant Conditioning
 Albert Bandura’s Social Cognitive
Theory





Ethological theories:
 John Bowlby’s Attachment Theory
 Konrad Lorenz’s Imprinting Theory
Ecological theories:
 Urie Bronfenbrenner’s Ecological
Theory
Eclectic Theoretical Approaches
Freud’s Psychosexual Stages of Development
 As children grow up, their focus of pleasure and sexual impulses shifts from the mouth to the anus and
eventually to the genitals.
 Our adult personality is determined by the way we resolve conflicts between sources of pleasure at
each stage and the demands of reality.
Oral Stage
Infants pleasure centers
on the mouth
Anal Stage
Child’s pleasure focuses
on the anus.
Phallic Stage
Child’s pleasure focuses
on the genitals.
Latency Stage
Child represses sexual
interest and develops
social and intellectual
skills.
Genital Stage
A time of sexual
reawakening; source of
sexual pleasure
becomes someone
outside the family.
Birth to 1 ½ Years
1 ½ to 3 Years
3 to 6 Years
6 Years to Puberty
Puberty Onward
Erikson’s Psychosocial Stages of Development
 The primary motivation for human behaviour is social in nature and reflects a desire to affiliate with
other people.
 Developmental change occurs throughout the life span, emphasizing the importance of both early and
later experiences.
Stage
Infancy (first year)
Early Childhood (1-3 years)
Play Age (3-5 years)
School Age (6 years to puberty)
Adolescence (10-20 years)
Young Adulthood (20-30 years)
Developmental Crisis
Trust vs. Mistrust; Strength: Hope
Core Pathology: Sensory distortion - Withdrawal
Autonomy vs. Shame & Doubt; Strength: Will
Core Pathology: Impulsivity - Compulsion
Initiative vs. Guilt; Strength: Purpose
Core Pathology: Ruthlessness - Inhibition
Industry vs. Inferiority; Strength: Competency
Core Pathology: Narrow virtuosity - Inertia
Identity vs. Identity Confusion; Strength: Fidelity
Core Pathology: Fanaticism – Role repudiation
Intimacy vs. Isolation; Strength: Love
Core Pathology: Promiscuity - Exclusivity
7. (I.) Erikson has a more elaborated perspective to psychosexual stages of development than Freud.
(Correct)
(II.) While Freud focused on biological influences to personality, Erikson emphasized social influences.
(Correct)
(III.) Failure to succeed from the conflict in the early stages results to maladaptive personality
development. (False)
(IV.) Syntonic (harmonious) and dystonic (destructive) elements are both crucial to one’s development.
(Correct)
A. I, II, and III are correct
B. I, II, III, and IV are correct
C. I, II, and IV are correct
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130
D. I and II are correct
8. Let’s say Luis, an infant, was provided with all of his physiological needs. He never experienced
being starved nor any amount of distress as ensured by his parents. As a follower of Erikson, you may
predict that Luis will:
A. Develop the basic strength of Hope.
B. Experience withdrawal as he grows.
C. Have a healthy balance between his ability to trust and mistrust others.
D. Most likely be subjected to sensory-distortion. - syntonic
9. Which of the following cognitive milestone indicates that the child is now in Pre-operational stage of
development according to Piaget?
A. Object-permanence
B. Conservation principle – middle childhood
C. Either A or B
D. Neither A nor B
Piaget’s Theory of Cognitive Development:
 Children go through four stages of cognitive development as they construct their understanding of the
world.
 3 interrelated processes: organization, adaptation, (assimilation & accommodation). and equilibrium
Sensorimotor Stage
The infant constructs an
understanding of the world
by coordinating sensory
experiences with physical
actions. An infant
progresses from reflexive,
instinctual action at birth to
the beginning of symbolic
thought toward the end of
the stage.
Birth to 2 Years of Age
Preoperational Stage
The child begins to
represent the world with
words and images reflect
increased symbolic thinking
and go beyond the
connection of sensory
information and physical
action.
2 to 7 Years of Age
Concrete Operational
Stage
The child can now reason
logically about concrete
events and classify objects
into different sets.
7 to 11 Years of Age
Formal Operational Stage
The adolescent reasons in
more abstract, idealistic,
and logical ways.
11 Years of Age Through
Adulthood
Vygotsky’s Sociocultural Cognitive Theory:
 Emphasis how culture and social interaction guide cognitive development.
 Cognitive development involves learning to use the inventions of society, language, mathematical
systems, and memory strategies.
Miller’s Information-Processing Theory:
 Emphasizes how individuals manipulate information, monitor it, and strategize about it.
 Individuals develop a gradually increasing capacity for processing information.
Skinner’s Operant Conditioning:
 Consequences (Rewards & Punishment) of a behavior produce changes in the probability of the
behavior’s occurrence.
Bandura’s Social Cognitive Theory:
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130


