PSYC 205 Lecture Notes - Teratology, Developmental Psychology, Object Permanence
Psychology 205
Summer 2018
First Exam, Tuesday, June 5, in class
Format and Composition of Exams:
This exam:
Consists of multiple choice and short answer questions
Is worth 70 points
For Exam: All of the material from the lectures, textbook, and assigned readings up to and
including the class on May 31 will be on the exam.
Hints and Preparation:
You will never be asked to identify researchers by name (unless explicitly told so in class,
e.g., Piaget); you will always be given some other descriptive phrase in the question to
identify what is being talked about. For example, a question would not ask merely what
Baillargeo’s researh shoed, ut ight ask aout Baillargeo’s researh on object
permanence in infancy.
Age is important in developmental psychology. Pay attention to the ages of participants in
experiments and results for different age groups.
Lectures and readings combine general descriptions of what children are like at various ages
with descriptions of particular experiments. You should know what methods were used in
these studies (what did the experimenters show their participants, how old were their
participants, and what response did they measure?), the results of the study (what did the
participants do?), and the conclusion drawn from the results (what do the results tell us
about development?). If you can say a sentence of two about these three things, then you
understand the experiment.
In reviewing your reading, pay attention to the chapter summaries provided at the end of
each chapter in the textbook, as well as the abstracts of each assigned reading. These will
help you think about the important issues in each assignment.
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Consists of multiple choice and short answer questions. For exam: all of the material from the lectures, textbook, and assigned readings up to and including the class on may 31 will be on the exam. You will never be asked to identify researchers by name (unless explicitly told so in class, e. g. , piaget); you will always be given some other descriptive phrase in the question to identify what is being talked about. For example, a question would not ask merely what. Baillargeo(cid:374)"s resear(cid:272)h sho(cid:449)ed, (cid:271)ut (cid:373)ight ask a(cid:271)out baillargeo(cid:374)"s resear(cid:272)h on object permanence in infancy. Pay attention to the ages of participants in experiments and results for different age groups. Lectures and readings combine general descriptions of what children are like at various ages with descriptions of particular experiments. ), and the conclusion drawn from the results (what do the results tell us about development?).
