Edu/Psy 3327
Final Exam Review
Students are required to construct a response to Parts I and II. Of the remaining
four parts, students are required to complete two parts. Thus, students will
complete four parts total.
I.
REQUIRED. Children’s literature: Be prepared to discuss the behavior of
a child you meet in a children’s book. You will examine the child’s behavior
in cognitive, social, and/or moral terms. 30 points possible
Think of this section as if it were an entry in your observation journal.
The text will be divided into three sections. For EACH of the THREE sections, write
a well-constructed paragraph which reflects on a single, precise issue of cognitive,
social, or moral development. Thus, you will write THREE paragraphs, each
paragraph reflecting behavior from the perspective of a single, precise, and different
theorist and concept. [For example, if you choose to evaluate the child’s behavior in
relation to Piaget’s concept of conservation in one section, then you may not use
Piaget and/or the concept of conservation as the basis for evaluation in another
paragraph.]
Each paragraph will be worth 10 points for a total of 30 points. Each paragraph
will be graded using the following schema:
 Does the paragraph begin with a thesis statement that clearly establishes a
relationship between the child behavior(s) and a specific aspect of the theory and
theorist to be used in evaluating those behaviors? [0 – 2 points]
 Does the paragraph offer good support for the thesis? Are the supporting
statements both reflective of an understanding of the theory and logical in their
connection to the behaviors in the story? Do the statements highlight and
analyze the appropriate behaviors in the story in their relationship to an
appropriate portion of the theory? Are precise terms from the theory/theorist
appropriately used? [0 – 4 points]
 Does the paragraph offer a legitimate personal experience [from personal
observations] that serves to appropriately connect theory to practice? [0 – 2
points]
 Does the paragraph end with a good conclusion, one that connects theory to
“experience/practice” and offers legitimate insight? [0 – 2]
II.
REQUIRED. Do Parents (or Teachers) Really Matter? 30 points
Sharon Begley, in an article in Newsweek magazine, discusses the claims of Judith
Rich Harris, author of The Nurture Assumption: Why Children Turn Out the Way
They Do; Parents Matter Less Than You Think and Peers Matter More (464 pages.
Free Press).
Begley summarizes Harris’ claims in the following sentences:
“After parents contribute an egg or a sperm filled with DNA, she argues, virtually
nothing they do or say – no kind words or hugs, slaps or tirades; neither
permissiveness nor authoritarianism; neither encouragement nor scorn – makes a
smidgen of difference to what kind of adult the child becomes. Nothing parents do
will affect his behavior, mental health, ability to form relationships, sense of selfworth, intelligence or personality. What genes don’t do, peers do.”
Using Harris’ claim as a starting point,
A. Draw a nature-nurture line. You are required to place Judith Rich
Harris’ position on that line between nature and nurture. In addition,
you are required to place your theorist and other significant theorists
(those studied in class, including project theorists) on the line. Finally,
you must establish a place for your own position on the continuum. A
minimum of 10 theorists must be placed on the continuum (1 point each
for a total of 10 points) See sample at the end of this document…**
B. Using the nature-nurture line to help you organize your thoughts, take a
position as to whether nature or nurture has the greater influence on the
development of a child and then defend that position. Be sure to integrate
your knowledge of theory as well as your experience (practice) into the
discussion. You must develop a good position for yourself with regard to
the nature v. nurture debate using both theory (specifically identify the
theorist and portion/concept from the given theory …not the whole
theory/theorist) and personal experience (from observations and/or your
own life). Here is your opportunity to add “authority” and “construct
meaning” for your position with regard to the nature v. nurture debate
by selecting appropriate portions of theories you have examined this
semester and synthesizing them. In writing your paragraph, ask yourself
the following questions. (20 points)
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Do I begin with a clear statement of my position? [0 – 3 points]
Do I offer at least two substantive paragraphs with good support for the
thesis? Are there authoritative, supporting statements reflective of an
understanding of both theory and practice and insight from my own
research)? Do I use theories, theorists, and precise terms to develop my
argument? Does my argument highlight and offer appropriate and
logical reasoning and conceptual depth (Phase III Vygtosky)? Does my
statement reflect personal meaning…as opposed to a series of sterile
statements that I found in a book or in my notes? [0 – 12 points]
 Do I offer at least one personal experience to connect theory to practice?