Behavior, environment, and cognition are the key factors in development.
People cognitively represent the behavior of others and then sometimes adopt this behavior
themselves.
10. Which of the following is least likely
belonging to the group?
11. Whose theory stresses ethological factors in
development more than the other theories?
A. Piaget’s Theory of Cognitive Development
A. John Bowlby
B. Bandura’s Social Cognitive Theory
B. Konrad Lorenz
C. Vygotsky’s Sociocultural Cognitive Theory
C. Urie Bronfenbrenner
D. Miller’s Information Processing Theory
D. More than one from the above options
Bowlby’s Attachment Theory:
 Attachment to a caregiver over the first year of life has important consequences throughout the life
span.
Lorenz’s Imprinting Theory:
 Some species of animals form an attachment to the first large moving object that they meet.
Bronfenbrenner’s Ecological Theory:
 Development reflects the influence of several environmental systems.
Environmental systems:
 Microsystem – setting in which the individual lives.
 Mesosystem – involves relations between microsystems
 Exosystem – consists of links between a social setting in which the individual does not have an active
role and the individual’s immediate context
 Macrosystem – involves the culture in which individuals live.
 Chronosystem – consists of the patterning of environmental events and transitions over the life
course.
Electic Theoretical Orientation:
 An orientation that does not follow any one theoretical approach but rather selects from each theory
whatever is considered the best in it.
12. Based from Bronfenbrenner’s ecological theory, non-normative life events like divorce, loss of a
loved one, etc. fall under which of the following environmental systems?
A. Macrosystem
B. Exosystem
C. Chronosystem
D. Mesosystem
Genetic Principles:
 Sex-Linked Genes – when a mutated gene is carried on the x chromosome, the result is called xlinked inheritance.
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130


Genetic imprinting – occurs when the expression of a gene has different effects depending on
whether the mother or the father passed on the gene.
Polygenic Inheritance – many different genes determine a characteristic.
Chromosomal-Linked Abnormalities:
 Down syndrome – a form of intellectual disability caused by the presence of an extra copy of
chromosome 21.
 Sex-Linked Chromosomal Abnormalities – involve the presence of an extra chromosome or the
absence of one X chromosome in females.
Chromosomal-Linked Abnormalities:
Name
Description
Treatment
Incidence
Down Syndrome
Klinefelter syndrome
(XXY)
Fragile X syndrome
Turner syndrome (XO)
XYY syndrome
An extra chromosome
causes mild to severe
intellectual disability and
physical abnormalities.
An extra X chromosome
causes physical
abnormalities.
An abnormality in the X
chromosome can cause
intellectual disability,
learning disabilities, or short
attention span.
A missing X chromosome in
females can cause
intellectual disability and
sexual underdevelopment.
An extra Y chromosome can
cause above-average
height.
Surgery, early intervention,
infant stimulation, and
special learning programs
1 in 1,900 births at age 20
1 in 300 births at age 35
1 in 30 births at age 45
Hormone therapy can be
effective
1 in 1,000 male births
Special education, speech
and language therapy.
More common in males than
in females
Hormone therapy in
childhood and puberty
1 in 2,500 female births
No special treatment
required
1 in 1,000 male births
13. Having knowledge of genetic principles in human development, can two brown-eyed parents have a
blue-eyed child? Choose the best answer.
A. No, because having 2 parents with brown eyes shall produce a brown-eyed offspring.
B. Yes, given that each parent has a dominant gene for brown eye and a recessive gene for blue eye.
C. Maybe, it’s a matter of which feature will manifest during fertilization.
D. Yes, since it’s the iris part of the eye that will determine its color.
14. This chromosomal disorder in males includes having an extra X chromosome and is usually
manifested physically as having undeveloped testes and enlarged breasts.
A. Fragile X syndrome
B. Klinefelter syndrome
C. Turner syndrome
D. XYY syndrome
Prenatal Diagnostic Tests:
 Ultrasound sonography – high-frequency sound waves are directed into the pregnant woman’s
abdomen.
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130





Fetal MRI – uses a powerful magnet and radio images to generate detailed images of the body’s
organs and structures.
Chronic villus sampling (CVS) – a prenatal medical procedure in which a small sample of the
placenta
Amniocentesis – a sample of amniotic fluid is withdrawn by syringe and tested for chromosomal or
metabolic disorders.
Maternal blood screening – identifies pregnancies that have an elevated risk for birth defects.
Fetal Sex Determination – CVS has often been used to determine the sex of the fetus.
15. _________ is a prenatal medical procedure in which a small portion of the placenta is removed to
test for genetic defects and chromosomal abnormalities.
A. Amniocentesis
B. Maternal blood screening
C. Chorionic villus sampling
D. Sonography
3 Genotype-Environment Correlations:
Heredity-Environment
Description
Correlation
Passive
Evocative
Active (niche-picking)
Children inherit genetic tendencies from
their parents, and parents also provide an
environment that matches their own
genetic tendencies.
The child’s genetic tendencies elicit
stimulation from the environment that
supports a particular trait. Thus genes
evoke environment support.
Children actively seek out “niches” in their
environment that reflect their own interests
and talents and thus in accord with their
genotype.
Examples
Musically inclined parents usually have
musically inclined children, and they
are likely to provide an environment
rich in music for their children.
A happy, outgoing child elicits smiles
and friendly responses from others.
Libraries, sports fields, and a store
with musical instruments are examples
of environmental niches children might
seek out if they have intellectual
interests in books, talent in sports, or
musical talents, respectively.
16. Arian’s parent are both doctors and when he was growing up, he was often gifted by his parents
toys and books related to medicine and science. Later on, Arian became interested in studying
medicine as his career. Which type of gene-environment correlation model was demonstrated?
A. Active genotype-environment correlations
B. Passive genotype-environment correlations
C. Evocative genotype-environment correlations
D. Niche-Picking genotype-environment correlations
Course of Prenatal Development:
 Divided into 3 periods:
 Germinal (conception until 10 to 14 days later) – ends when the zygote attaches to the
uterine wall.
 Embryonic (2 to 8 weeks after conception) – the embryo differentiated into 3 layers, lifesupport systems develop, and organ systems form.
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130

