PSYC 205 Lecture Notes - Pitch Contour, Developmental Psychology
Psychology 205
Summer 2018
Second Exam, Thursday, June 14, 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 covered after the first exam from the lectures, textbook, and assigned
readings up to and including class on June 13 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.,
Kohlberg); 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 Werker’s research
showed, but might ask about Werker’s research on sound categorization 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 covered after the first exam from the lectures, textbook, and assigned readings up to and including class on june 13 will be on the exam. You will never be asked to identify researchers by name (unless explicitly told so in class, e. g. , Kohlberg); 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 werker"s research showed, but might ask about werker"s research on sound categorization 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?).