[0 – 3 points]
 Do I end with a restatement of my position and a good conclusion that
reaffirms my position and connects theory to “experience/practice” in a
legitimate way? [0 – 2]
III.
Matching [20 points possible]. Match the theory/theorist with the
appropriate "schemes" or associations. Indicate your choice by placing the
correct letter in the blank provided. Names may be used more than once.
Some names may not be used. One term has two theorists equally well
associated with it. [1 points each]
IV.
Multiple Choice: Read each scenario carefully, and then print the letter of
the response that most precisely reflects an understanding of the theory or
concept represented. [2 points each 20 points possible].
Terms/Concepts to Review: This list contains terms used during the semester;
however, there may be terms missing from this list. Use this list to prepare for
sections III and and IV. However, knowledge of these terms and understanding of
the key concepts involving these terms will be useful on all parts of the final exam.
 General Terms
 Development
 Orderly, Cumulative, Directional
 Nature
 Nurture
 Preformationism
 Continuity
 Discontinuity
 Genetics
 Culture
 Innate Reason
 Seriation
 Theory
 Perspective
 Paradigm
 Behaviorism
 Constructivism
 Rationalism
 Empiricism
 Hereditarianism
 Environmentalism
 Constructivist learning environment
 Knowledge construction
 Cognitive development
 Locke
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Tabula Rasa
Associations
Repetitions
Imitation
Rewards and Punishments
Rousseau
 Noble Savage
 Child-centered
 Gesell
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Genetic Blueprint
Biological Maturation
Reciprocal Interweaving
Functional Asymmetry
Self-regulation
Developmental /Age Norms
School Readiness
 Montessori
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Sensitive Periods
Child-centered
Independent Mastery
Spontaneous Activity
Choice
Auto-Education
Truth
Fantasy Play
 Piaget
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Genetic epistemology
Scheme (schema)
Organization
Adaptation
Assimilation
Accommodation
Equilibration
Disequilibrium
Heteronomous morality
Autonomous morality
Sensorimotor
Reflexes
 Babinski
 Root
 Moro
 Root
 Sucking
Primary Circular Reactions
Secondary Circular Reactions
Purpose Co-ordinations
Tertiary Circular Reactions
First Symbols
Circular Reactions
Object permanence
Deferred imitation
A not B error
Preoperational
 Perception Bound
 Centration
 Egocentrism
 Irreversibility
 Transductive reasoning
 Animism
 States rather than Transformations
Concrete operational
 Conservation (types / sequence)
 Identity (Argument)
 Compensation (Argument)
 Inversion (Argument)
 Seriation
 Transitive Inference
 Categorization
Formal operational
 Hypothetical-Deductive Reasoning
 Propositional Thought
 Adolescent Egocentrism
 Imaginary Audience
 Personal Fable
 Kohlberg
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Moral Reasoning
Male morality
Justice
Dilemma
Value
Choice
Rule
Role
Authority
Pre-Conventional
 Punishment-obedience
 Instrumental relativist
 Conventional
 Good boy-nice girl
 Law and order
 Post-Conventional
 Social contract
 Universal ethical principle
 Gilligan
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Moral reasoning
Preconventional
Conventional
Post-conventional
Ethic of care
Female morality
 Vygotsky
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Genuine Concepts
Complexes
Pseudoconcepts
Syncretic heaps
Psychological Tools
Lower Mental Function
Higher Mental Function
Zone of proximal development
Level of independent performance
Level of assisted performance
Signs
Cultural Mediation
Semiotic Mediation
Dialectical Processes
Natural v. Cultural Mental Behaviors
Scientific concepts
Spontaneous concepts
Inner / Egocentric speech / Language
Memory / Memory Aids
Good Teaching / Types of Assistance
Activity Settings
Scaffolding
 Werner
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Gestalt perception
Orthogenic principle
Differentiation
Hierarchical integration
Eidetic imagery
Physiognomic perception
Geometric-technical perception
Microgenesis
Microgenetic mobility
Synesthesia
Self-object differentiation
Sensorimotor-Affective Level
Perceptual Level
Conceptual Level
Organismic orientation
Phenomenal World
Intersensory Experience
Chromaesthesia
Dynamic Schematization
 Erikson / Marcia
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Epigenetic principle
Dichotomy
Trust v. mistrust
Autonomy v. shame/doubt
Initiative v. guilt
Industry v. inferiority
Identity v. role confusion
Intimacy v. isolation
Generativity v. self-absorption
[stagnation]
Integrity v. despair
Exploration / Crisis