Fetal (from 2 months after conception until about 9 months) – organ systems have matured
to the point at which life can be sustained outside the womb.
3 Layers of Embryo:
 Endoderm – develops into the digestive and respiratory systems.
 Mesoderm – becomes the circulatory system, bones, muscles, excretory, and reproductive system.
 Ectoderm – becomes the nervous system and brain, sensory receptors.
17. Organogenesis takes place at which period of pre-natal development?
A. Germinal
B. Fetal
C. Second trimester
D. Embryonic
Life-support system of embryo:
 Amnion – sac that contains a clear fluid in which the developing embryo floats.
 Umbilical cord – contains 2 arteries and 1 vein, and connects the baby to the placenta.
 Placenta – disk-shaped group tissues in which small blood vessels from the mother and the offspring
intertwine but do not join.
18. _________ provides support and nutrition to
the embryo during pre-natal development.
19. Endoderm: Surface parts
Ectoderm: Internal parts
A. Amnion
A. Both statements are correct.
B. Placenta
B. Both statements are incorrect.
C. Umbilical cord
C. Only the first statement is correct.
D. Trophoblast
D. Only the second statement is correct
20. Which birth defect usually results into paralysis of the lower limbs that would need assistive
devices such as crutches, braces, or wheelchairs?
A. Spina bifida
B. Anencephaly
C. Teratogen
D. Poliomyelitis
Brain Development:
 Neural Tube – long, hollow tube located on the embryo’s back; forms at about 18 to 24 days after
conception (2 birth defects related to neural tube: anencephaly and spina bifida).
 Neurogenesis – generation of new neurons; 5th prenatal week to the end of the prenatal period.
 Neuronal migration – cells move outward to their appropriate locations; 6-24 weeks after conception.
 Neural Connectivity – connections between neurons begin to occur; 23rd prenatal week.
21. Which of the following statements is not true?
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130
A. Lamaze method aims to help women focus on controlling their pain during childbirth.
B. Bradley method of childbirth is achieved through deep breathing and relaxation techniques, with the aid of a
partner or labor coach.
C. Lamaze and Bradley method are both natural methods of childbirth.
D. None of the above
22. This newborn assessment evaluates an
infant’s heart rate, respiratory effort, muscle
tone, body color, and reflex irritability few
minutes after birth.
23. Infants tend to use their whole hands before
being able to control their fingers. This motor
development coincides with:
A. Cephalocaudal pattern
A. Neonatal Behavioral Assessment Scale
B. Proximodistal pattern
B. Ballard Examination for Gestational Age
C. Either A or B
C. Bayley Scales of Infant Development
D. Neither A nor B
D. APGAR scale – Appearance, Pulse, Grimace,
Activity, Respiration
The Birth Process:
 Stages of birth: (1) Uterine contractions; (2) Baby’s head starts to move through the cervix and the
birth canal; (3) After birth.
Assessing Newborns:
 APGAR scale – evaluates an infant’s heart rate, respiratory effort, muscle tone, body color, and reflex
irritability.
 Brazelton Neonatal Behavioral Assessment Scale (NBAS) – performed within 24-36 hours after
birth; used as a sensitive index of neurological competence up to one month after birth.
 Ballard Examination for Gestational Age – evaluates a baby’s physical and neuromuscular maturity.
 Bayley Scales of Infant Development – developmental assessment tool for diagnosing
developmental delays in early childhood.
low cortical arousal – extravert; high stimulation from activities
high cortical arousal – introverts; low stimulation from activites
INFANCY – Physical Development:
 Patterns of growth: Cephalocaudal and Proximodistal pattern
 Body Growth: In the first days after birth, newborns lose 5-7% of their weight; Infants grow about 1
inch/month in the 1st year and nearly triple their weight by their first birthday; rate of growth slows in the
2nd year
 Brain devt.: Dramatic changes in the brain is dendritic spreading and myelination
 Sleep: Newborns usually sleep about 18 hours a day; shared sleeping increases risk for SIDS
 Nutrition: Infants need to consume about 50 calories per day for each pound they weigh.
 Reflexes. include sucking, rooting, moro, and grasping reflexes
 Gross motor skills: key skills developed during infancy include control of posture and walking.
 Fine motor skills: onset of reaching and grasping marks a significant accomplishment.
 Visual perception: newborn – 20/240; 6 months – 20/40.
o 3 months – size and shape constancy; 2 months – ability to perceive that occluded objects are
complete; 6 months – can perceive depth.
 Other senses – sensory threshold is higher than that of adults; can respond to touch and feel pain; can
differentiate odors, and sensitivity to taste may be present before birth.
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130
24. Which of the following statements is true?
A. Infants who lose weight for the first several days after birth are more vulnerable to illnesses.
B. Infants’ dramatic physical growth is gradual and stable.
C. The rate of growth among infants slows down by the second year.
D. All of the above
25. Your elder sister recently gave birth to your niece and decided to do bed-sharing with her daughter
during sleep. Having background about the risks for Sudden Infant Death Syndrome, what would you
recommend to your sister?
A. Advice her to do bed-sharing in order to closely monitor her child during sleep for any irregularities.
B. Bed-sharing is a good idea so as to practice ‘Kangaroo’ care which may decrease the chance of SIDS.
C. Disagree with it as bed-sharing increases sleep-related problems and deaths including SIDS.
D. Encourage it so as to make breastfeeding more convenient for both the mother and the baby.
26. Which of the following is not an advantage
of bottle-feeding for infants?
27. Which of the following milestones in gross
motor development is least likely correct?
A. Formula milk is digested quickly. (false,
Formula milk does not get digested quickly)
A. 2 – 4.8 months: Rolling over
B. 5 – 10 months: Stand with support
B. Other people may help in feeding the infant.
C. 4.8 – 7.9 months: Sit without support
C. Convenient and flexible.
D. 6 – 10 months: Stand alone
D. None of the above.
INFANCY – Cognitive Development:
 Piaget’s Sensorimotor Stage: birth-2y/o; infant organizes, and coordinates sensations with physical
movements; key accomplishment is object-permanence.
 6 sub-stages: simple reflexes, first habits and primary circular reactions; secondary circular
reactions; coordination of secondary circular reactions; tertiary circular reactions; and
internalization of schemes.
Substage
Age
Description
Example
1. Simple reflexes
Birth to 1
month
2. First habits and
primary circular
reactions
1 to 4
months
3. Secondary
circular reactions
4 to 8
months
4. Coordination of
8 to 12
Coordination of sensation and
action through reflexive behaviors
Coordination of sensation and two
types of schemes: habits (reflex)
and primary circular reactions
(reproduction of an event that
initially occurred by chance). Main
focus is still on the infant’s body.
Infants become more objectoriented, moving beyond selfpreoccupied; repeat actions that
bring interesting or pleasurable
results.
Coordination of vision and touch—
Rooting, sucking, and grasping
reflexes; newborns suck
reflexively when their lips are
touched.
Repeating a body sensation first
experienced by chance (sucking
thumb, for example); then infants
might accommodate actions by
sucking their thump differently
from how they suck on a nipple.
An infant coos to make a person
stay near; as the person starts to
leave, the infant coos again.
Infant manipulated a stick in order
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130
secondary
circular reactions
months
5. Tertiary circular
reactions, novelty,
and curiosity
12 to 18
months
6. Internalization

