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Steve Taylor
Professor: Druscilla D. Glascoe
Human Growth and development
Exam #1
1.
That there are normative age grade events, non-normative age graded events and historical age graded events that all affect development. Organizing development around chronological age is not accurate because not everyone is at the same psychological/social age. Knowing about different kinds of age is helpful in understanding our approach to study the life span. There are interactions among the different types of age.
Normative Non-normative
Historical
2.
Chart attached
3.
Three normative examples: A. Turning 16, learned to drive from father and friends.
B . Turning 18, signed up for selective service, realized I was growing up and moved away from home. C.
Turning 21, Got into the party crowd for awhile, started some college on top of work. Three non-normative examples: A. Worked full time from age 14 taught me responsibility and work ethic at young age. B.
Parents moved from large city (Phoenix, AZ) to small Utah town when I was 15, big culture shock at young age. Had a hard time fitting in. C.
Mother went back to school full time to

2 pursue teaching degree leaving me to help with siblings. Three Historical graded events: A. Gen X- Had a Mohawk, spikes, leather jacket and the attitude to go with it.
Made me not fit in even more in small town. B.
Influenced during start of Punk Rock music scene from Seattle and L.A. Music was a major influence during those years.
Made me finally feel accepted in a scene of others that didn’t quite fit the norm.
C.
The 80’s,
Spiky hair, bright colored clothes and strong makeup with the girls. Birth of
MTV.
4.
Classical conditioning links neutral and meaningful stimuli. Subject eventually responds to neutral stimuli the same as they would to meaningful stimuli. The cat has linked the sound of the opener (neutral) to food (meaningful). Find some sort of reward that is meaningful to roommate. Reward them each time they make the bed this may result in more repetition of desired behavior.
5.
I have always had an issue with the religious divide, especially coming from a
Mormon family that lived out of state. My parents moved from Phoenix, AZ to St.
George Utah when I was 15. St. George was nothing more than a main street, small downtown, cowboys and Mormons. Even my family was judged from coming in from
“outside” Utah as the locals did not like outsiders. We met several other Mormons that had come from out of state and had issues as well. My microsystem was very religious yet we had a lot of hostility and fighting in our home. I started questioning things and dropping away from the church. My mesosystem involved even more concentrated pressure towards religion. My parents tried to involve school officials, religious leaders in our neighborhood to convince me to attend. I had non-Mormon friends in Phoenix but since the move, my family worked with my mesosystem to

3 even pick my friends from our local ward. My exosystem that included the State of
Utah, the entire school system and community all had the same judgmental attitudes and same pressures of the mesosystem . The macrosystem , which was the State and the State’s cultural values and social conditions were the same. I grew up 25-30 years ago and Utah was quite a different place during those years. I did notice some of the same issues with my children in the school system in St. George when they were young and moved my family back to AZ for awhile. Salt Lake has changed considerably and is much more diverse than it was.
6.
A. Because insecure attachment results in children with fear, anxiety, anger or indifference and lack of confidence. B.
Father’s presence makes some infants more confident. C.
In Erikson’s model, psychosocial development is where babies develop trust for basic needs, physical contact and trust or mistrust for others. Synchrony is a coordinated interaction between caregiver and infant. Social referencing is where infants seek social guides. They look to others for clarification, information or glances of reassurance. All of these are involved with attachment development and can possibly result in insecure attachment disorders if these developmental steps are missed or lacking. D. None to father, some to mother and aunts. E . Distrustful in the beginning, used to take me a while to warm up to new people. F . Yes G . No H . In just the example of proximal and distal parenting styles children differ. Proximal toddlers are less self aware but compliant, which is the norm in some cultures. Distal parenting results in toddlers that are more self aware but less obedient as in western culture.

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7.
1. Down syndrome: Differing views of what’s acceptable as a standard view of family. Ties into the family structure in CH. 13. Biological mother did not want the responsibility or requirements needed to raise down syndrome child and gave up to adoption. Second mother’s views were different and only wanted down children.
2. Stages of development:
Highlights Piaget’s contribution to psychological development outlined in CH 5 and introduced in CH 2. 3. Fathers are more aggressive players even with daughters and infants than mothers. CH 13 addresses family structure and interaction regarding development. 4 . Children self aware? Explores the question of whether young children have a sense of self and compares to animals.
Self awareness addressed in CH 7, PG 182. 5 . ADHD- Explores the effects of ADHD children on families and in school. 6 . Left brain: Demonstrates brain plasticity when section removed to treat epilepsy. CH 5 pg 134 mentions plasticity of brain. 7 .
Autism: symptoms of a young boy with autism and parents trying to find the root of his issues, possibly damage from lack of oxygen during birth. CH 11- Autism spectrum disorders.

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