CHILD PSYCH (PSYC 102) REVIEW SHEET FOR EXAM # 2
**Bring T & E form 0200 and # 2 pencils. PLEASE ARRIVE ON TIME**
Exam 2 will cover: Chapters 7, 8, and 9 (in chapter 9, pages 304-318 & 323-331 only) and all
relevant lectures. The review sheet does not cover all material to be included on the exam;
however, it is a very strong review sheet that highlights major areas you want to understand.
Questions will be based on any aspect of chapters 7 and 8 and the specified pages of chapter 9 as
well as all relevant lectures. There will be 50 multiple choice questions on the exam. Exam 2 is
closed book and notes are NOT allowed.
 In studying terms/concepts/issues, know their meaning, how they work, and be able
to recognize examples of their occurrence
 Know what all sources of information (chapters, lectures) have to say about the same
subject matter
I. Chapter 7 & lectures:
A. Terms/Concepts: protoword, vocabulary spurt, receptive and productive skills, communicative
competence and pragmatics, Language Acquisition Device (LAD), morphology, phonology,
semantics, syntax, phonemes, morphemes (also grammatical morphemes), holophrase,
telegraphic speech, over- and underextension, overregularization (illustrates a “growth error”),
expressive and referential use of language, fast mapping
B. Issues:
(1) Describe the 5 stages of prelinguistic vocalization
(2) Describe the nature of “first words”? What are examples of typical “first words”? What are
some purposes served by first words (e.g., referring to objects, etc.)
(3) What is the significance of the “wug” study developed by Jean Berko?
(4) Describe the process of learning to form sentences (e.g., the one-word stage and first
sentences).
(5) Describe “child-directed-speech” (CDS) (same as “motherese”). Also, what are some
differences between mothers’ and fathers’ speech to their young children (at least when father is
the secondary caregiver)? What are some cross-cultural differences in the use of CDS? For
example, is the use of CDS universal?
(6) What are some important issues in the debate between “environmentalists” and “nativists” in
their views of language acquisition? For example, what are some criticisms/limitations of a
Learning Theory (environmentalist) explanation of language acquisition (Skinner) and what are
some pros/cons of a Nativist view of language acquisition (Chomsky)?
(7) As discussed in class, describe the Social Interactionist view of language acquisition (Bruner)
and the concept of the “Language Acquisition Support System” (LASS).
(8) See the “Applying Research Findings” box on childhood bilingualism (p.255) – describe
native bilinguals, metalinguistic awareness, additive and subtractive bilingualism.
II. Chapter 8 & lectures:
A. Terms/concepts: affective sharing, appropriation, executive competence, social referencing,
socialization, scaffolding, guided self-regulation
B. Issues:
(1) Describe the key concepts and individuals associated with current views of socialization
(especially Barbara Rogoff and Mary Ainsworth). What is the meaning of “socialization from the
outside” and “socialization from the inside”?
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(2) Describe awareness of self (similar to self-recognition), including studies of children’s
reactions to their images in a mirror.
(3) Describe the secondary (“self-conscious”) emotions discussed by Michael Lewis (see
subsection on “Changing Emotions and New Emotions”, p. 278).
(4) What are the major tasks of the parent during the toddler period?
(5) What are the influences of attachment history on later development (for example, problemsolving approach)? See “Ongoing Parental Support” (p.283) – what are the support-related
characteristics of parents/caregivers of securely and insecurely attached toddlers?
(6) Children of what age are most likely to be at risk of abuse/neglect?
(7) Describe/define the different forms of child maltreatment (e.g., physical neglect, etc.).
(8) What are some factors that increase/decrease the risk of abuse? For example, see Table 8.1 on
p. 290.
(9) What is “role reversal” (Rohner), as discussed in lecture?
(10) What are some factors that social scientists believe may influence the extent of abuse in our
culture as summarized in lecture (for example, high demands for maturity at an early age, etc.)?
(11) Describe the findings of Linda Camras’ research on abused toddlers (see lecture notes).
(12) Review the shaded box on p. 287 titled, “Do abused children cause their own maltreatment?”
III. Chapter 9 (pages 304-318 & 323-331 only) & brief overview lecture:
A. Terms/Concepts: animism, centration, appearance-reality, conservation, reversibility,
compensation, seriation, classification, transitivity (same as transitive inference), egocentrism,
social cognition, theory of mind, script
B. Basic Issues:
(1) Describe young children’s reasoning about quantity as seen in the conservation tasks – for
example, conservation of liquid volume and conservation of number. Be able to recognize
examples of how “centration” and “appearance-reality” can affect young children’s solutions to
conservation tasks.
(2) See the “A Closer Look” box on conservation of liquid volume (p. 310) – know ages and
stages in understanding conservation and know information on children’s explanations
(justifications) for their conservation answers.
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