18 to 24
months
hand—eye coordination of
schemes and intentionality.
Infants become intrigued by the
many properties of objects and by
the many things they can make
happen to objects; they
experiment with new behavior
Infants develop the ability to use
primitive symbols and form
enduring mental representations
to bring an attractive toy within
reach.
A block can be made to fall, spin,
hit another object, and slide
across the ground
An infant who has never thrown a
temper tantrum before sees a
playmate throw a tantrum; the
infants retains a memory of the
event, then throws one himself the
next day.
Language: infants recognize their name when someone says it at 5 months; receptive vocabulary
exceeds spoken/expressive vocabulary.
Typical Age
Language Milestones
Birth
2 to 4 months
5 months
6 months
6 to 12 months
8 to 12 months
13 months
18 months
18 to 24 months
Crying
Cooing begins
Understands first word
Babbling begins
Change form universal linguist to language-specific
listener
Uses gestures, such as showing and pointing
Comprehension of words appears
First word spoken
Vocabulary spurt starts
Uses two-word utterances
Rapid expansion of understanding of words
28. Baby Joe deliberately throws and rolls his
ball to different angles to see how far it can
reach. This reflects which sub-stage of Piaget’s
sensorimotor stage of development?
29. “Ma”, “pa”, and “da” are examples of
______, an important aspect of infant’s
language development that begins on the 6th
month.
A. Primary circular reactions
A. Holophrases – one word utterances that may
convey more than one meaning
B. Secondary circular reactions
B. Babbling
C. Tertiary circular reactions
C. Cooing
D. Internalization
D. Gurgling
30. According to Bowlby’s attachment theory, during this phase, attachment becomes focused on one
figure, as the baby gradually learns to distinguish familiar from unfamiliar.
A. Phase 1 – attach to human figures
B. Phase 2 – attach to caregivers, mothers
C. Phase 3 – there is concept of familiar/unfamiliar faces
D. Phase 4 – open to perspective/feelings of humans
INFANCY – Socio-Emotional Development
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130



Erikson’s Psychosocial Stage of Development.: 1st year – Trust vs. Mistrust; 2nd year – Autonomy
vs. Shame & Doubt
Emotions:
o Crying: most important mechanism new-borns have; 3 types of cries: basic, anger, and pain
cries.
o Smiling: 2 types – Social and Reflexive
o Primary emotions: include surprise, interest, joy, anger, sadness, fear, and disgust; appears at
6 months
Social Referencing: improves in the second year.