Commitment
Identity moratorium
Identity achievement
Identity foreclosure
Identity diffusion
 Bandura
 Observational Learning
 Attention
 Retention
 Motor production
 Reinforcement & motivation
 Self-efficacy (Perceive & Instructional)
 Enactive Mastery Experiences
 Vicarious experiences
 Verbal persuasion
 Physiological and Affective States
 Skinner – 11:00 a.m. class only
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Skinner Box
Behaviorism
Operant
Shaping
Reinforcement
Programmed Instruction
Cummins – 2:00 p.m. class only
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BICS
CALP
CUP
L1 & L2
 Asch – 11:00 a.m. class only
 Conformity
 Confederates
 Individuality
 Group Think
 Bettelheim – 11:00 a.m. class only
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Autism
Easter Seals Autism Treatment Program
Applied Behavioral Analysis
Speech-Language Therapy
Physical Therapy
Audiological Services
Social Services
 Goodenough – 11:00 a.m. class only
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Exceptional Children
Challenged Children
Intellectual Maturity
IQ
Draw-A-Man Test
 Other / Miscellaneous Terms
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Phenotype
Genotype
Cephalocaudally
Proximodistally
Right-Brain Dominant
Left-Brain Dominant
Chromaesthesia
Inter-rater reliability
Hierarchic Integration
Universality
Invariance (related to sequence)
Other terms associated with student
research studies
V.
October Sky. (20 points) Erik Erikson uses a set of eight dichotomies to identify the stages in his
theory of psychosocial development. One of those eight stages is "identity v. role confusion."
James Marcia, elaborating on Erikson's work, suggested that there are four alternatives for
adolescents as they confront themselves and their identity. Using Marcia's four alternatives, as
discussed in class, use incidents from the movie to indicate your understanding of the alternatives
by filling in the following table. [40 points possible.] **Remember, you can be complete this
portion of the final exam in advance and submit it upon coming to the exam IF you have met the
following conditions: 1) you attended the extra class meeting during which the movie was shown
and handouts were distributed -- or you met with and made special arrangements with course
instructor to receive the Erikson/Marcia handouts and make up the extra meeting; 2) the response
to the question is word-processed; and 3) the response is submitted upon entering the final exam.
This specific question and form for responding to this question is online available among the links
to Final Exam Resources.
VI.
Vygotsky: [20 points possible]. Next semester is just around the corner, and one of your friends is
thinking of taking Child Growth and Development. He/She asks you to describe your experiences
in the class. You get excited, jump up and down, flap your arms wildly and exclaim,
"VYGOTSKY STYLE!" Your friend looks puzzled and asks, "What's Vygotsky Style?" Write
two to three paragraphs to explain. Try to develop “genuine concept” for justifying that the course
is / is not “Vygotsky Style” by integrating course elements / experiences with key, precise concepts
(using precise terms).
In writing your paragraphs, ask yourself the following questions.
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Do I begin with a clear thesis statement? [0 – 3 points]
Do I offer at least two substantive paragraphs with good support for the thesis? Are there
authoritative, supporting statements reflective of an understanding of both theory and insight
from classroom experience? Do I use key precise terms to develop the concept? Do my
statements reflect logical reasoning, conceptual depth, and authority? Do my statements reflect
personal meaning…as opposed to a series of sterile statements that I found in a book or in my
notes? [0 – 12 points]
 Do I offer at least one personal, course experiences to connect theory to practice? [0 –3 points]
 Do I end with a restatement of my position and a good conclusion that reaffirms my position
and connects theory to “experience/practice” in a legitimate way? [0 – 2]
**
Nature
Nurture
Rousseau
Judith Rich-Harris -- required
Piaget -- required
Kohlberg -- required
Erikson -- required
Vygotsky – required
Werner – required
Khirallah
Montessori -- required
Bandura -- required
Gesell -- required
Rousseau – required
Locke -- required
Yourself – required
Others -- Optional
Locke
Remember you will be expected to not
only draw the line but defend it – by
explaining both the theorist’s position
in terms of nature – nurture and the
theorist’s position in relation to the
position of other theorists.