Bowlby’s Attachment Theory and its Development:
 Phase 1, birth-2mos. – direct their attachment to human figures
 Phase 2, 2-7mos. – attachment becomes focused on one figure
 Phase 3, 7-24mos. – specific attachments develop.
 Phase 4, 24mos. on – become aware of others’ feelings, goals, and plans and begin to take
these into account.

Ainsworth’s Strange Situation: 4 types (Secure, Avoidant; Resistant and; Disorganized;)
31. What is the leading cause of death among
young children?
32. Sam, told her father that the table hurt her,
after bumping onto it. This is an example of:
A. Cancer
A. Animism
B. Cardio-vascular diseases
B. Object-permanence
C. Accident
C. Centration
D. Malnutrition
D. Principle of conservation
EARLY CHILDHOOD – Physical Development:
 Body growth: average child grows 2 ½ inches in height and gains 5 to 10 pounds a year during early
childhood.
 Motor and Perceptual Development: Gross and Fine motor skills increase dramatically; becomes
adventuresome
 Sleep: 11-13 hours of sleep each night.
 Illness & Death: accidents are the leading cause of death
 Nutrition: 5-2-1-0 obesity prevention guideline
 Exercise: 15 or more minutes of physical activity per hour over a 12-hour period.
33. This requires changing the level of support given to a child to maximize learning.
A. Orienting process
B. Scaffolding
C. Both A and B
D. Neither A nor B
EARLY CHILDHOOD – Cognitive Development:
 Piaget’s Preoperational Stage: 2-7y/o; represent the world with words, images, and drawings, and
symbolic thought goes becomes complex has 2 sub-stages
o Symbolic function: ability to mentally represent an object that is not present; limitation:
egocentrism & animism
o Intuitive function: uses primitive reasoning and wants to know the answers to all sorts of
questions; limitation: centration & lack of observation
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130
Vygotsky’s Zone of proximal development (ZPD): Range of tasks that are two difficult for the child to
master alone but can be learned with guidance and assistance from adults or more-skilled children.
o Technique: Scaffolding
34. Coleen was careful not to disobey her parents because she believes that disobedient children get
spanked. This exhibits which type of morality according to Piaget?
A. Autonomous morality
B. Pre-conventional morality
C. Heteronomous morality
D. Conventional morality

EARLY CHILDHOOD – Socio-Emotional Development:
 Erikson’s Psychosocial Stage of Devt.: Initiative vs. guilt; representation of the self in terms of body
parts, material possessions, and physical activities.
 Emotions: Able to express, understand, and regulate emotions; expand to self-conscious emotions
 Moral Development:
o Freud’s Psychosexual Stage of Devt.: superego develops
o Piaget’s Stage of Moral Devt.: has 2 stages





Heteronomous morality, 4-7y/o – believes in immanent justice
Autonomous morality, 10y/o – moral relativism
Gender: Gender identity is acquired by 2 ½ years of age for most children.
Play: functions include affiliation with peers, tension release, and advances in cognitive development,
exploration, and provision of a safe haven.
o Types of play: Sensorimotor and Practice Play; Pretense/Symbolic Play; Constructive Play;
Games
Media/Screen time: experts recommend 1 hour or less a day
MIDDLE-LATE CHILDHOOD – Physical Development:
 Body growth: involves slow, consistent growth; children grow an average of 2-3 inches a year;
muscles mass and strength gradually increase; decreases in head and waist circumference in relation
to body height.
 Brain devt.: advances in functioning of prefrontal cortex; synaptic pruning.
 Motor devt.: more coordinated; improved gross % fine motor skills
 Exercise: Aerobic exercise also is linked to children’s cognitive skills.
 Health, Illness, Death: time of excellent health: accidents and cancers are the 1st & 2nd leading cause
of death.
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130
35. At what stage does gender identity starts to
takes place?
A. Infancy
36. This refers to a process in which areas of
the brain that are not being used lose synaptic
connections and areas that are used show
increased connections.
B. Early childhood
A. Myelination
C. Middle-late childhood
B. Neurogenesis
D. Adolescence
C. Synaptic pruning
D. Neural migration
37. Arranging objects from the smallest to the
largest one is an example of which concrete
operations?
38. The following are criteria that characterize
gifted children as per Winner (1996) except:
A. Has genetic disposition to be gifted
A. Transitivity
B. Precocity
B. Seriation
C. Marching to their own drummer
C. Classification
D. Has passion to master
D. Identity
MIDDLE-LATE CHILDHOOD – Cognitive Development:
 Piaget’s – Concrete Operational Stage: Children can reason logically as long reasoning can be
applied to specific or concrete examples.
o Concrete operations: Decentration; Conservation; Classification; Reversibility; Seriation;
Transitivity; Identity
 Information Processing – Long-term memory increases; working memory develops slowly;
autobiographical narratives broaden.
MIDDLE-LATE CHILDHOOD – Socio-Emotional Development:
 Self-understanding: social comparison is evident; children increase their perspective taking; capable
for self-evaluations; self-efficacy is a critical factor in whether students will achieve
 Erikson’ Psychosocial Stage of Devt.: Identity vs. Inferiority
 Emotions: increased understanding of complex emotions; ability to suppress and redirect negative
emotions; greater variety of coping and cognitive strategies.

Kohlberg’s Stages of Moral Dev.: moral development occurs on three levels and these were agerelated.
o Pre-Conventional: Stage 1 – Punishment/obedience orientation; Stage 2 – Instrumental
purpose orientation
o Conventional: Stage 3 – Good Boy/Nice Girl orientation; Stage 4 – Law and order orientation
o Post-Conventional: Stage 5 – Social contract orientation: Stage 6 – Universal ethical principle
orientation

Peers: increased preference for same-sex groups, increased time spent in peer relations
o Peer Status: Popular; Average; Neglected; Rejected; Controversial

Student Learning: 2 contemporary issues – Constructivist approach and Direct Instruction approach
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130
39. Ella is quite popular to her circle of acquaintances and loved by many of them but at the same time,
is being disliked by several. Which peer status does Ella belong to?
A. Popular
B. Neglected
C. Controversial
D. Rejected
ADOLESCENCE – Physical Development:
 Puberty: growth spurt begins at an average age of 9 years for girls and 11 for boys, reaching a peak at
11 ½ for girls and 13 ½ for boys; show considerable interest in their body image, with girls having more
negative body images than boys do.
 Brain Dev.: thickening of the corpus callosum and a gap in maturation between the limbic system and
the prefrontal cortex.
 Sexuality: time of sexual exploration and sexual experimentation
 Health & Death: 3 leading causes of death are unintentional injuries, homicide, and suicide.
 Substance Use: Alcohol abuse is a major problem
 Nutrition: increase in eating disorders.
ADOLESCENCE – Cognitive Development:
 Piaget’s Formal Operational Stage: thinking becomes more abstract, idealistic, and logical.
o Hypothetical-deductive Reasoning: cognitive ability to develop hypotheses, or best guesses,
about ways to solve problems.
 Elkind’S Adolescent Egocentrism: 2 parts – the imaginary audience and personal fable
 Information Processing: cognitive control involves effective control and flexible thinking.
ADOLESCENCE – Socio-Emotional Development:
 Self-esteem: self-esteem declines for both boys and girls, but the drop for girls is greater; self-esteem
reflects perceptions that do not always match reality.

Erikson’s Psychosocial Stage of Devt.: Identity vs. Identity confusion
o Marcia’s 4 Identity Statuses: identity diffusion, identity foreclosure, identity moratorium, and
identity achievement
Position on Occupation
and Ideology
Crisis
Commitment
Identity
Diffusion
Absent
Absent
Identity
Foreclosure
Absent
Present
Identity Status
Identity
Moratorium
Present
Absent
Identity
Achievement
Present
Present
40. Which is false about adolescents?
A. Preoccupation with one’s body image is strong
during adolescence.
B. Increased ability for reasoning and selfregulation among adolescents can be explained by
the thickening of corpus callosum.
C. Their pubertal growth spurt begins at an average
age of 9 years for girls and 11 for boys
41. “No one ever understands me. I must be the
most unlucky teen ever to be in this kind of
life.”, said by 15-year-old Ally. Which
component of adult egocentrism is shown by
Ally?
A. Imaginary audience
B. Personal fable
C. Hypothetical-deductive reasoning
D. None of the above.
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130
D. Narcissism
43. Which of the following incorrectly describes
an emerging adult?
42. Erikson’s own story during his youth
wherein he wandered before committing
himself to a career is an example of which
process of identity formation?
A. They are characterized by experimentation and
exploration.
A. Identity moratorium
B. They are likely to experience instability due to
transitioning from adolescence to adulthood.
B. Identity foreclosure
C. They are often considered as the ‘sandwich
generation’.
C. Identity diffusion
D. Identity achievement
D. Emerging adults tend to have great deal of
autonomy and be self-focused individuals.
EARLY ADULTHOOD – Physical Development:
 Emerging Adulthood: (18-25 y/o); characterized by experimentation and exploration
o Key features: identity exploration; instability; self-focused; feeling in-between; age of
possibilities;
 Physical Performance: between 19-26 y/o; detectable slowdown toward the latter part.
 Health: have more than twice the mortality rate of adolescents, with males being responsible
 Eating & Weight: obesity is a problem
44. Who among the following does not reflect post-formal thought?
A. Arc believes that his authoritarian style towards his students will not be the best strategy to employ to his
own children in instilling discipline.
B. Ann resigned immediately from her work when she realized that she is no longer happy and fulfilled
in what she does.
C. Marie decided to consult with her colleagues in handling her patient as she becomes aware that she is
developing counter-transference.
D. Rhian never lets her guard down even after successfully solving a problem in her business and would
anticipate worst-case scenario
45. Dan, after his divorce, became a womanizer as he would like to enjoy once again being single.
Soon, he became disappointed to himself and decided to find a new, long-term partner. Which
pathways after divorce did Dan went through?
A. The Libertines
B. The Defeated
C. The Seekers
D. The Enhancers
EARLY ADULTHOOD – Cognitive Development:
 Post-formal Thought: reflective, relativistic, and contextual; provisional; and realistic; and recognized
as being influenced by emotion.
 Creativity: peaks in adulthood, often during the forties, and then declines.
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130

Careers & Work: less idealistic; many individual have not found a path to purpose in their career
development; work defines in fundamental ways and is a key aspect of their identity.
EARLY ADULTHOOD – Socio-Emotional Development:
 Erikson’s Psychosocial Stage of Devt.: Intimacy vs. Isolation
 Temparament: young adults show fewer mood swings, are more responsible, and engage in less risk
taking than adolescents.
 Attachment: 3 styles – secure attachment, avoidant attachment, and anxious attachment.
 Attraction; first impressions can be enduring; familiarity precedes a close relationship
 Matching Hypothesis Theory: though we prefer a more attractive person, we end up choosing someone
who’s close to our own level of attractiveness.
 Sternberg’s Theory of Love: has 3 components – Intimacy Commitment; and Passion
o Kinds of Love: Infatuation; Liking; Empty; Romantic; Fatuous, Companionate; and
Consummate.


Dealing with Divorce: Hetherington identified 6 pathways taken by people after divorce – enhancers,
good-enoughs, seekers, competent loners, and the defeated.
Gender & Communication Styles: Men prefer report talk while women prefer rapport talk
46. I. Male menopause is a myth. (correct)
II. Climacteric refers to the decline of one’s fertility. (correct)
III. Andropause results to a man’s inability to produce offspring. (not correct)
IV. Menopause is the cessation of a woman’s menstrual periods. (correct)
MIDDLE ADULTHOOD – Physical Development:
 Middle Adulthood: 40-45 y/o to 60-65 y/o; period in which gains and losses as well as biological and
sociocultural factors balance each other.
 Physical Changes: changes in physical appearance (wrinkles, age spots); height (decrease) and
weight (increase); strength, joints, and bones (sarcopenia); vision and hearing (accommodation
declines); cardiovascular system; lungs; and sleep.
 Health, Diseases, & Stress: frequency of accidents declines and less susceptible to colds and
allergies; chronic disorders increase; men have more fatal chronic disorders; immune system
functioning declines with age.
 Mortality Rate: Cancer is the leading cause of death.
 Sexuality: Climacteric appears; menopause overall is not the highly negative experience; erectile
dysfunction affects 50% of men 40-70 y/o and 75% of men over 70 y/o; less sexual activity
MIDDLE ADULTHOOD – Cognitive Development:
 Intelligence: crystallized intelligence increases while fluid intelligence decreases; highest level of 4
intellectual abilities occurred in middle age (there’s individual variation);
 Information Processing: declines; memory is more likely to declines; expertise increases; practical
problem-solving ability remains stable then declines.
 Career & Work: time of reflection, assessment, and evaluation.
 Leisure: midlife is important time for leisure.
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130


Religion, Spirituality, & Coping: women show a stronger interest in religion and spirituality than men
do;
o Meaning-Making Coping: drawing on beliefs, values, and goals to change the meaning of a
stressful situation.
Meaning in Life: increased examination of life’s meaning.
o 4 main needs to fulfil for a meaningful life (Baumeister & Vohs, 2002): purpose, values,
efficacy, and self-worth
47. Which of the following is not a common physical change among middle adults?
A. Their height decreases while their weight increases.
B. They experience joint stiffness and more difficulty in movement.
C. They tend to get longer and more well-rested sleeps at night.
D. None of the above.
MIDDLE ADULTHOOD – Socio-Emotional Development:
 Erikson’s Psychosocial Stage of Devt.: Generativity vs. Stagnation
o 4 types of Generativity: biological, parental, work, and cultural

Levinson’s Theory: 4 conflicts in middle-age include being young versus being old, being destructive
versus being constructive, being masculine versus being feminine, and being attached to others versus
being separated from them.

Love & Marriage: affectionate love increases; perils of divorce in midlife can be fewer and less intense
than those for divorcing young adults.
Divorce: gray divorce increases
Empty-Nest Syndrome: decrease in marital satisfaction that occurs after children leave home.
Grandparenting: Grandmothers spend more time with grandchildren than grandfathers do.
Middle-aged adults have been described as the “sandwich”, “squeezed” or “overload” generation.




LATE ADULTHOOD – Physical Development:
 Life expectancy has dramatically increased; Life span (120-125 y/o) has not.
 Young-old have – 65 to 84 y/o; Oldest-old – 85 years and older
 Evolutionary Theory of Aging: states that natural selection has not eliminated many harmful
conditions and nonadaptive characteristics in older adults.
 Aging is caused by a combination of cellular maintenance requirements and evolutionary constraints;
 Cellular Clock Theory: cells have less capacity to divide.
o Key genetic and cellular processes that explain aging: telomeres, free radicals,
mitochondria, sirtuins, and the mTOR pathway.
 Hormonal Stress Theory: aging in the body’s hormonal system can lower resiliency and increase the
likelihood of disease.
 Brain: loses weight and volume with age, slowing of function in the CNS increases; aging brain retains
considerable plasticity and adaptiveness.
 Sleep: 50% complain of having difficulty sleeping.
 Physical Appearance & Movement: wrinkled skin and age spots on the skin; people get shorter as
they age; weight decreases after age 60; movement of older adults slows down.
 Sensory: declines in visual acuity, color vision, and depth perception usually occur with age, especially
after age 75; ability to see the periphery of a visual field also declines.
o 3 visual diseases: cataracts, glaucoma, and macular degeneration.
o Hearing: decline intensifies at late adulthood
o Smell & Taste: minimal decline
o Touch Sensitivity: sensitivity to pain decreases; perceptual motor coupling declines.
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130





Circulatory & Respiratory System: cardiovascular disorders increases; lung capacity drops.
Sexuality: orgasms become less frequent in males; older men need more direct stimulation.
Health Problems: most common chronic disorder is arthritis; women are prone to osteoporosis.
Substance Use: binge-drinking declines; abuse of illicit drugs is more difficult to detect in older adults.
Exercise & Nutrition: aerobic exercise and weight lifting are both recommended; nutritional experts
recommend a well-balanced, low-fat diet for older adults.
48. Which is not included in the types of
generativity among middle adults as proposed
by Erikson?
49. The life span of human beings is about
_______ years of age.
A. 100 to 110
A. Biological generativity
B. 120 to 125
B. Parental generativity
C. 79 to 83
C. Work generativity
D. 90 t0 105
D. Social generativity
LATE ADULTHOOD – Cognitive Development:
 Cognitive mechanics are more likely to decline in older adults than are cognitive pragmatics.
 Information Processing: Speed of processing declines; attention declines more on complex than
simple tasks;
 Memory: explicit memory declines more than implicit memory; episodic memory declines more than
semantic memory;
 Executive Function: its components decline; decision making is reasonably well-preserved; high
levels of wisdom are rare.
 Older adults who engage in cognitive activities have higher cognitive functioning.
 Language: knowledge of words and word meanings continues unchanged or may even improve
 Mental Health: depression has been called the “common cold”: most debilitating mental disorder is
dementia and Alzheimer’s disease.
 Religion & Spirituality: religious interest increases in old age and is related to a sense of well-being.
LATE ADULTHOOD – Socio-Emotional Development:
 Erikson’s Psychosocial Stage of Devt.: Integrity vs. Despair; life review is an important theme.
 Activity Theory: more active and involved older adults are, the more likely they are to be satisfied with
their lives.
 Socioemotional Selectivity Theory; states that older adults become more selective about their social
networks.
 Selective Optimization with Compensation Theory; successful aging is linked with 3 main factors:
(1) selection of performance domains, (2) optimization of existing capacities, (3) compensation for
deficits.
 Personality: conscientiousness and agreeableness increase; lower levels of conscientiousness,
extraversion, and openness to experience, a higher level of neuroticism, negative affect, pessimism,
and a negative outlook on life are related to earlier death.
o Stability of self-esteem declines; maintained sense of self-control (may vary by domain).
 Lifestyles: older adult men are more likely to be married than older adult women.
o Married older adults are often happier than single older adults.
 Attachment: older adults have fewer attachment relationships; attachment anxiety decreases;
associated with well-being.
 Families: adult daughters are more likely than adult sons to be involved in the lives of aging parents;
young adults have a more involved relationship with grandparents than with great-grandparents.
 Friends: more continuity than change.
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)
lOMoARcPSD|29611130
50. Which is not an example of restoration-oriented stressor based on the dual-process model of
coping with bereavement?
A. Assuming the role of the deceased person.
B. Updating one’s civil status from ‘married’ to ‘widowed’.
C. Knowing that the death is a way to free the person from suffering.
D. Learning tasks that are usually performed by the deceased person
GRIEVING:

Grief: emotional numbness, disbelief, separation anxiety, despair, sadness, and loneliness that
accompany the loss of someone we love.
o

2 kinds: integrated and complicated grief
Dual-process Model of Coping with Bereavement: oscillation occurs between 2 dimensions.
o
(1) loss-oriented stressors – focus on the deceased individual and both positive and negative
reappraisals of the loss
o
(2) restoration-oriented stressors - secondary stressors that emerge as indirect outcomes of
bereavement.
Downloaded by Danielle Longdahon (missdaniellelongleaf@gmail.com)